Book review: Teaching the Sustainable Development Goals to Young Citizens (10–16 Years): A focus on teaching hope, respect, empathy and advocacy in schools, edited by Anne M. Dolan

Book review: Teaching the Sustainable Development Goals to Young Citizens (10–16 Years): A focus on teaching hope, respect, empathy and advocacy in schools, edited by Anne M. Dolan

Abingdon: Routledge, 2024, 522 pp.; ISBNs: 978-10321-4026-1 (hbk); 978-10321-4028-5 (pbk); 978-10032-3200-1 (ebk)

This edited volume by Anne Dolan, a well-known academic in geography education in Ireland, brings together the rationale for and discussions on relevant literature, with practical examples, on how to teach the United Nations Sustainable Development Goals (SDGs) for teachers of 10- to 16-year-olds. With chapters from a range of academics and relevant people from civil society organisations and professional bodies involved with teacher education in Ireland, Dolan’s volume not only includes chapters on each of the goals; it also frames them within an approach that is influenced by transformative learning and human rights approaches.

I have often been critical of schools and teachers that reduce teaching the SDGs to a series of 17 lessons, one on each of the goals, seeing it as tick-box exercise (Bourn, 2022). Dolan’s study, fortunately, does not fall into this trap. Each of the goals is discussed in some depth with reference to appropriate academic literature and key debates, with some practical activities. She sees the SDGs as ‘hooks’ on which to raise wider questions concerning the environment, social justice, human rights and improvement of the quality of life for all. These activities are outlined in relation to specific curriculum areas. This means that, for example, some activities are relevant to subjects such as mathematics or natural science, while others are seen as relevant for a broader whole-school approach.

Following a valuable introduction, there are three chapters that demonstrate the theoretical basis and approach taken in the volume. The first, by Dolan, is entitled ‘You, me and mother nature: we are all connected’. It introduces a debate that is common in the field of sustainable development education as to whether we should be talking about and for the SDGs (Belda-Miquel et al., 2019). The chapter covers some of the critiques of the SDGs, particularly in relation to their acceptance of neoliberalism. The main theme of the chapter is that we are all interconnected, and this is shown through reference to the Web of Life Game. This game illustrates how all living things are connected. The following chapter covers transformative education with reference to teaching hope, respect, empathy and advocacy. This is where Dolan refers to the literature around global citizenship and education for sustainable development. She discusses the work of bodies such as Oxfam and the writings of Stephen Sterling (2024) on systems thinking. Other approaches include head, hands and heart (Orr, 1992), with Dolan adding hope to her 4Hs model of transformative learning. The third chapter in this section is on human rights, bringing in debates such as teaching about, for and through human rights. Again, in this chapter, reference is made to hope, empathy and respect. This emphasis provides a positive and forward-thinking approach which also brings a clear values base into the discussions on the SDGs.

The second section of the book looks at the 17 SDGs, with a chapter on each goal. A good example of the rich material covered in this second section is Chapter 6 on ‘A time of hope, a time for empathy – ensuring the health and well-being of students as they transition from primary to post-primary school’. This chapter is written by Carol O’Sullivan and Anne Dolan, and it is seen as related to SDG 3. The links to the Irish curriculum are discussed in terms of well-being, covering areas such as culture and environment, curriculum, relationships and partnerships, and policy and planning. In discussing these areas, reference is made to broader literature. The chapter then summarises a series of activities for promoting well-being in the classroom, showing relevance and connections to specific curriculum areas. It concludes with a list of key resources, web links and relevant publications.

Another valuable chapter is the one on teaching about gender, by Tereza Mytakou and Elaine Murtagh. The chapter brings in key themes from feminist pedagogy and discusses themes such as power and intersectionality. An important element of the chapter is its discussion of approaches towards teaching, and what is referred to as gender responsive teaching. Like other chapters, it makes connections to the themes of hope, empathy and advocacy.

Although the volume was produced by academics and other educationalists in Ireland, and there are references to their national curriculum, it has global relevance. All the themes and topics covered can be adapted to specific national contexts. The volume could be interpreted as just another volume of ideas and resources on how to teach the goals, but I feel it is much more than this. It brings in the debates around transformative learning and wider issues related to education for sustainable development and global citizenship. There is also the influence of key thinkers in the field, such as Paulo Freire and his pedagogy of hope. But, above all, the volume exudes a sense of positivity that change is possible, and it provides ideas and examples for teachers to demonstrate how they can make a difference. The volume sees the SDGs as tools to engage in debate and learning. Reference is made to the critiques of the goals, and Dolan in her introduction states that although they provide a useful framework, they need to be discussed critically.

This is a volume I would strongly recommend to teacher educationalists and practising teachers around the world who are looking not only for ideas as to how to bring the SDGs into their teaching, but also for a pedagogical basis to their work that is rooted in social justice and concern for the environment, and that is optimistic and forward thinking.