Suchergebnisse

Love, care and solidarity are at the heart of humanity. They are evident in and through the bonds of interdependency which are key in human development, learning relationships and educational encounters. This paper explores the care implications of the changing political, economic and cultural context of Irish higher education in recent decades. Lynch (2010) and Lynch et al. (2015) argue that a longstanding culture of carelessness in education, grounded in Cartesian rationalism and Western scientific knowledge, has been exacerbated by the rise of neoliberalism in an increasingly volatile context of global capitalism. This paper explores the implications for learners and educators in terms of the politics of the caring roles we occupy, our relationships with colleagues and learners, how we are positioned in the organisational structures of higher education and the broader implications for how we know and care about our world.

■ A gradual erosion of the general principles of public service broadcasting has left a system increasingly susceptible to economic and political interests in the neoliberal marketplace. Education has a vital, but often overlooked role to play in the maintenance of public communication, as this case study of Irish broadcasting reveals. Education is located on the cusp of tensions between the social and political objectives of public service broadcasting and the economic reality in which it finds itself operating. Documentary and qualitative interviews reveal how education seeks to resolve these tensions, and the ambivalent consequences for public service broadcasting. ■

There is a growing realisation that to better understand and intervene in the interconnected political, cultural and psycho-social dynamics that constitute the contexts for these current global challenges requires transdisciplinary and intersectoral approaches; approaches that include and value diverse perspectives and pay particular attention to the perspectives and experiences of those who are the most vulnerable and those who are currently excluded from the knowledge creation processes. This article discusses the learning gained from an inter-disciplinary and inter-institutional project entitled Transformative Engagement Network (TEN).