Abstract (500 words)
This proposed symposium addresses the new German federal conceptual framework for global learning and Education for Sustainable Development (ESD) ("Orientierungsrahmen"). The Orientierungsrahmen has emerged as a response to SDG 4.7, emphasizing ESD, global citizenship education (GCE) and cultural diversity.
Background and Motivation:
In 2021, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in Germany (KMK) initiated a participatory process for developing the third edition of the Orientierungsrahmen, this time focusing on upper secondary schools (earlier versions: KMK 2017, 2016). The symposium will present the work of two subject expert groups (Facharbeitskreise - FAK), exploring how these disciplines contribute to the SDGs.
Organization:
The symposium will gravitate around the question: to what extent does a culture of sustainability and global citizenship exist within teacher education institutions, and how these concepts have been integrated into the curriculum by both FAKs. Three spotlight presentations will be featured, followed by critical discussions led by two teachers (also part of the FAKs) and an open floor discussion.
Presenters and Topics:
1. Subin Nijhawan: As the chair of the "FAK Social Sciences" and organizer of the symposium, Nijhawan’s spotlight revolves around GCE, exemplified by the teaching example “global justice.” His presentation will be supported by his forthcoming work (Nijhawan, 2024), delineating the motivations behind the objective to decolonize the Orientierungsrahmen.
2. Carola Surkamp: Speaking as a member of the "FAK New Languages", Surkamp will highlight the role of language education hereof and in ESD. Drawing on her seminal work (Surkamp, 2022), she will explore how language learning, cultural education, and literature contribute to ESD. Surkamp will detail how the curriculum framework attempts to implement ESD methodologically, showcasing how foreign language teaching general principles and methods contribute to ESD.
3. Almut Küppers: As the chair of the "FAK New Languages", Küppers will provide future perspectives on necessary curriculum changes to foster SDG4. In line with Küppers (2022), she will anaylze the implications for heritage languages, multilingual didactics, informal learning and whole-school approaches (WSA), explicitly addressing the question: “Which existing or assumed lines or boundaries need to be crossed, (re-)drawn or broken in (foreign/second/additional) language education for sustainability?”
Discussants (invited):
• Julia Schäfer: A teacher who will critically evaluate the FAK New Languages’ work, focusing on practical opportunities and challenges within the institutional settings.
• Daniel Winkler: Another teacher who will extend the discussion to the social sciences, providing insights into transdisciplinary synergies and the broader educational context.
Discussion:
The symposium will conclude with an open discussion: is the work the big hit” or “old wine in new bottles”? Participants will be invited to provide feedback, share their perspectives, and engage in a constructive dialogue about the Orientierungsrahmen and its role in promoting ESD through language and transdisciplinary education. Comparative perspectives from outside Germany are particularly welcome.
This symposium aims to foster a comprehensive understanding of how language education contributes to sustainable development and global citizenship, addressing key questions from the call for contributions and offering practical insights for educators and policymakers.
References
KMK (2007). Orientierungsrahmen für den Lernbereich Globale Entwicklung im Rahmen einer Bildung für nachhaltige Entwicklung. KMK.
KMK (2016). Orientierungsrahmen für den Lernbereich Globale Entwicklung im Rahmen einer Bildung für nachhaltige Entwicklung (2nd ed.). KMK.
Küppers, A. (2022). Sprachenlernen in der postmigrantischen Gesellschaft. Oder: Braucht eine offene Gesellschaft ein offenes Fremdsprachencurriculum. Perspektiven der Schulfremdsprachen in Zeiten von Global English und Digitalisierung: Welche Zielsetzungen sind für Französisch, Spanisch, Russisch & Co.(noch) zeitgemäß?, 103-131.
Nijhawan, S. (2024). How to decolonialize social science education on the basis of a progressive reading of ESD? Journal of Social Science Education, 23(4), forthcoming in December 2024.
Surkamp, C. (Ed.). (2022). Bildung für nachhaltige Entwicklung im Englischunterricht: Grundlagen und Unterrichtsbeispiele. Klett/Kallmeyer.
Biographical Note
Dr. Subin Nijhawan (organizer) is Research Associate at the Institute of English and American Studies, Teaching Degree English
Dr. Almut Küppers is Lecturer at the Institute of English and American Studies, Teaching Degree English
Prof. Dr. Carola Surkamp is Professor for Foreign Language Teaching with a focus on English
| Keywords | Orientierungsrahmen, Global Citizenship Education (GCE), Multilingual Education, Curriculum Integration, Transdisciplinary Learning |
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