Author ORCID Identifier

https://orcid.org/0009-0000-8337-9199

Document Type

Article

Publication Date

Winter 2-23-2023

DOI

https://doi.org/10.1089/scc.2022.0115

Abstract

The enormity and perniciousness of economic, social, and environmental sustainability challenges are evident through several avenues. The Intergovernmental Panel on Climate Change is issuing increasingly dire warnings for the future of life on Earth. Threats to social cohesion, evidenced particularly in the institutionalization of injustices and the current fragility of democracy in the United States, highlight the need for increased social cohesion. Furthermore, rising economic inequality, inequities based on gender and race, and the increasing cost of damages caused by climate events highlight economic challenges. In 2015, the United Nations put forth an agenda to address economic, social, and environmental sustainability challenges by 2030 (UN, 2015) and create a more peaceful, fair, and sustainable world. This agenda for transformative change is broad and ambitious. It calls for significant progress toward 17 challenges surrounding environmental degradation, gender inequality, access to nutrition, and more. Within this agenda, Target 4.7, listed above, calls for a form of education that seeks to provide learners with the capabilities needed to create this transformative change. A transformational global citizenship education has emerged as a suggested tool to develop these competencies among students (Bamber, Lewin, & White, 2018).

Comments

This is the author's accepted manuscript. The version of record can be found here: Massara, G. V. (2023). Exploring the existence of transformational education in the NYS social studies curriculum and civic readiness initiative. Sustainability and Climate Change, 16(1), 19–30. https://doi.org/10.1089/scc.2022.0115

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