ABSTRACT
In 2015, the World Education Forum sought agreement from the international education community to promote inclusive and equitable education with sustainable development goals. In particular, by 2030, all learners would acquire the knowledge and skills needed to promote sustainable development, including human rights, gender equality, and the appreciation of cultural diversity and a culture’s contribution to sustainable development. This chapter describes the pedagogical design and implementation of a fourth-semester Spanish curricular project carried out at Texas Tech University with these goals in mind. Grounded on content-based pedagogy, the project focused on sustainability-based foreign language education through learners’ discussion and reflection on migration. Harvard Graduate School of Education’s Project Zero’s thinking routines and the ‘Re-imagining Migration’ framework were used for scaffolding students’ reflections and analyzing data. Examples of student growth, challenges in implementing curricular changes, and suggestions for overcoming said challenges are discussed.
