• Radhika Iyengar

Call for book chapters

Updated: May 16, 2020

Published by UNESCO-IBE

Charting an SDG 4.7 roadmap for radical, transformative change in the midst of climate breakdown


Radhika Iyengar, Center for Sustainable Development, Earth Institute, Columbia University

Christina Kwauk, Center for Universal Education, The Brookings Institution

The global education community, guided for decades by the concept of Education for Sustainable Development, has done little to support the radical transformation of education systems needed to respond to climate change. Part of this inertia rests in five roadblocks to quality education identified in a Brookings report, and off of which stakeholders from the fields of ESD, GCED, GE, and HR education came together in April 2020 to begin discussing ways of addressing. This edited volume picks up that conversation by laying out elements of a shared vision, or roadmap, for the global education sector in climate action. The volume includes perspectives that span multiple continents, disciplines, and positionalities within the education system—from policymakers to teachers to youth. It curates exiting literature, surfaces in-depth case studies, and overviews conceptual frameworks on a diverse range of topics relating to systems transformation, monitoring and accountability mechanisms, lessons from the field, teacher support, as well as activism and advocacy by students. Charting an SDG 4.7 roadmap for radical, transformative change in the midst of climate breakdown offers researchers, practitioners, donors, and decision-makers insights into entry points for education systems change needed to reorient human society’s relationship with our planetary systems.

Call for book chapter proposals

On 29th April 2020, a community of diverse education and sustainability stakeholdersstakeholders came together for a workshop to critically examine the education sector’s role in achieving sustainability and combating climate change. Drawing on five roadblocks that have prevented education systems from achieving radical and transformative climate action, the workshop explored the following topics aimed at charting a roadmap for bolder action by education stakeholders:

· Entry points for education systems transformation

· Reorienting monitoring & accountability mechanisms (including assessment or other incentive structures)

· Successes and challenges to integrating education and climate (the role of NGOs, think tanks, and donors)

· Support for teachers

· Action at the grassroots: Evidence and roadblocks

· Youth perspectives and communication

In an effort to maintain momentum from the workshop and to fill critical gaps in the literature, this call for submissions will dive deeper into empirical examples of the topics above, representing a diversity of epistemological orientations and sources of knowledge from around the world. Empirical research could include documenting processes, summarizing lessons learnt from field-based studies as well as impact evaluations. These examples would collectively help to identify pathways for which education systems, including formal and non-formal, can re-orient toward climate action. The treatment of the topic(s) can be as follows-

· A cross-site or cross-country comparative analysis

· A meta-analysis or literature review

· An in-depth case study of a program or initiative, longitudinal or cross-sectional

· A cross-sectoral case study documenting processes of and lessons learned from coordination across the environment, health, education, and/or other sectors

· Use of multi-methods and interdisciplinary approaches, preferred

· Inclusion of youth and teacher voices preferred

The volume is intended to include voices from students, academicians, practitioners, researchers, policy makers, think tanks across the globe. Each of the proposed contributions should help to identify, describe, or propose a roadmap for achieving SDG 4.7 that helps society break from the status quo. Cumulatively, the contributions will contribute towards the overall quest for understanding what initiatives, frameworks, and recommendations are promising for catalyzing radical, transformative systems change within the formal or non-formal education system toward climate action. Authors should consider how does the project, program, initiative, or intervention provide an example of or insight into what is needed to catalyze broader systems change for bolder climate action now? Would you recommend this effort be scaled or contextualized to other locales?

Proposals for book chapters should be approximately 150 words and include the names and affiliations of the authors and a provisional title. Please submit chapter proposals by 30 May 2020 to the book editors: Radhika Iyengar, iyengar@ei.columbia.edu, and Christina Kwauk, CKwauk@brookings.edu. Authors will receive notification whether their proposals have been accepted by 1 June 2020. Submissions (APA style; up to 8000 words, for general chapters; up to 2000 words, for youth and teacher reflections), should be submitted before 30 July 2020.

All the submissions will be externally reviewed (double-blind peer review) and fast-tracked, with a planned publication date by the end of 2020.

For any questions regarding the submission process, please contact Simona Popa, IBE Book Series Managing Editor, at s.popa@unesco.org.

More about UNESCO-IBE Book Series here: https://brill.com/view/serial/IBE

314 views0 comments