Mapping Migration in the SDGs: A Pedagogical Tool of Sustainability Learning for Students of Migration (original) (raw)

Students of migration are often surprised to learn that migration is not directly mentioned in any of the 17 Sustainable Development Goals (SDGs) of the United Nations (UN). Given how comprehensive the UN 2030 Agenda for Sustainable Development is, that absence is indeed remarkable. Yet, migration does play a role in achieving the SDGs. Migration is mentioned in a few SDG targets, and it features in several indicators. Moreover, there are multiple indirect linkages between migration and sustainable development. This paper aims to describe the development of a pedagogical tool and an assignment that were designed to support higher education learning about the interrelations between migration and SDGs. The assignment's two learning outcomes are: identifying the SDG targets and indicators that explicitly state migration-related issues; and understanding the cross-cutting connections between migration and the SDGs. By describing the practical steps of the assignment, the paper offers insightful guidance for instructors to adapt it for their courses. The paper contributes to sustainability education in three ways. First, it emphasizes the practicalities of designing and implementing an in-class activity as a blueprint for replication in other educational settings. While a growing body of literature focuses on the theoretical or empirical aspects of sustainability education and the role of higher education institutions (Leal Filho et al. 2018; Žalėnienėa and Pereira 2021), less attention has been paid to exchanging practical steps of assignment design and implementation that can support sustainability-related learning outcomes (Brundiers and Wiek 2017; Pepper and Wildy 2008). Recognizing that sustainability education shares with social justice pedagogy the goal of meaningful and durable

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