Inclusivity and Indigeneity in Education for Sustainable Development

Inclusivity and Indigeneity in Education for Sustainable Development

Release Date: June, 2024|Copyright: © 2024 |Pages: 297
DOI: 10.4018/979-8-3693-2802-6
ISBN13: 9798369328026|ISBN13 Softcover: 9798369346761|EISBN13: 9798369328033
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Description & Coverage
Description:

A major issue globally revolves around the urgent need to reshape our education system, aligning it with the ambitious Sustainable Development Goals (SDGs) set to transform the world by 2030. These goals, comprising 17 distinct objectives and 169 targets, form an ambitious agenda that seeks to recalibrate the global landscape across social, economic, and environmental dimensions. Inclusivity and Indigeneity in Education for Sustainable Development stands as a catalyst for fostering dialogue on the interconnected realms of education, indigeneity, and sustainable development. It explores the relationships between these pillars and offers a comprehensive understanding of their transformative potential.

The book emphasizes the essence of inclusivity, echoing the 'No one left behind' SDG agenda, which goes beyond mere academic discourse to foster fairness and justice. Additionally, it delves into the invaluable resource of indigenous knowledge, transmitted orally across generations, and its profound connection to sustainable development. By advocating for a shift in education, the book calls for an approach that ensures no one is left behind in the teaching and learning process. This paradigm shift is envisioned as a broad civilizational project, connecting with marginalized communities and tapping into their distinct cultural resources for crafting resilient and sustainable strategies.

Inclusivity and Indigeneity in Education for Sustainable Development is a scholarly exploration that dissects the need for reshaping the education system. Tailored for researchers, policymakers, institutional leaders, and general readers, the book covers diverse topics such as inclusive education, indigenous knowledge, sustainable development, and climate action. Its aim is to foster a global dialogue, sparking discussions that contribute to reshaping education for a more equitable and sustainable future.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Climate Change
  • Education System
  • Environment and Environmental Education
  • Gender Equality
  • Good Health and Well-being
  • Green Transition
  • Inclusive Education
  • Inclusive Society
  • Indigeneity in Education
  • Indigenous Knowledge and its Application
  • Indigenous Knowledge System
  • Lifelong Education
  • Modern Education System and its Needs
  • Quality Education
  • Reshaping Educational Systems
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Editor/Author Biographies
Santosh Kumar Behera is presently working as an Associate Professor, Department of Education, Kazi Nazrul University, Paschim Bardhaman, West Bengal-713340, India. After completion of Graduate Degree from Fakir Mohan University, Odisha, he got himself admitted to M.A. in Education at Vinaya Bhavana, Visva Bharati (A Central University in India) and then he done his research work leading to Ph.D. entitled “An Investigation into the Attitude of SC and ST Children of Southern Orissa towards Education” at Vinaya Bhavana, Visva-Bharati, Santiniketan. Dr. Behera has more than 13 years of teaching experience of which 11 years spent exclusively at the PG level. His research interests are related to SC and ST Education / Tribal Education, Educational Technology, Philosophy of Education, Peace Education, Teacher Education, Indian Knowledge System, Curriculum Studies, Higher Education, Measurement and Evaluation in Education. He has contributed lots of articles and edited volumes in the educational field. He is the Editor-in-Chief, EDUQUEST, An International Refereed Journal in Education (ISSN: 2277-3614) (Printed Version) and International Journal of Academic Research in Education and Review (ISSN: 2360-7866).
Atyaf Hasan Ibrahim holds an M.A Degree in English Language and Linguistics /University of Diyala and a Ph.D. in Philosophy of Language/ College of Arts/ English Department / University of Basrah/ Iraq. She is serving as an academic professor at University of Diyala/ College of Education for Human Sciences/ English Department/ Iraq since 2010, teaching undergraduate students and giving courses in English Language for the non-departmental students. She has supervised M.A theses and participated in the viva of M.A. Theses and Ph.D. Dissertations. She has certificates of (TOEFL, ICDL, Methods of Teaching, Scopus Scientific Publication) and many other training courses. She is a researcher having specialization in English language and Linguistics, specifically Semantics, Pragmatics and cross-cultural studies. She has successfully translated many M.A. and Ph.D. theses and research papers from English into Arabic and vice versa. She has also worked as a reviewer for a number of local, international and Scopus-indexed journals. She has published more than 20 research papers in local, international and Scopus indexed journals. Participated in a number of international conferences and workshops in Iraq, Russia, Turkey and United Arab Emirates. She is a member of Iraqi Translation Society/Baghdad, a member of Consultant Bureau of Languages and Translation/ Diyala, a member of IASR (International Association of Scientific Researcher) and member of Women Empowering /University of Diyala/ Iraq.
Faten Romdhani is a Tunisian ELT Professional, has been working in the field of education for 24 years. She has taught English for all levels, ranging from preparatory to adult students. To boost her creativity, she was involved in cross-disciplinary projects with educators from around the globe. Thus, experience of collaborating online has helped her to enhance her digital skills. Moreover, she conducted a great number of training sessions, both face-to-face and online to teachers from all over the world during national and international educational events. She tackled topics pertaining to tech integration, creative pedagogies and best practices. Currently, she is a Teacher trainer and ELT supervisor.
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