ABSTRACT
This chapter explores theory–practice connections between global citizenship education, sustainable living, and the K–12 classroom in the United States. It defines and outlines the interplay of global citizenship and sustainable living within each field’s respective bodies of research and establishes their influence on teaching and learning. Data come from studies of three different social studies teachers at the elementary, middle, and secondary levels. The chapter concludes with a discussion about the implications of this kind of instruction, especially as it relates to the false notion that urban spaces are unnatural and separate from nature, key tenets of the Arcadian Myth.
