Philip Bamber is associate professor of education at Liverpool Hope University, UK.

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• Series Editor ForewordCARLOS ALBERTO TORRESForewordCHARLES A. HOPKINSIntroduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship PHILIP BAMBERPART 1 VALUESChapter 1: In Search of Core ValuesSTEPHEN SCOFFHAMChapter 2: How do Teachers Engage with School Values and Ethos?ALISON CLARKChapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice MentalityJEN SIMPSONChapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working InterculturallyFATIMA PIRBHAI-ILLICH AND FRAN MARTINChapter 5: Restorative Practice: Modelling Key Skills of Peace and Global CitizenshipROSALIND DUKEChapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children’s Responses to Extreme Climate EventsHELEN CLARKE AND SHARON WITTPART 2: CURRICULUMChapter 7: Moving Teachers’ Experience from the Edge to the CentreNEDA FORGHANI-ARANIChapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global CitizenshipKAREN PASHBY AND LOUISE SUNDChapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for SustainabilityZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early ChildhoodMALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYAChapter 11: Seeking to Unsettle Student Teachers’ Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural WorldHELEN CLARKE AND SHARON WITTChapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern ItalySARA FRANCHPART 3 ASSESSMENTChapter 13: ‘Zero is where the Real Fun Starts’ - Evaluation for Value(s) Co-ProductionKATIE CARR AND LEANDER BINDEWALDChapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM ProjectANGELA DALY AND JULIE BROWNChapter 16: Evaluating an International Approach within Teacher Education to the Refugee CrisisCHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNONChapter 17: Measuring Teachers’ Impact on Young Peoples’ Attitudes and Actions as Global CitizensBARBARA LOWE AND LIZ ALLUMConclusion: Empathy, Adaptability, Moderation and SharingVICTORIA W. THORESEN

Philip Bamber is associate professor of education at Liverpool Hope University, UK.

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• Series Editor ForewordCARLOS ALBERTO TORRESForewordCHARLES A. HOPKINSIntroduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship PHILIP BAMBERPART 1 VALUESChapter 1: In Search of Core ValuesSTEPHEN SCOFFHAMChapter 2: How do Teachers Engage with School Values and Ethos?ALISON CLARKChapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice MentalityJEN SIMPSONChapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working InterculturallyFATIMA PIRBHAI-ILLICH AND FRAN MARTINChapter 5: Restorative Practice: Modelling Key Skills of Peace and Global CitizenshipROSALIND DUKEChapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children’s Responses to Extreme Climate EventsHELEN CLARKE AND SHARON WITTPART 2: CURRICULUMChapter 7: Moving Teachers’ Experience from the Edge to the CentreNEDA FORGHANI-ARANIChapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global CitizenshipKAREN PASHBY AND LOUISE SUNDChapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for SustainabilityZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early ChildhoodMALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYAChapter 11: Seeking to Unsettle Student Teachers’ Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural WorldHELEN CLARKE AND SHARON WITTChapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern ItalySARA FRANCHPART 3 ASSESSMENTChapter 13: ‘Zero is where the Real Fun Starts’ - Evaluation for Value(s) Co-ProductionKATIE CARR AND LEANDER BINDEWALDChapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM ProjectANGELA DALY AND JULIE BROWNChapter 16: Evaluating an International Approach within Teacher Education to the Refugee CrisisCHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNONChapter 17: Measuring Teachers’ Impact on Young Peoples’ Attitudes and Actions as Global CitizensBARBARA LOWE AND LIZ ALLUMConclusion: Empathy, Adaptability, Moderation and SharingVICTORIA W. THORESEN

Philip Bamber is associate professor of education at Liverpool Hope University, UK.

Select Guide Rating

• Series Editor ForewordCARLOS ALBERTO TORRESForewordCHARLES A. HOPKINSIntroduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship PHILIP BAMBERPART 1 VALUESChapter 1: In Search of Core ValuesSTEPHEN SCOFFHAMChapter 2: How do Teachers Engage with School Values and Ethos?ALISON CLARKChapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice MentalityJEN SIMPSONChapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working InterculturallyFATIMA PIRBHAI-ILLICH AND FRAN MARTINChapter 5: Restorative Practice: Modelling Key Skills of Peace and Global CitizenshipROSALIND DUKEChapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children’s Responses to Extreme Climate EventsHELEN CLARKE AND SHARON WITTPART 2: CURRICULUMChapter 7: Moving Teachers’ Experience from the Edge to the CentreNEDA FORGHANI-ARANIChapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global CitizenshipKAREN PASHBY AND LOUISE SUNDChapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for SustainabilityZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early ChildhoodMALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYAChapter 11: Seeking to Unsettle Student Teachers’ Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural WorldHELEN CLARKE AND SHARON WITTChapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern ItalySARA FRANCHPART 3 ASSESSMENTChapter 13: ‘Zero is where the Real Fun Starts’ - Evaluation for Value(s) Co-ProductionKATIE CARR AND LEANDER BINDEWALDChapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM ProjectANGELA DALY AND JULIE BROWNChapter 16: Evaluating an International Approach within Teacher Education to the Refugee CrisisCHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNONChapter 17: Measuring Teachers’ Impact on Young Peoples’ Attitudes and Actions as Global CitizensBARBARA LOWE AND LIZ ALLUMConclusion: Empathy, Adaptability, Moderation and SharingVICTORIA W. THORESEN