Living Well in a World Worth Living in for All Volume 2: Enacting Praxis for a Just and Sustainable Future
This open access book is the second of a two-volume series that explores how people are living well and creating a “World Worth Living in for All”. It engages in deep listening of voices from across the world and considers the role of education in creating a more just and sustainable world for the f...
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| Format: | E-Book Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Singapore
Springer Nature
2024
Springer Singapore Pte. Limited |
| Ausgabe: | 1 |
| Schlagworte: | |
| ISBN: | 9789819718474, 9819718481, 9789819718481, 9819718473 |
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| Abstract | This open access book is the second of a two-volume series that explores how people are living well and creating a “World Worth Living in for All”. It engages in deep listening of voices from across the world and considers the role of education in creating a more just and sustainable world for the future. The book asks what can be learnt to create change in policy and practice in order to enact praxis. It showcases chapters from international authors who discuss current or new projects to address the overarching questions explored in the book. It also provides an overview of perspectives that connect both volumes and the individual projects presented together through the lens of practice architectures. |
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| AbstractList | This open access book is the second of a two-volume series that explores how people are living well and creating a “World Worth Living in for All”. It engages in deep listening of voices from across the world and considers the role of education in creating a more just and sustainable world for the future. The book asks what can be learnt to create change in policy and practice in order to enact praxis. It showcases chapters from international authors who discuss current or new projects to address the overarching questions explored in the book. It also provides an overview of perspectives that connect both volumes and the individual projects presented together through the lens of practice architectures. |
| Author | Kaukko, Mervi Kemmis, Stephen Windsor, Sally Mahon, Kathleen Reimer, Kristin Elaine |
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| Editor | Kaukko, Mervi Kemmis, Stephen Windsor, Sally Mahon, Kathleen Reimer, Kristin Elaine |
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| Snippet | This open access book is the second of a two-volume series that explores how people are living well and creating a “World Worth Living in for All”. It engages... |
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| SubjectTerms | and Praxis and Praxis Sustainable Futures Just Futures Sustainable Policy Just Policy Transformative Education Education for Future Wellbeing Open Access Cultural-discursive Arrangements Doings and Relatings Doings and Relatings double Purpose of Education PEP International Pedagogy double Purpose of Education Education Education for Future Wellbeing Educational Sciences Educational strategies and policy Just Futures Just Policy Living Well Living Well World Worth Living in Theory of Practice Architectures Cultural-discursive Arrangements Material-economic Arrangements Social-political Arrangements Sayings Material-economic Arrangements Pedagogy PEP International Philosophy and theory of education Sayings Social-political Arrangements Society and Social Sciences Sociology Sociology and anthropology Sustainable Futures Sustainable Policy Theory of Practice Architectures Transformative Education Utbildningsvetenskap World Worth Living in |
| Subtitle | Volume 2: Enacting Praxis for a Just and Sustainable Future |
| TableOfContents | Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 Foreword by Dr Uncle Stan Grant Senior -- References -- 2 Introduction: Drawing the Future into the Present -- Harvesting New Presents from Imagined Futures -- The Logic of Hope -- The Organisation of This Book -- Contradictions of Education Versus Schooling and Educational Research Versus Schooling Research -- References -- 3 Whose Well-Being? Deep-Ecological and Posthuman Perspectives on 'World Worth Living In' -- Introduction: Which 'All'? Who? -- Deep Ecology and Posthumanism as the Basis for Well-Being -- Toward Praxis as Planetary Wisdom -- References -- 4 Nurturing Eco-thinking by Leading and Learning from the Future as It Emerges -- Introduction -- Practice Architectures and the Theory U as the Framework -- Data and Method -- Findings -- A World Worth Living in for All -- Realisation of a World Worth Living in for All -- Presencing -- Discussion -- References -- 5 Potential of Students' Voices to Contribute to Education for a Future World Worth Living In -- Introduction -- The Children Are Our Future -- Is Education Treating Them Well? -- Letting Them Lead the Way: Student Voice and Agency -- A Capacity to Aspire -- Bringing Student Voice to Praxis and Practice for the Future -- References -- 6 Democratic Practices with and for Our Youngest Citizens: Early Childhood Education, Agency, and the Education Complex -- Introduction -- The Project of This Chapter -- Democratic Early Childhood Education Pedagogies and the Challenges of Enacting Them -- The Education