Critical GCE in the era of SDG 4.7: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden.

Pashby, Karen ORCID: https://orcid.org/0000-0002-9967-8262 and Sund, Louise (2020) Critical GCE in the era of SDG 4.7: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden. In: The Bloomsbury Handbook of Global Education and Learning. Bloomsbury Academic. ISBN 9781350108738

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Abstract

The Bloomsbury Handbook of Global Education and Learning brings together the main elements of the debates, provides analysis of policies, and suggests new directions for research in these areas. This chapter presents the argument for centring of critiques from environmental and sustainable development scholarship and critical global citizenship education scholarship in response to enacting United Nations Sustainable Development Goal 4.7. in Global North contexts. As educators and researchers working in these two areas respectively, we draw on Andreotti’s (2012) HEADSUP tool as a bridging framework. The tool centres pedagogical applications towards explicit attention to the ways education for sustainable development and global citizenship education can reproduce colonial systems of power. The chapter shares findings from a small-scale research study engaging secondary and upper secondary teachers in England, Finland and Sweden with the tools and engages with teacher perspectives to consider key possibilities and challenges of applying HEADSUP in both classroom pedagogy and reflexive practice.