Knowledge partnerships for SDG 4Bridge 47 and GCE in perspective

  1. Longueira Matos, Silvana 1
  2. Vela-Eiden, Talia 2
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 European Association of Development Research and Training Institutes
    info

    European Association of Development Research and Training Institutes

    Bonn, Alemania

    ROR https://ror.org/038wz3345

Revista:
Revista Internacional de Comunicación y Desarrollo (RICD)

ISSN: 2386-3730

Ano de publicación: 2020

Título do exemplar: Objetivos de Desarrollo Sostenible (ODS). Medio ambiente | Educación

Volume: 3

Número: 13

Páxinas: 121-129

Tipo: Artigo

DOI: 10.15304/RICD.3.13.7271 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista Internacional de Comunicación y Desarrollo (RICD)

Obxectivos de Desenvolvemento Sustentable

Resumo

It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social transformation. The results of Bridge 47 are focused on generating learning and exchange opportunities between experts to share their research and projects, inspiring people to act and providing a roadmap to administrations for the development of SDG4 target 4.7. "Quality education".

Referencias bibliográficas

  • Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3, 40-51. https://www.developmenteducationreview.com/sites/default/files/articlepdfs/andreotti%20focus%204.pdf.
  • Andreotti, V. (2011). The political economy of global citizenship education. Globalisation, Societies and Education, 9(3-4), 307-310. DOI: https://doi.org/10.1080/14767724.2011.602292.
  • Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21-40. https://jps.library.utoronto.ca/index.php/des /article/view/22168/18470.
  • Bridge 47 (2020a). Envision 4.7: Roadmap in Support of SDG Target 4.7. https://www.bridge47.org/sites/default/files/2020-01/envision_4.7_roadmap_0.pdf.
  • Bridge 47 (2020b). Envision 4.7 Policy Paper: Transformative Education. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper-_transformative_education_v1_190820_5.pdf.
  • Bridge 47 (2020c). Envision 4.7 Policy Paper: Cross-sectoral Cooperation. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper_cross_sectoral_cooperation_v2_190820_4.pdf.
  • Bridge 47 (2020d). Envision 4.7 Policy Paper: Indicators for SDG Target 4.7. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper_indicators_for_sdg_tar get_4.7_v1_190820_4.pdf.
  • Bridge 47 (2020e). Envision 4.7 Policy Paper: Lifelong Learning. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper_lifelong_learning_v1_190820_4.pdf.
  • Bridge 47 (2020f). Envision 4.7 Policy Paper: Competencies for SDG Target 4.7. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper_compet encies_for_sdg_target_4.7_v1_190820_4.pdf.
  • Bridge 47 (2020g). Envision 4.7 Policy Paper: Resources for SDG Target 4.7. https://www.bridge47.org/sites/default/files/2020-09/bridge47_policy_paper_resources_for_sdg_target_4.7_v1_190820_4.pdf
  • Council of Europe (2002). European Strategy Framework For Improving and Increasing Global Education in Europe to the Year 2015. The “Maastricht Global Education Declaration”. Europe-wide Global Education Congress. https://rm.coe.int/168070e540.
  • GENE (2017). The State of Global Education in Europe 2017. https://gene.eu/wpcontent/uploads/State-of-Global-Education-2017-low-res.pdf.
  • Hartmeyer, H., & Wegimont, L. (Eds.). (2016). Global Education in Europe Revisited: Strategies and Structures. Policy, Practice and Challenges. Waxmann Verlag.
  • Hicks, D. (2003). Thirty years of global education: A reminder of key principles and precedents. Educational review, 55(3), 265-275. DOI: https://doi.org/10.1080/0013191032000118929.
  • Krause, J. (2010). DEAR in Europe. Recommendations for Future Interventions by the European Commission. Final Report of the ‘Study on the Experience and Actions for the Main European Actors Active in the Field of Development Education and Awareness Raising”. European Commission, Development Education and Awareness Raising. https://gene.eu/wpcontent/uploads/Gene_OtherPublicationsDEWatchReport.pdf.
  • Krause, J. (2016). NGOs in Global Education: From Promoting Aid towards Global Citizen Empowerment for Change. In H. Hartemeyer, & L. Wegimont (Eds), Global Education in Europe Revisited: Strategies and Structures, Policy, Practice and Challenges (pp. 149-159). Waxmann. http://waxmann.ciando.com/img/books /extract /3830985274_lp.pdf.
  • Kunda Marron, R. & Naughton, D. (2019a). Using Learning Assessment Data to Monitor Progress for SDG Target 4.7. Bridge 47 Network. https://www.bridge47.org/sites/default/files/2019-11/using_learning_assesment_data_2.pdf.
  • Kunda Marron, R. & Naughton, D. (2019b). Monitoring Progress Towards SDG Target 4.7 in Europe: Proposed Framework and Tools. Bridge 47 Network. https://www.bridge47.org/sites/default/files/2019-11/monitoring_progress_to_4.7_2.pdf.
  • Kunda Marron, R. & Naughton, D. (2019c). Characteristics of Target 4.7 and The Importance of its Inclusion to the Sustainable Development Goals. Bridge 47 Network. https://www.bridge47.org/sites/default/files/2019-11/characteristics_of_4.7_1.pdf.
  • Longueira, S. (2018). Introducción a la Educación para el Desarrollo, conceptos y evolución histórica. En, R. de Palma, La educación para el desarrollo y la ciudadanía global (pp. 15-32). Graó.
  • Mannion, G., Biesta, G., Priestley, M., & Ross, H. (2011). The global dimension in education and education for global citizenship: Genealogy and critique. Globalisation, Societies and Education, 9(3-4), 443-456. DOI: https://doi.org/10.1080/14767724.2011.605327.
  • Pashby, K. (2011). Cultivating global citizens: Planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory. Globalisation, Societies and Education, 9(3-4), 427-442. https://doi.org/10.1080/14767724.2011.605326.
  • Peters, M.A. (2010). Global Citizenship Education: politics, problems and prospects. Citizenship, Social and Economics Education, 9(1), 43-47. DOI: http://dx.doi.org/10.2304/csee.2010.9.1.43.
  • Suša, R. (2019). Global Citizenship Education (GCE) for Unknown Futures. Mapping Past and Current Experiments and Debates. Bridge 47 project. https://www.bridge47.org/sites/default/files/2019-07/bridge47_gce_for_unknown_futures_reportcompressed_0.pdf.
  • Troll, T., & Krause, J. (2016). The Future of Development Education: Transformational learning for a world citizens movement. In A. Skinner, M. Ballie Smith, E. Brown, & T. Troll (Eds.), Education, Learning and the Transformation of Development (pp. 143-157). Taylor & Francis.
  • UN (2015). A/RES/70/1. Transforming our world: the 2030 Agenda for Sustainable Development https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E.
  • UNESCO (2014). Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000227729.
Fonte de datos: Dialnet