Suchergebnisse

This edited volume is a result of the international conference, "European Perspectives in Transformative Education," held in Wrocław, on June 19th–June 20th. The conference and this publication are an integral part of the project European Doctorate in Teacher Education (EDiTE), which has spanned over the course of two projects: In the first preparatory stage, EDiTE was funded through the Lifelong Learning Programme of the European Commission, while the current project is supported by the European Union's Horizon 2020 research and innovation programme, Marie-Skłodowska-Curie grant agreement number 676452. In the current project, researchers from eleven countries (Czech Republic, Ecuador, Germany, Greece, Hungary, Nepal, Poland, Serbia, Syria, Buthan and United States of America) are working in the partner universities (University of Innsbruck, University of Lower Silesia, University of Lisbon, Masaryk University and Eötvös Loránd University) where they cooperate closely with supervisors and pursue individual research projects in the framework of the EDiTE joint research programme. The theme of the EDiTE program, Transformative Teacher Learning for Better Student Learning within an Emerging European Context, draws on the deep interdependence of educational research and practice. Over the course of the project, the EDiTE community envisions growing into a European network for innovation in teacher education, accessible to academics, practitioners and policy makers. A key principle of the projects is its collaborative character. In addition to junior and senior academic researchers located at the partner universities, strong institutional partnerships are built with the field of practice – with schools, research and development institutes, as well as government agencies – seen as key partners in promoting quality and relevance in teacher education and research. Collaborations within the EDiTE program take place on multiple levels – within host institutions (between researchers, supervisors and partners), and trans-institutionally with other teams at partner universities. This cooperation is made possible by a number of structural and mobility solutions that constitute essential elements of the project design. This includes joint meetings during summer schools, virtual seminars and conferences; periods of secondment for doctoral researchers at partner universities; virtual co-operation and networking between supervisors, researchers and partner institutions across the consortium and a knowledge portal.

Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)

The purpose of this symposium is to pay tribute to Paulo Freire, one of the most influential theorists and practitioners in adult education and pedagogy in general. The first presentation provides a general background to Freire's work and it is followed by an exposition of Freire's central concept of 'Conscientization'. The discussion will then highlight two key strands in Freiere's work, namely the Marxian and Liberation Theology strands. The concluding section addresses Freire and postcolonial politics. Paulo Freire : from Pedagogy of the Oppressed to Pedagogy of Hope (Daniel Schugurensky) Conscientization as the Object of Practice (Sue M. Scott) Freire with no Dilutions (Paula Allman) Freire and Liberation Theology (Elizabeth Lange Christensen) Paul Freire and the Colonial Legacy (Peter Mayo)

Dismantling education destroys democracy. The systematic disassembly of higher education in the United States is a direct assault on democracy. No democracy survives without an educated citizenry. Design focuses on the projection of change into the future (Mendoza & Matyok, 2012). In this type of study, questions are more prized than answers. The focus on transformation affects the methods and products of the areas in such a way that they are ideal locations for beginning the development of a pedagogy of student disobedience (Mendoza, 2012). Education operates as a model of the socio-political that society wishes to exist. Rather than approaching education in the United States as a vehicle for the enfranchisement of an active citizenry engaged in the processes of democracy, education is instead being framed as a private asset rather than a public good (Laibman, 2003).

Draws on examples from rural India to illustrate what could represent transformative education processes for adult women

In 2008–2010, the Australian Government's social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence.

Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students' human rights to participate in tertiary education in a way that meets their personal and academic learning needs.

For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage.

key words: transformation; education; community; hope; homelessness; disadvantage

In 2008–2010, the Australian Government's social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence. Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students' human rights to participate in tertiary education in a way that meets their personal and academic learning needs. For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage. key words: transformation; education; community; hope; homelessness; disadvantage

Transformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates the why' behind these proven and effective methods. Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the proposed techniques might have and how teachers and students could be facilitated in their learning processes by school leaders and administrators. This pioneering endeavour is an important text for education professionals globally, as well as for the policy makers that regulate their work. It may also be of interest to parents and to a wider society.

PurposeThis paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.Design/methodology/approachThe paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.FindingsThe results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.Originality/valueSustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.

7. Mimesis: A Theory for Holistic Engagement / Phillip Dybicz -- 8. Improvisation: A Practice for Praxis / Uta M. Walter -- 9. Teaching to the Holistic Self: A Case Study of a Critical Social Work Classroom / Meera Bhat -- pt. IV Mindfulness and Integrative Social Work -- 10. There Is a Path. You Are on It. It Does Lead Somewhere / David Pettie -- 11. Is Mindfulness Value Free? Tiptoeing Through the Mindfield of Mindfulness / Kelly Lundman -- 12. Promoting Integrative Mind -- Body -- Spirit Practice to Advance Holistic Social Work Education / Jack J. Lu -- 13. Pedagogy for an Integrative Practice: Experiential Unity Theory and Model / Alyson Quinn -- 14. Reconstructing Social Work Education: The Path Forward for Holistic Pedagogies / Gwendolyn J. Adam.