<abstract xmlns="http://www.w3.org/1999/xhtml">

The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being.
This article offers reflections on the potential of infusing <italic>Education for Sustainable Development</italic> (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position <italic>ESD</italic> as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term.
As the good practices were also included in a report of the <italic>UN Special Rapporteur on the Rights of Indigenous Peoples</italic> to the <italic>48th Session of the United Nations Human Rights Council</italic>, focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall <italic>2030 Agenda</italic> from an <italic>ESD</italic> perspective are included.
</abstract>

The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being.
This article offers reflections on the potential of infusing Education for Sustainable Development (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position ESD as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term.
As the good practices were also included in a report of the UN Special Rapporteur on the Rights of Indigenous Peoples to the 48th Session of the United Nations Human Rights Council, focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall 2030 Agenda from an ESD perspective are included.

Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries,...

Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic

Data publikacji: 11 sty 2023

Zakres stron: 99 - 112

DOI: https://doi.org/10.2478/jtes-2022-0019

Słowa kluczowe
2030 Agenda, COVID-19, Education for Sustainable Development (ESD), Indigenous peoples, Sustainable Development Goals (SDGs)

© 2022 Katrin Kohl et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic

Data publikacji: 11 sty 2023

Zakres stron: 99 - 112

DOI: https://doi.org/10.2478/jtes-2022-0019

Słowa kluczowe2030 Agenda, COVID-19, Education for Sustainable Development (ESD), Indigenous peoples, Sustainable Development Goals (SDGs)

© 2022 Katrin Kohl et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
2030 Agenda, COVID-19, Education for Sustainable Development (ESD), Indigenous peoples, Sustainable Development Goals (SDGs)