Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities

Abstract

Because of its interdisciplinary approach as a social science directly related to the natural sciences, geography is the academic discipline and school subject that equips students well with knowledge, skills, and values related to education on sustainable development goals. This study is part of the results of MyGEO, a project funded by the European Commission, and it is based on a collaborative mapping of streets named after women in a medium-sized city (Zaragoza, Spain), in connection with the international initiative GeoChicas (GeoGirls) on OpenStreetMap. Its main objective is to obtain evidence to emphasize, through public and digital space, gender equality and the empowerment of women in teacher education by means of their achievements. The learning methodology consists of (i) standardization and correction of alphanumeric information referring to street names contained in the OpenStreetMap spatial database that identify gender and (ii) linking and creating thematic information through Wikipedia editing. The results show that Zaragoza is at the top of the ranking of Spanish and Latin American cities mapped to date in the “Women’s Streets” viewer, with 18% of the streets named after women, compared to the average 15% in the rest of the 30 cities involved in GeoChicas. The direct participation of trainee primary and secondary schoolteachers in this project makes it possible to consolidate a narrative as well as a specific instructional design on education for sustainable development, particularly on SDG number 5 (gender balance) and SDG number 11 (sustainable cities and communities).