Children’s Literature Aligned with SDGs to Promote Global Competencies

Angela K. Salmon is a researcher, and educational entrepreneur recognized for building learning communities of practice and empowering teachers to gain ownership and agency in their teaching to advance early childhood education. Dr. Salmon is an Associate Professor in the early childhood education program and a Notable Global Learning faculty at Florida International University, USA. She is the founder and leader of the Visible Thinking South Florida initiative in Florida. Her research line and practice draw from progressive ideas that lead to authentic and meaningful learning. She prepares teachers to engage children cognitively and emotionally in identifying real-life problems and finding solutions to navigate a complex and changing world. She is a recognized international consultant, lecturer, and keynote speaker with engagements throughout the Americas, Europe, New Zealand, and Australia. She was a Harvard Project Zero (PZ) Classroom faculty member for 18 years. Through her long-standing partnership with PZ and the Institute Habits of Mind, she developed numerous research initiatives and authored over 50 refereed publications and four books. She was a Thinker in Residence hosted by the Independent Schools of Victoria in Australia.

Aixa Pérez-Prado is a Teaching Professor at Florida International University, USA, with an M.A. in Teaching TESOL, and a PhD in Social Science and Education. Aixa has worked as an English teacher, cross cultural trainer, and teacher of teachers in pedagogy for linguistic and cultural minority students in the U.S., Costa Rica, and Morocco. Her interests include multilingualism and identity, critical/creative pedagogy, emotion and language, peace linguistics, and diversity studies. Aixa's latest academic book is LAF with the Habits of Mind: Strategies and Activities for Diverse Language Learners. She also writes and illustrates children's books that highlight issues of identity, belonging, diversity, and communication across cultures. Aixa writes in Spanish and English and translates in Spanish, English, and Portuguese. 

Karin Morrison is a Children's Rights advocate, President of the Janusz Korczak Association Australia, an educator whose experience includes working with students of all ages, a faculty member of Project Zero (PZ) at Harvard Graduate School of Education's Summer Institutes PZC, and Education Coordinator for Future of Learning, in-school leader for the pilot Cultures of Thinking project, initiated Leading Learning that Matters and co-author with Ron Ritchhart and Mark Church of Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. As inaugural Director of the Rosenkranz Centre at Bialik College, she worked on the international project Ethics in Science and Humanities, initiated and developed many new projects, including Harmony Through Understanding, the first collaborations in Australia with PZ, the work of Professor Feuerstein and Edward de Bono, and is continually inspired by Janusz Korczak and Loris Malaguzzi. She is committed to fostering thinking, understanding, open-mindedness, equity in learning opportunities, and valuing differences to enable all to be their best selves and be respected for who they are.

Flavia Iuspa is an associate teaching professor and the Director of International Initiatives in the Department of Teaching and Learning. Dr. Iuspa's has a Doctoral Degree in Curriculum and Instruction with a specialization in International Education. Her primary research interests include the internationalization process of Higher Education institutions, developing global perspectives in teachers and students, promoting global learning through COIL experiences, and curriculum design addressing diversity and equity. Her research has been presented at AERA, CIES, AAC&U, and the Future of Education annual conferences. Some of D

Part I: Global competence through children's literature: Partnership with unsustainable development goals for 2023.-  Chapter 1: Introduction.- Chapter 2: Empowering Learners for a Complex World.- Chapter 3: Becoming Global Competent Through Children's Literature.- Chapter 4: Child Development: responding to Children's Literature.- Chapter 5: Pedagogies for Deeper Thinking and Understanding.- Part II: Global Governance: Fairness, Peace and Security.- Chapter 6: Children's Rights.- Chapter 7: Global Governance- Peace SDG 16 Peace, Justice, and Strong Institutions, SDG 4 Quality Education & SDG 10 Reduce Inequalities.- Chapter 8: Changemakers: Social Entrepreneurship (Social action and activism).- Part III: Human Diversity and Development.- Chapter 9: Embracing a Diverse Identity: Language, Ethnicity, Culture, and Gender.- Chapter 10: Learningfor Wellbeing.- Part IV: Global Economy.- Chapter 11: Migration and Immigration.- Chapter 12: Rights, Needs, and Wants.- Part V: Environment and Natural Resources.- Chapter 13: Climate Stewards for the World SDG 13 Climate Action SDG 15 Life on land NEW .- Chapter 14: Water and Sustainability.- Chapter 15: Portrait of a Dream City.