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This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and sections of Part A of the series. While Part A of the three-book set focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring and mediation, Part B of the three-volume series centers on pedagogies of preservice teacher leadership, diversity, parents and family, social justice, and technology. Ideas having to do with traveling stories, the theory-practice split, and the praxical nature of pedagogies are taken up. To conclude, the model for traveling pedagogies, which was first proposed in Part A of the series, once again appears, with a few sub-themes added from International Teacher Education (Part B), which support the already identified framework in International Teacher Education (Part A).

In The Great Derangement, the Indian writer Amitav Ghosh examines the present inability to understand and represent the scale and violence of the environmental crisis. The book is a passionate awakening call for collective action to drive change, with Ghosh clearly identifying the limits of the present framework of values, which inhibits politicians, industrialists and economists from moving towards a truly sustainable civilization. In the Anthropocene, non-human and post-human factors are raising questions about the concept of a silent Nature that can be domesticated for human advantage and the perspective of continuous progress – both of which have dominated the modern age. Nevertheless, the detailed scientific analysis of the violation of the planet’s limited capacities continues to be refuted, triggering irrational, short-term utilitarian behaviours which are preventing the fundamental changes required for the transition to sustainable development. Artists, philosophers and writers can play an invaluable role in reframing our ways of thinking, filling the gap between scientific knowledge and emotional perception. Pioneering artistic experiments are appearing all over the world, from both well-established and emerging artists, and through collective processes, and this cultural movement is setting the scene for a new wave of eco-entrepreneurs driven by the altruistic mission of saving the planet. As has happened in many previous crises, it is again in the hands of artists to redefine how we perceive ourselves and so to support the emergence of new ideas, new learning, and finally to shape society and the economy around a renewed sense of the future for humankind on Earth.

Ruby Melody Agbola is a lecturer at Department of Management Studies, Central Business School, Ghana.

From our garden in Tepetlixpa, we have a stunning view of Popocatepetl and Ixtaccihuatl. Both volcanos are tipped with snow now, but with the afternoon sun warming us, it doesn’t feel that cold. Only late-night expeditions to the outhouse warrant complaints about the winter weather. Right now, sitting on the grass, surrounded by the fragrant presence of chamomile and spearmint, we talk of what the coming summer holds in store. If it’s a girl, her name will be Xochitl Malintzin Ashton González. Those names are Nahuatl, English, and Spanish. The Nahuatl names have been chosen by her Mexican father, my compañero, Arnoldo. The last two are surnames from both of our families. Though my Spanish is fairly fluent by now, Arnoldo knows my Nahuatl is nil. “Xochitl quiere decir ‘flor,’” he explains. My mind calculates: Xochitl=flor=flower. That’s a pretty name! How about Malintzin? What does that mean? He pauses momentarily before replying, “Malintzin es Malinche.” In my burgeoning vocabulary, the only word I know that sounds remotely similar to Malinche is malinchista. Roughly translated, it means ‘traitor.’ No, that can’t be what he’s saying; I must be confused. Well, yes and no.

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.