Education and the common good
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/126060 , vital:35846 , ISBN 9783319513225 , https://link.springer.com/chapter/10.1007/978-3-319-51322-5_5?utm_source=twitter&utm_medium=social&utm_content=ads&utm_campaign=SRHS_2_VB_Edu-Series-FTA-Nine#citeas , https://doi.org/10.1007/978-3-319-51322-5_5
- Description: The chapter responds to a recent invitation by the UNESCO to respond to the contents of their book on the purpose of education, entitled Rethinking Education: Towards a Global Common Good? I explore the concept of the common good (as it relates to concepts of commons and commoning activity) and what it might mean to engage with commoning as an educational activity, if the commons, as argued by Amin and Howell, is to be “released” from historical descriptions of commons and commoning activity, to embrace a futures orientation. Drawing on critical realism and decolonization theory, as well as experience of working with expansive social learning, I propose that an educational theory grounded in a concept of emergence is needed in such a context.
- Full Text: false
- Date Issued: 2017
- Authors: Lotz-Sisitka, Heila
- Date: 2017
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/126060 , vital:35846 , ISBN 9783319513225 , https://link.springer.com/chapter/10.1007/978-3-319-51322-5_5?utm_source=twitter&utm_medium=social&utm_content=ads&utm_campaign=SRHS_2_VB_Edu-Series-FTA-Nine#citeas , https://doi.org/10.1007/978-3-319-51322-5_5
- Description: The chapter responds to a recent invitation by the UNESCO to respond to the contents of their book on the purpose of education, entitled Rethinking Education: Towards a Global Common Good? I explore the concept of the common good (as it relates to concepts of commons and commoning activity) and what it might mean to engage with commoning as an educational activity, if the commons, as argued by Amin and Howell, is to be “released” from historical descriptions of commons and commoning activity, to embrace a futures orientation. Drawing on critical realism and decolonization theory, as well as experience of working with expansive social learning, I propose that an educational theory grounded in a concept of emergence is needed in such a context.
- Full Text: false
- Date Issued: 2017
New Beginnings in an Ancient Region: well-being in Sub-Saharan Africa
- Moller, Valerie, Roberts, Benjamin J
- Authors: Moller, Valerie , Roberts, Benjamin J
- Date: 2017
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61701 , vital:28050 , https://link.springer.com/chapter/10.1007/978-3-319-39101-4_7
- Description: In this chapter, we trace the well-being of people living in the sub-Saharan region of Africa over time, focusing on what are universally considered to be main ingredients of the good life in modern times: health, education, and the income and resources needed to meet basic needs and to prosper. The people of sub-Saharan Africa do not have a common identity, but we have isolated some of the experiences and commonalities that bind the people of the region. The glory of earlier civilizations and of traditional religious beliefs and rituals that cemented the social order and the disruption of African society by foreign incursions during the period of discovery and the Atlantic slave trade and colonialism all had their impact on the African imagination. Well-being in Africa south of the Sahara suffered when people living in Africa were oppressed and exploited between the fifteenth and early twentieth centuries. The winds of change in the 1960s brought freedom and a new sense of dignity. Since independence, there are signs of improvements in key domains of life, but the modern states of sub-Saharan Africa are still addressing the many political and development challenges they face. Optimism and resilience are characteristic of the people living south of the Sahara who have faith that their dreams of a better life will come true.
- Full Text: false
- Date Issued: 2017
- Authors: Moller, Valerie , Roberts, Benjamin J
- Date: 2017
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61701 , vital:28050 , https://link.springer.com/chapter/10.1007/978-3-319-39101-4_7
- Description: In this chapter, we trace the well-being of people living in the sub-Saharan region of Africa over time, focusing on what are universally considered to be main ingredients of the good life in modern times: health, education, and the income and resources needed to meet basic needs and to prosper. The people of sub-Saharan Africa do not have a common identity, but we have isolated some of the experiences and commonalities that bind the people of the region. The glory of earlier civilizations and of traditional religious beliefs and rituals that cemented the social order and the disruption of African society by foreign incursions during the period of discovery and the Atlantic slave trade and colonialism all had their impact on the African imagination. Well-being in Africa south of the Sahara suffered when people living in Africa were oppressed and exploited between the fifteenth and early twentieth centuries. The winds of change in the 1960s brought freedom and a new sense of dignity. Since independence, there are signs of improvements in key domains of life, but the modern states of sub-Saharan Africa are still addressing the many political and development challenges they face. Optimism and resilience are characteristic of the people living south of the Sahara who have faith that their dreams of a better life will come true.
- Full Text: false
- Date Issued: 2017
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