This is the accepted manuscript of an article published by Taylor & Francis in Globalisation, Societies and Education on Feb. 8, 2021. Please cite the version of record available online at: https://doi.org/10.1080/14767724.2021.1882957 Stephanie Leite Ph.D. student, Department of Integrated Studies in Education, McGill University, Montreal, Canada
[email protected] Using the SDGs for global citizenship education: definitions, challenges, and opportunities The 17 United Nations Sustainable Development Goals (SDGs) employ a global indicator framework to detail each Goal and monitor its implementation. This article focuses on three targets from the indicator framework, which call for mainstreaming education for global citizenship, sustainable development, and climate change into national curricula. By investigating the practicalities of meeting these targets from an educator’s perspective, this article proceeds with: arguing for a need to shift the central purpose of education; examining what is meant by education “for” the three key areas included in the global indicator framework; exploring curricular opportunities offered by the SDGs; and presenting inquiry-based learning as a pedagogical approach for critically interrogating the SDGs with learners. If the SDGs are used to drive a pragmatic definition of global citizenship, then trends in education such as inquiry- and problem-based learning come to life with a clear and urgent purpose. Keywords: Global citizenship education; Education for sustainable development; Climate change education; Inquiry-based learning; Sustainable Development Goals. Introduction In 2015, the United Nations (UN) adopted 17 Sustainable Development Goals (SDGs), together with a series of targets to clarify the intended outcomes of each Goal.