Complex and Early Childhood Education -- Educators' Pedagogical Practices -- Children's Practices -- Initial and Continuing Education and Professional Learning -- Educational Policy, Administration, and Leadership -- Educational Research and Quality Assessment Relatings and the Social-Political Arrangements -- Changing Dispositions -- System-Wide Practice Traditions Experienced in Schools -- Concluding Remarks -- References -- 14 'Living Well and Teaching Well': Exploring How Beginning Teachers Enact Good Pedagogical Praxis in Their Everyday Practices in Historically Hard-to-Staff Schools -- Introduction -- The Nexus Program: A Pathway to Teaching -- Context of the Research Project -- Education for Living Well -- Case Stories of Teaching Well -- Michael's Story: Feedback -- Claire's Story: Growth Mindset -- Ben's Story: Low Literacy Levels -- Tim's Story: One-on-One Discussions -- Teaching Well and the Practice Architectures of Schooling -- Teaching Well in Semantic Space: Cultural-Discursive Arrangements -- Teaching Well in Physical Space: Material-Economic Arrangements -- Teaching Well in Social Space: Social-Political Arrangements -- Conclusion -- References -- 15 Learning Through Change: What the Pandemic Has Taught Us About Living Well in a World Worth Living In -- Introduction -- The Study -- Findings -- Global -- Community -- Personal -- Discussion -- References -- 16 Conclusion: Forging Future Worlds Worth Living in for All -- Introduction -- Expanding the Boundaries of Education -- Disrupting and Transforming Education -- Exploring Possible Futures in Education -- Educators as Activists -- Making and Seeing 'The World' Worth Living in -- References Families, Communities, and Societies -- The Projects in This Chapter -- Project One: The Emergence and Development of Leading and Leadership (Gibbs) -- Research Project Two: Educator Professional Risk-Taking to Support Children's Rights, Social Justice, and Democracy (Cooke) -- Research Project Three: Participation, Play, and Agency with Infants (Salamon) -- Conclusion -- References -- 7 Exploring "Living Well" Through Children's Play -- Introduction -- The Purpose of Education -- Context and Participants -- Methods -- Analysing Changing Practices of Imaginary Play -- Field Trip to a Finnish Lakeside Forest -- Pretend-Cooking at an Australian School Yard -- Doings Consisting of Purposeful Activities Aiming for a Shared Play -- Built, Found, and Imagined Material-Economic Arrangements of Play -- Respectful and Trusting Relatings Sustaining the Play -- Social-Political Arrangements Nurturing Collaboration and Respect -- Sayings with and Without Language -- Cultural-Discursive Arrangements Enabling Understanding of a Multilingual Group -- Discussion -- References -- 8 A Schooled Life: Dissonant Glimmers for Interruption Amidst the Tightly Constrained Practice of Schooling -- Education and Schooling: A Hazardous Separation for Living Well -- Schooling and Living Well -- Seeking Student Perceptions on Schooling for Living Well in a World Worthy of All -- Glimmers in Student Perceptions on Schooling for Living Well in a World Worth Living in for All: A Space for Interruption to Take a Transformative Activist Stance -- Looking Further into the Perceptions of Children and Young People on Schooling and Living Well -- References -- 9 Living Well in the Aftermath of Separation and Divorce: The Role of Teachers, Schools, and Early Childhood Services -- Introduction -- Data and Methods -- Participants -- Semi-structured Interviews -- Data Analysis Ethical Considerations -- Findings: Living Well for Families Experiencing Separation and Divorce -- Cultural-Discursive Arrangements -- Material-Economic Arrangements -- Social-Political Arrangements -- Discussion and Conclusion -- References -- 10 Practices of Living Well Among Youth in an Arctic Region -- This Arctic Region and Our Questions -- Conditions for Positioning Due to Scaling -- The Dialogue Cafés -- Conversations About 'to Live Well' -- Living in the Arctic Area -- Sustainable Living -- Tensions Between the Centre and Periphery -- Negotiations on Translocational Positionality -- References -- 11 New Pathway to Adolescent Wellbeing: The Case for Online Special Religious Education in Public Schools -- Background -- Adolescent Wellbeing -- Religion -- Significance of Religion in Society -- Significance of Religion to Adolescence -- Significance of Religion to Muslims -- Purpose of Education-Islamic and Western -- Online Learning -- Online SRE-Equitable and Contemporary -- Conclusion -- References -- 12 Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway -- Introduction -- Context: Monash Access Program -- Theoretical Framework -- Critical Educational Praxis -- Sense of Coherence -- Methodology -- Findings -- Experience of MAP -- Manageability -- Comprehensibility -- Meaningfulness -- Discussion: Education's Role in Individual and Collective Thriving -- Conclusion -- References -- 13 Aboriginal Curriculum Enactment: Stirring Teachers into the Practices of Learning from Country in the City -- Introduction -- Why the Theory of Practice Architectures? -- Methodology -- Understanding LFC Through Practice -- Sayings and the Cultural-Discursive Arrangements -- Doings and the Material-Economic Arrangements |
| Title | Living Well in a World Worth Living in for All |
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