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Full Description
The edited volume advocates for teaching systemic ethics as a form of life-long learning within nature's classroom to support social and environmental justice. This book also explains critical systemic thinking as both an individual and a collective responsibility through many ways of knowing spanning the arts and sciences to inspire creativity.
This volume contributes to theory and practice by making suggestions as to how to re-frame the content, structure and process of education for transformation. This volume makes a case for a more relational understanding of human beings and other species. This volume also explores a more integrated curriculum where learners are given the opportunity to explore many ways of knowing and learning to earn, learn and grow a future through circular economies, co-operatives and learning communities. This book highlights how the models of sustainable development focus on education for wellbeing in line with the UNESCO approach outlined in 2021 that emphasizes the systemic nature of education rooted in protecting the environment and supported by the participation of active global citizens.
This volume demonstrates transformation of our thinking and practice is overdue and calls for changing the narrative through our standing together and redesigning systems of education to prioritize a more holistic worldview that embraces the planet and living systems. The focus of this volume is on values, perspectives and ways to make a difference through addressing a range of practical concerns, such as: food, energy and water security.
Ontologically the editors' perspective is shaped by recognising kinship with nature, as expressed by Indigenous custodians. Epistemologically the editors and contributors to this volume explore ways to enhance education based on working across cultures and disciplines using a cross cultural approach and mixed methodology. Axiologically theeditors support the notion of transformative research that promotes balancing non-anthropocentrism with an approach that draws on Indigenous wisdom whilst addressing patriarchal notions through gender mainstreaming.
Contents
Summary: Transformative education for re-generation McIntyre-Mills.- Part 1. Education Thinking and Practice.- 1. Regenerative education: habitats for diverse species (McIntyre-Mills, J. J.).- 2. Fluid, organic thinking and relationality: implications for education and international relations (McIntyre-Mills, J. J.).- 3. Nurdles and food security education for wellbeing: implications for Pan-African Social and Environmental Justice (McIntyre-Mills, J. J.).- 4. Vignette on Ocean View Organic Farm (Swanepoel, S.).- 5. Collective action for re-generation of the web of life in the face of disruptive injustice (Akena Adyanga, F and Romm NRA).- Part 2. Extending the 'frontiers of justice'.- 6. Learning from nature's classroom: reframing economics, accounting and accountability (McIntyre-Mills, J. Wirawan, R. and Widianingsih, I.).- 7. Transformative Education: Employing the balanced scorecard to achieve re-generative development (Algraini, S.).- 8. Education and gender mainstreaming ina patriarchal setting: What Really Matters (Aktar, S.M. and Rahman, M.).- 9. Gender roles in Vietnam: A metalogue on the traditional and the new and suggestions for transformation (Nguyen, H. McIntyre-Mills J and Corcoran-Nantes, Y.).- 10. Dis-Ability, differently abled and sentient beings: transformative re-generation: The need for public education on vulnerability and interbeing (McIntyre-Mills, J.J.).- 11. Public education on the rights of sentient beings to a life free of suffering (McIntyre-Mills, J J.).- 12. Assault on situational complexity in the arena of education: the potential of dialogical design: an application to the needs of the hard of hearing (Christakis, A.N. & Diedrich, J.).- 13. Online learning and the pedagogy of resilience, agency and protest: The COVID-19 experience (Mabunda, P. and McKay, V.).- 14. Rethinking teacher education practicum for transformative and re-generative university-community partnerships (Mabunda, P.).- 15. Transformative Exhibitions andArtistic Practices (Jaber, R. and Corcoran-Nantes, Y.).- Part 3. Learning in 360 degrees.- 16. Sacred Groves of the Tolon District of the Northern Region, Ghana: Where Spirituality meets education for Sustainable Development (Addae, D. and McIntyre-Mills, J.).- 17. Aa!!Venda women and social enterprise: Stepwise progress to regenerative and sustainable living (Lethole, P., Makaulule, M., McIntyre-Mills, J.J. and Wirawan, R.).- 18. Women, education and socialisation - transforming gender and power in the MST, Sao Paulo, Brazil (Yvonne Corcoran Nantes).- 19. Encounters and Mis-encounters: the process of political pedagogy between educators and families of the Landless Movement (MST) settlement of Pirituba II, South-Eastern Sao Paulo, Brazil (1984-2006) (Barbosa da Silva, E. and Corcoran-Nantes, Y.).- 20. Combining Focus and Circumspection: An Education in Natural Inclusion (Rayner, A.).- 21. The g - Principle of Natural Inclusion: From Competition versus Cooperation to Heartfelt Relay (Rayner, A.).- 22. Systemic Praxis and education to protect the commons (McIntyre-Mills, J. in conversation with Flanagan, T. Finlayson, D. and Wirawan, R.).- Afterword (Yvonne Corcoran Nantes and Janet McIntyre-Mills).- Postscript: Metalogue (McIntyre-Mills,J. in conversation with Trevino,R.).
