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This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of critical GCE. Four teacher orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions.

There has been significant discussion and debate about the meaning and implementation of the requirement for schools to promote fundamental British values. While much of the research in this area focuses on surveying teachers' attitudes, this paper set out to understand the processes of professional enactment through which beginning teachers interpret the policy agenda across sites and contexts in initial teacher education. A multi-method case study was undertaken at a large provider of initial teacher education in the North of England, following beginning teachers on project placement in primary schools. Theorising awareness and agency as axes of professional formation, the paper identifies three key thematic foci: community partnership; the treatment of inclusiveness and diversity; and the professional understanding, interpretation and performance of value language. Context shapes enactment of each theme, with reflective space for criticality required if beginning teachers are to develop professional agency with regard to their role as values educators. This is a feature of the culture of placement schools, and while university-based teaching can ameliorate the effects of unreflective compliance, it cannot provide a replacement for professional acculturation. The paper explores the implications of reflection on enactment for the professional acculturation of beginning teachers, making recommendations for teacher education.

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book seeks to better understand the role of educators as agents of change. It investigates the role of teacher education in nurturing the values of educators for a just and sustainable world. Examining the role of personal and professional critical reflection during in-service teacher education, the book focuses on how to nurture moves from a charitable to a social justice orientation amongst educators. It illustrates the potential for 'eco-playful pedagogy' and 'small-world play' to develop the knowledge, skills and values of pre-service teachers. The book examines how Global Citizenship Education is conceptualised by educators in a province of northern Italy that has introduced education policy reference to the global dimension of citizenship. It offers an innovative case study of international partnership for Education for Sustainable Development/ Global Citizenship.

THE BRITISH Government failed to pass on at least three warnings of impending terrorist attacks in Indonesia to Britons in the country in the month before the Bali bomb attacks. In August, after the CIA told Britain that Bali was a specific terrorist target, the only response was a general alert about Indonesia sent to travel operators and placed on the Foreign Office website on August 27. In Washington yesterday, intelligence officers confirmed that Britain was briefed that Islamic terrorists could be planning to attack nightclubs in Bali two days before the blasts which claimed nearly 200 lives, including those of 30 Britons. The US intelligence passed on warnings that strikes were likely against several Indonesian \"hotspots\", including Bali.

\"Organised crime represents a real threat,\" said Ian Morrison, the south-east area co-ordinator for Britain's National Criminal Intelligence Service, who has done an assessment of crime in Kosovo. \"There were clear indications it was becoming established within Kosovo.\"