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There have been increasing calls for social studies educators to engage issues of sustainability. Proponents argue that the very survival of the planet depends on the degree to which teachers can move learners away from unsustainable beliefs and behaviors to those grounded in interdisciplinary approaches to solving community and global challenges. How to implement this vision of sustainability education? The purpose of the paper is to report the results of teacher-educators' curriculum and pedagogical approaches to implement the National Council for Social Studies (NCSS) C3 framework to engage and empower prospective and practicing teachers to teach for a sustainable future.

The study is guided by the growing field of self-study in teacher education, a type of research undertaken by teacher-educators with the dual purpose of personal professional development and a deep understanding of teacher-education practices. Most data were derived from multiple, recursive conversations (both formal and informal) around curriculum decisions and pedagogical choices to integrate sustainability issues into teacher-education courses. Additional data sources include classroom lecture notes and PowerPoint presentations, course readings and resources.

The authors' three years of collaborative work has shown that an issues-centered, interdisciplinary approach to select and integrate global issues, the current event article analysis, young adult literature and discussion and deliberation of local sustainable development issues that are some of the most effective pedagogical tools to engage and empower teacher candidates in learning about issues that affect the sustainable development of global community. The NCSS C3 provides a powerful framework to scaffold the process of analyzing sustainable issues while also teaching social studies curriculum and standards and skills.

Scholars of global education have called for shifting from an anthropocentric philosophy to a bio-centric worldview emphasizing the embeddedness of humans within the environment. How can social studies teacher-educators implement this vision of global education What instructional resources strategies and learning activities can be effectively integrated into existing courses to help candidates develop competences and commitment to teaching for global sustainability The study examines the innovative approaches to addressing these critical topics in teacher education.

There is a paucity of research on Asian American women's progress in higher education as faculty. This chapter contextualizes Asian American women as “Other” faculty who because of their race, gender, and presumed “foreigner” background are not seen as normal faculty. In disrupting traditional student–faculty relations where White males are considered normal and hold positions of power, Asian American women as women faculty of color are subject to being contested in the classroom. I examine here their classroom experiences with attention to student resistance and faculty agency through critical feminist, race, and intersectionality frameworks.

The study is based on a secondary data analysis of qualitative studies on Asian American women's classroom experiences in predominantly White institutions. It finds that students of all racial/ethnic and gender backgrounds may resist their faculty role, oftentimes through uncivil behaviors. Students hold racial, gender, and ethnocentric stereotypes and biases of their teaching capabilities and course offerings. Teaching race–gender–class–nation courses can contribute to lower or mixed course evaluations. In claiming their rightful place, Asian American women faculty seek to make a difference through student-centered learning, innovative pedagogy, and new curricula that prepare students for a diverse and global society. They demonstrate their authenticity, authority, and agency in the ways they navigate challenging classroom situations and serve as role models for all students and faculty.