104
V. R. Vargas et al.
(agriculture, recreation, tourism, culture, fish stocks, minerals, etc.). These ecosystem
services are degrading due to the mistakes already made. Communities in developing
countries are inheriting these treasures, and it is everyone’s responsibility to respect
them. Under this principle, everybody may benefit in the long term and work as
equals. Or as the Kogis in Sierra Nevada-Colombia suggest (Edwards 2010: 18–
19): the native communities in the south are the Big Brothers who are waking up
to support the Younger Brothers (western societies and developed countries) to stop
destroying the natural world. This type of approach could promote a more realistic
focus and promote a more democratic global governance and sustainability (Huckle
and Wals 2015).
References
Andreotti VDO (2014). Chapter 2. Soft versus Critical Global Citizenship Education. In: McCloskey
S (ed) Development education in policy and practice. Palgrave Macmillan, London, UK. pp 21–31.
https://doi.org/10.1057/9781137324665_2
Andreotti VDO (2015) Chapter 18. Global citizenship education otherwise: pedagogical and theoretical insights. In: Abdi AA, Shultz L, Pillay T (eds). Decolonizing global citizenship education.
Brill Sense, pp 221–229
Andreotti VDO (2016) The educational challenges of imagining the world differently. Can J Dev
Stud Rev Canadienne d’études du développement 37(1):101–112. https://doi.org/10.1080/022
55189.2016.1134456
Ahearn LM (2001) Language and agency. Annu Rev Anthropol 30(1):109–137. https://doi.org/10.
1146/annurev.anthro.30.1.109
Baker S, Kousis M, Young S, Richardson D (eds) (2005) The politics of sustainable development:
theory, policy and practice within the European Union. Routledge, London, UK, p 219p
Balasz CL, Morello-Frosch R (2013) The Three Rs: how community-based participatory research
strengthens the rigor, relevance, and reach of science. Environ Justice 6(1):9–21. https://doi.org/
10.1089/env.2012.0017
Barrios LM, Prowse A, Vargas RV (2020) Sustainable development and women’s leadership: a
participatory exploration of women’s capabilities in Colombian Caribbean fisher communities. J
Clean Prod 264:121277. https://doi.org/10.1016/j.jclepro.2020.121277
Brookfield SD (2002) Using the lenses of critically reflective teaching in the community college
classroom. New Dir Commun Coll 118:31–38
Bucholtz M, Hall K (2008) Finding identity: theory and data. Multilingua 27:151–163
Chiu LF (2006) Critical reflection: more than nuts and bolts. Action Res 4(2):183–203
Centre for Global Development (2019) The UK needs a new formula for ODA-funded research, 9
Jul 2019. Accessed on: 10-01-2020. Available at: www.cgdev.org/blog/uk-needs-new-formulaoda-funded-research
Dawson MC (2020) Rehumanising the university for an alternative future: decolonisation,
alternative epistemologies and cognitive justice. Identities 27(1):71–90
Edwards AR (2010) Chapter 1: Lesson from our ancestors. In: Edwards A (ed) Thriving beyond
sustainability—pathways to a resilient society. The Kogi: Guardians of the planet, pp 7–25. New
Society Publishers, Gabriola Island, Canada, 227p. ISBN: 978-0-86571-641-4
Engel LC, Siczek MM (2018) A cross-national comparison of international strategies: global citizenship and the advancement of national competitiveness. Comp A J Comp Int Educ 48(5):749–767.
https://doi.org/10.1080/03057925.2017.1353408
Erickson M, Hanna P, Walker C (2020) The UK higher education senior management survey: a
statactivist response to managerialist governance. Stud High Educ 15:1–8
V. R. Vargas et al.
(agriculture, recreation, tourism, culture, fish stocks, minerals, etc.). These ecosystem
services are degrading due to the mistakes already made. Communities in developing
countries are inheriting these treasures, and it is everyone’s responsibility to respect
them. Under this principle, everybody may benefit in the long term and work as
equals. Or as the Kogis in Sierra Nevada-Colombia suggest (Edwards 2010: 18–
19): the native communities in the south are the Big Brothers who are waking up
to support the Younger Brothers (western societies and developed countries) to stop
destroying the natural world. This type of approach could promote a more realistic
focus and promote a more democratic global governance and sustainability (Huckle
and Wals 2015).
References
Andreotti VDO (2014). Chapter 2. Soft versus Critical Global Citizenship Education. In: McCloskey
S (ed) Development education in policy and practice. Palgrave Macmillan, London, UK. pp 21–31.
https://doi.org/10.1057/9781137324665_2
Andreotti VDO (2015) Chapter 18. Global citizenship education otherwise: pedagogical and theoretical insights. In: Abdi AA, Shultz L, Pillay T (eds). Decolonizing global citizenship education.
Brill Sense, pp 221–229
Andreotti VDO (2016) The educational challenges of imagining the world differently. Can J Dev
Stud Rev Canadienne d’études du développement 37(1):101–112. https://doi.org/10.1080/022
55189.2016.1134456
Ahearn LM (2001) Language and agency. Annu Rev Anthropol 30(1):109–137. https://doi.org/10.
1146/annurev.anthro.30.1.109
Baker S, Kousis M, Young S, Richardson D (eds) (2005) The politics of sustainable development:
theory, policy and practice within the European Union. Routledge, London, UK, p 219p
Balasz CL, Morello-Frosch R (2013) The Three Rs: how community-based participatory research
strengthens the rigor, relevance, and reach of science. Environ Justice 6(1):9–21. https://doi.org/
10.1089/env.2012.0017
Barrios LM, Prowse A, Vargas RV (2020) Sustainable development and women’s leadership: a
participatory exploration of women’s capabilities in Colombian Caribbean fisher communities. J
Clean Prod 264:121277. https://doi.org/10.1016/j.jclepro.2020.121277
Brookfield SD (2002) Using the lenses of critically reflective teaching in the community college
classroom. New Dir Commun Coll 118:31–38
Bucholtz M, Hall K (2008) Finding identity: theory and data. Multilingua 27:151–163
Chiu LF (2006) Critical reflection: more than nuts and bolts. Action Res 4(2):183–203
Centre for Global Development (2019) The UK needs a new formula for ODA-funded research, 9
Jul 2019. Accessed on: 10-01-2020. Available at: www.cgdev.org/blog/uk-needs-new-formulaoda-funded-research
Dawson MC (2020) Rehumanising the university for an alternative future: decolonisation,
alternative epistemologies and cognitive justice. Identities 27(1):71–90
Edwards AR (2010) Chapter 1: Lesson from our ancestors. In: Edwards A (ed) Thriving beyond
sustainability—pathways to a resilient society. The Kogi: Guardians of the planet, pp 7–25. New
Society Publishers, Gabriola Island, Canada, 227p. ISBN: 978-0-86571-641-4
Engel LC, Siczek MM (2018) A cross-national comparison of international strategies: global citizenship and the advancement of national competitiveness. Comp A J Comp Int Educ 48(5):749–767.
https://doi.org/10.1080/03057925.2017.1353408
Erickson M, Hanna P, Walker C (2020) The UK higher education senior management survey: a
statactivist response to managerialist governance. Stud High Educ 15:1–8