This book explores how the transnational Education for Sustainable Development (ESD) policy is
being translated into formal school education in India. Stephanie Leder investigates the ESD's
transformative potential for pedagogic practice and builds a set of principles for how the
global objectives of the ESD can be interpreted in diverse socio-cultural contexts. Her
approach for transformative pedagogic practice emphasizes the promotion of a critical
consciousness through argumentation skills. Using the case of water conflicts in geography
education in India the book reveals the contradictions between ESD objectives and curricula
syllabi textbooks and classroom teaching at secondary schools in Pune Maharashtra. Leder's
approach demonstrates how principles of schooling can be altered towards learner-centered
problem-posing and network-thinking teaching approaches to empower students towards reflective
decision-making on the sustainable use of natural resources.
