Education for sustainable development and global citizenship: Leadership, collaboration, and networking in primary schools

Abstract

The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the schools. All schools had extensive external networks with a wide range of visitors and community links. However, participation in these networks and in external professional development was largely confined to key ESDGC players. Some schools had designed effective ways of sharing the knowledge, skills, and understanding of key players with their fellow teachers. Where internal collaboration and networking were frequent, the staff appeared to be more knowledgeable about and committed to ESDGC.

Examining the Educational Sections of Development Plans in Turkey in the Context of Educational Administration

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Global Learning for Sustainable Development: A Historical Review

“…Focusing on both practice and organization at school level, Bennell [54] examines the role of leadership for education for sustainable development and global citizenship (ESDGC) in primary schools in Wales. Among the forms such education takes, she mentions partnerships between UK schools and schools in the global South.…”

Global Citizenship Education in the Era Of Mobility, Conflict and Globalisation

“…In the UK-based scholarship, there is an emphasis on concrete skills and pedagogies evident mostly in literature concerning primary and secondary education (Hayden, 2013;Marshall, 2011). Some pedagogies associated with GCE in the UK literature include environmental pedagogies and experiential learning, most commonly discussed in the Welsh and Scottish context (Bennell, 2015), multicultural education and 21 st century skills, often mentioned in relation to England (O'Connor & Faas, 2012), and inclusion, a key concern for GCE in Northern Ireland (Reilly & Niens, 2014). The IB is also discussed in UK scholarship as one way in which schools aspire to prepare students for global society, although its adoption in England, in particular, is situated within a broader tension pertaining to debates concerning critiques of the traditional Alevel accreditation system and the presentation of the IB as an alternative (Hayden, 2013).…”