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Reorienting curriculum for ESD: Integrating reading and literacy practices to address sustainability issues.
Irfan Rifai, Firman Parlindungan, Widad Fairuz Nabilah, Criscentia Jessica Setiadi, Wiwik Andreani

Last modified: 2021-06-10


Abstract. Education for Sustainable Development (ESD) is built upon the premise that education is the key to promote Sustainable Development Goals (SDG). To achieve the 17 ideas of SDG, school needs to collaborate with community and other related entities when integrating basic skills such as literacy and numeracy and relevant knowledge into the curriculum. In reorientating the curriculum toward ESD, certain skills, values, knowledge, and perspectives in the environment, community, and economy that would relate with sustainability issues need to be addressed. Through the review of curriculum 2013 documents and   FGD (Focus Group Discussion) session with a group of literacy experts and practitioners, we learned that the curriculum 2013 already put literacy as competence but not yet consider texts as the centre of interactions. It does not include the expanded literacy skills for subjects other than Indonesian, which would contribute to the SDG attainment. Moreover, it has not involved communities and families as integral partners in literacy programs. The experts and practitioners who took part in the FGD were in unison to signify the importance of text-initiated interactions between adults and children in school, communities, and families as contexts for creating and promoting lifelong readers and learners.



Reading and Literacy, Curriculum, ESD, Sustainability issues, Literacy Practices