Nurturing Minds for Tomorrow

Navigating the Challenges for Attaining Sustainable Development Goals
1. Auflage 2026
ISBN: 978-1-041-13717-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 230 Seiten, Format (B × H): 156 mm x 234 mm

This book throws light on the cultural situatedness of education, the understanding of which enables the attainment of sustainable development goals for education. It is aimed at sharpening the core decision-making skills of teachers, leaders, curriculum designers, policy makers and teacher educators by placing a strong emphasis on theories, concepts and socio-cultural perspectives on education and sustainable development goals (SDG).

This volume empowers readers to be equipped for a collective future that might be volatile, uncertain, complex and ambiguous (VUCA), owing to the numerous challenges posed by technological advancements, natural calamities and warfare. These external influences often seep into classrooms through the lived experiences of teachers, students, leaders and the cultural norms of education institutions. The book uses concrete examples of thinking and practice across the spectrum of education and training sectors, both formal and informal, in handling emerging challenges.

Written in an engaging conversational style, this book makes complex topics accessible to prospective teachers as well as seasoned school leaders. It will be useful to academics, researchers, postgraduates and students of education, anthropology, psychology and training. It will also be of interest to policy developers and government agencies who are engaged with the drafting of policies on SDGs.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Baveja, Bharati

Bansal, Garima

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction  PART A: BIOLOGICAL IMPERATIVES AND THE SOCIO-CULTURAL CONTEXT OF LEARNING  1. A kind beginning: unfolding human nature through the lens of childhood prosociality  2. Everyday Cultural Experiences of Munda Tribe Children and their Participation in Formal Education  3. A cross-cultural comparison between South Africa and India: Perspectives on inquiry-based school science learning  4. Learning ecology of urban middle-class children  PART B: RECEPTIVITY TO ALTERNATIVE EPISTEMOLOGIES 5. Reclaiming Wholeness in Education - Epistemic, Ethical, and Embodied Knowing: An Indian Knowledge System Based Alternative to Western Educational Frameworks 6. Indian Knowledge Systems in Science Classroom: Teachers’ Understanding and Way Forward  7. Finding Freedom from FOSS: Insights from Urban Elementary Teachers on an Ambitious Science Teaching Professional Learning Community Experience  8. From conceptual to performative blending: an enactive cognition framework to systematically bridge the gap between curricula and scientific practice PART C: PEDAGOGY AS A BRIDGE FROM CURRICULUM TO LIVED REALITY  9. Making Learning Meaningful: A Socio-cultural Approach to Teaching Social Science  10. Beyond Decontextualized Learning: Psychological Tools Theory Lens to Middle School Science Education  11. Inclusive Pedagogies for a Sustainable Tomorrow: Teachers’ Perspectives and Practices of Scaffolding  12. Contextualizing Pedagogy: Leveraging Storytelling for Understanding of Basic Astronomy  PART D: EQUITY AND TECHNOLOGY  13. Reimagining Learner-Centered Education for Sustainability in India: A Perspective Grounded in Epistemic (In)Justice  14. Culturally Responsive Assessment for Foundational Learning in India: From Principles to Practice and SDG 4.1.1 Reporting  15. Empowering Marginalized Voices: AI Literacy as a Tool for Emancipation in K-12 Borderland Spaces  16. Bridging the Digital Divide: Sociocultural Perspectives on STEM Education in India’s Borderland Schools

Über Autor(innen)

Bharati Baveja is a distinguished scholar in the fields of cognitive psychology and pedagogy, with a career spanning nearly four decades of research and institutional leadership. She formerly served as Dean and Head of the Faculty of Education and Director of the Women’s Studies and Development Centre at the University of Delhi, one of India's premier institutions. Initially trained in Life Sciences (Zoology), she brings a unique interdisciplinary lens to education. Her work synthesises cognitive psychology with socio-cultural and biological perspectives, offering a profound understanding of how biological foundations and cultural contexts intersect in the learning and development processes. An awardee of the British Technical Cooperation Scholarship (1983–1984), her academic outlook is shaped by both Eastern pedagogical traditions and global psychological frameworks.

Garima Bansal is an inspiring educationist, researcher and visionary leader in science education, curriculum design and teacher professional development. With a doctoral grounding from the University of Delhi, she has nurtured educators across universities, schools and national institutions. Formerly Head of Professional Learning at Australian Council for Educational Research (India), she led transformative teacher learning initiatives and research collaborations. A recipient of prestigious international scholarships and fellowships across the USA, UK, Ireland and South Africa, she is a published author and global scholar who blends inquiry-based pedagogy with compassionate leadership—igniting classrooms with evidence-informed practice and hope.