Transforming Education for Sustainable Futures

This book is authored by the Transforming Education for Sustainable Futures (TESF) collective:Amal Ali was the postdoctoral researcher for the TESF Somali Hub. She has worked as a Senior Lecturer at Lincoln University and is on the Board of Trustees of the University of Hargeisa.Poonam Batra is a Professor of Education, formerly with the Central Institute of Education, University of Delhi. She was a Co-Investigator in the TESF Network and India Hub lead. She is the lead instructor on the TESF India Massive Open Online Course – Reimagining Education for Equity: Interrogating Policy and Practice, available on Coursera: Reimagining Education for Equity - Interrogating Policy and PracticeAmir Bazaz heads the Infrastructure and Climate practice at the Indian Institute for Human Settlements and works on issues at the intersection of economics, climate change mitigation, and adaptation and sustainable development. He was the IIHS anchor for the India Hub of the TESF Network.Ash Brockwell is an interdisciplinary educator, writer, and consultant based at the London Interdisciplinary School. Ash was an external evaluator for the TESF Network.Rhona Brown (Editor) is a Lecturer in Education in the School of Education at the University of Glasgow. She was the TESF Network Senior Research Associate, working for the School of Education at the University of Bristol.Beena Choksi is a social worker and educator associated with an educational non-governmental organisation in Mumbai that works with women and children. She was a co-researcher on the TESF India research project, Facing Caste: Engaging with the Privileged.Joan DeJaeghere is a Professor and Faculty Director, Global Education Research in the College of Education and Human Development, University of Minnesota. She holds a UNESCO chair in Education, Gender Equity, and Wellbeing. She served as an external advisory member for the TESF Network.Keri Facer is a Professor of Educational and Social Futures in the School of Education, University of Bristol, and co-leads the British Academy Times of a Just Transition Global Convening Programme. She was a Co-Investigator in the TESF Network.Freya Gascoyne is an interdisciplinary artist, researcher and founding graduate from the London Interdisciplinary School. Freya was a research assistant on the external evaluation for the TESF Network. Eric Herring is a Professor of World Politics at the School of Sociology, Politics, and International Studies at the University of Bristol. He was a TESF Co-Investigator and Somali Hub deputy lead for the TESF Network.Dan Imaniriho is a Lecturer in Education at the University of Rwanda, College of Education. He previously served as Director of Academic Quality Assurance at the Adventist University of Central Africa and as District Education Director in the former Kacyiru District, Kigali City. He was a Co-Investigator in the Rwandan Hub of the TESF project.Latif Ismael is the Chief Executive Officer of Transparency Solutions. He was a TESF Co-Investigator and the TESF Network Somali Hub lead.Sanele kaNtshingana is a Lecturer in African Languages in the School of Languages and Literatures at the University of Cape Town. He was the Principal Investigator for the South African Hub TESF-funded project, Makhanda Ngoku!, undertaken as part of the Makhanda Black Kollective.Heila Lotz-Sisitka (Editor) is a Distinguished Professor of Education and holds an NRF/DSI SARChI Chair in Global Change and Social Learning Systems, and is Director of the Environmental Learning Research Centre at Rhodes University. She was a Co-Investigator of the TESF Network and South Africa Hub lead.Vainola Makan is a Bachelor of Arts graduate from the University of the Western Cape in South Africa and has been a social, gender, and environmental activist for 30 years. She was the lead researcher in the study, The Impact of Mining on Women in the coastal towns of the West Coast and Northern Cape, South Africa, sponsored by the TESF Network.Simon McGrath is Professor of Education at the University of Glasgow. He was a Co-Investigator in the TESF Network.Rafael Mitchel is a Senior Lecturer of Comparative and International Education at the University of Bristol. He was a Co-Investigator in the TESF Network, supporting the areas of collaborative learning and capacity development.Sujata Noronha is an educator and the founder and Director of Bookworm, a not-for-profit library-based organisation in Goa, India. She was the Principal Researcher on the TESF India research project, Facing Caste: Engaging with the Privileged.Susan Parnell is a Professor of Human Geography at the University of Bristol and Emeritus Professor at the University of Cape Town. She was a Co-Investigator in the TESF Network.Leon Tikly (Editor) is a Professor in Education at the University of Bristol, holding a UNESCO Chair on Transforming Knowledge and Research for Just and Sustainable Futures. He was a Principal Investigator in the TESF Network.Michael Tusiime is an Associate Professor of Education at the University of Rwanda College of Education and a past Head of the National Basic Education Examination and Accreditation Department at the Rwanda Education Board. He was a Co-Investigator in the TESF Network and Rwanda Hub lead.Colleen Vogel is a Distinguished Professor in the Global Change Institute at the University of Witwatersrand, with expertise in climate change and adaptation, working particularly on international, and local governance scales. She served as an external advisory member for the TESF Network.Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at the University of Wageningen, Netherlands. He was a Co-Investigator for the TESF Network.

"This timely book exemplifies evidence-based, future-oriented action to co-create knowledge and advance decolonising education – an essential model we need more of." Tingting Yuan, University of Nottingham

• Foreword by Arjen E.J. Wals Part I1. Critical Introduction to Transforming Education for Sustainable Futures2. The Context of Research: Addressing Persistent Inequalities in Education3. Towards Regenerative Education: Climate Change Education and Worldmaking Transgressions4. Sustainable Cities and Communities5. Skills for Sustainable LivelihoodsPart II6. Knowledge Co-Creation: Tensions, Challenges and Possibilities7. Redressing Power Imbalances in Global North–South Knowledge Production8. Values-Centred Monitoring, Evaluation and Learning: Lessons and Legacies From an International Research Network9. A Call to Action: Transforming Education for Sustainable Futures