Pub Date : 2023-12-20DOI: 10.1007/s11125-023-09675-4
Ivana Stepanović
{"title":"Towards a human-centered education in the age of algorithmic governance","authors":"Ivana Stepanović","doi":"10.1007/s11125-023-09675-4","DOIUrl":"https://doi.org/10.1007/s11125-023-09675-4","url":null,"abstract":"","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"88 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1007/s11125-023-09670-9
Asmaa Bouaamri
{"title":"The roles of public libraries in enhancing educational systems and social inclusion in Africa","authors":"Asmaa Bouaamri","doi":"10.1007/s11125-023-09670-9","DOIUrl":"https://doi.org/10.1007/s11125-023-09670-9","url":null,"abstract":"","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139228377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1007/s11125-023-09663-8
Monica Mincu
Abstract Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers’ autonomy, and pedagogical cultures. Most critical, however, is the unequal distribution of leadership opportunities. Beyond conflicting or contrived possibilities in school leadership arrangements and cultures, it should be recognized that certain contexts lack effective leadership as an organizational quality. Nevertheless, school principals are able to create coherent environments, offering space for debate and clarification of what equity and equality mean in terms of curriculum delivery, as well as supporting school-level structural facilitations and adaptations. This is a conceptual paper, at the crossroads of different research strands. It focuses on governance mechanisms and leadership tasks and skills in pedagogical and organizational school cultures. It argues that well-articulated school organization is needed, not only in terms of autonomy, but also with the possibility to collaborate, develop professionally, and engage locally in order to achieve equitable student-oriented teaching. The aim is to investigate the feasibility of supporting personalized and adaptive teaching strategies at the school level, in a variety of country contexts.
{"title":"Governance mechanisms, school principals and the challenge of personalized education in contexts","authors":"Monica Mincu","doi":"10.1007/s11125-023-09663-8","DOIUrl":"https://doi.org/10.1007/s11125-023-09663-8","url":null,"abstract":"Abstract Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers’ autonomy, and pedagogical cultures. Most critical, however, is the unequal distribution of leadership opportunities. Beyond conflicting or contrived possibilities in school leadership arrangements and cultures, it should be recognized that certain contexts lack effective leadership as an organizational quality. Nevertheless, school principals are able to create coherent environments, offering space for debate and clarification of what equity and equality mean in terms of curriculum delivery, as well as supporting school-level structural facilitations and adaptations. This is a conceptual paper, at the crossroads of different research strands. It focuses on governance mechanisms and leadership tasks and skills in pedagogical and organizational school cultures. It argues that well-articulated school organization is needed, not only in terms of autonomy, but also with the possibility to collaborate, develop professionally, and engage locally in order to achieve equitable student-oriented teaching. The aim is to investigate the feasibility of supporting personalized and adaptive teaching strategies at the school level, in a variety of country contexts.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"43 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1007/s11125-023-09657-6
Yao Ydo
{"title":"Values, knowledge, and curriculum in global citizenship education","authors":"Yao Ydo","doi":"10.1007/s11125-023-09657-6","DOIUrl":"https://doi.org/10.1007/s11125-023-09657-6","url":null,"abstract":"","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"80 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1007/s11125-023-09662-9
Leslie W. Lewis
Abstract Key to a new contract for education is understanding that knowledge is not scarce, it is not a commodity, and it does not belong in a market economy. Instead, knowledge exchange is gift exchange, and education, when not thwarted or constricted, demonstrates its abundance. The abundance of knowledge operates in ways similar to the abundance of nature, as described by the ecologist Robin Wall Kimmerer in her essay “The serviceberry: An economy of abundance”. We can therefore draw productive parallels between education and the new agroecology, which recognizes the intertwining nature and importance of the diversity of life and the gifts that come from the synergy of that diversity. Just as monoculture farming gives way to holistic farming, monoculture learning must also give way to a paradigm shift. Helping us envision this shift are arguments made in a court case in the US brought by the Department of Justice against 23 universities, including those in the Ivy League (US v Brown, 1992 and 1993). Through ideas expressed in court in defense of admissions practices, we can see how the cooperation necessary for a new education paradigm might be constructed. This essay invites us to more fully envision this new paradigm by focusing on the key shift that happens when knowledge exchange is understood to be gift exchange.
新教育契约的关键在于认识到知识不是稀缺的，它不是商品，它不属于市场经济。相反，知识交换是礼物交换，而教育，如果没有受到阻碍或限制，就会显示出它的丰富性。正如生态学家罗宾·沃尔·基默尔在她的文章《服务性浆果:丰富的经济》中所描述的那样，知识的丰富与大自然的丰富有着相似的运作方式。因此，我们可以在教育和新生态农业之间找到富有成效的相似之处，新生态农业认识到生命多样性的相互交织的性质和重要性，以及这种多样性的协同作用所带来的礼物。就像单一种植让位于整体种植一样，单一种植学习也必须让位于范式转变。美国司法部(Department of Justice)对23所大学提起诉讼，其中包括常春藤盟校(us v Brown, 1992年和1993年)，该案中的论点帮助我们预见了这种转变。通过在法庭上表达的为招生实践辩护的观点，我们可以看到如何构建一种新的教育范式所必需的合作。本文通过关注当知识交换被理解为礼物交换时发生的关键转变，邀请我们更全面地设想这种新范式。
{"title":"Envisioning knowledge exchange in a gift economy","authors":"Leslie W. Lewis","doi":"10.1007/s11125-023-09662-9","DOIUrl":"https://doi.org/10.1007/s11125-023-09662-9","url":null,"abstract":"Abstract Key to a new contract for education is understanding that knowledge is not scarce, it is not a commodity, and it does not belong in a market economy. Instead, knowledge exchange is gift exchange, and education, when not thwarted or constricted, demonstrates its abundance. The abundance of knowledge operates in ways similar to the abundance of nature, as described by the ecologist Robin Wall Kimmerer in her essay “The serviceberry: An economy of abundance”. We can therefore draw productive parallels between education and the new agroecology, which recognizes the intertwining nature and importance of the diversity of life and the gifts that come from the synergy of that diversity. Just as monoculture farming gives way to holistic farming, monoculture learning must also give way to a paradigm shift. Helping us envision this shift are arguments made in a court case in the US brought by the Department of Justice against 23 universities, including those in the Ivy League (US v Brown, 1992 and 1993). Through ideas expressed in court in defense of admissions practices, we can see how the cooperation necessary for a new education paradigm might be constructed. This essay invites us to more fully envision this new paradigm by focusing on the key shift that happens when knowledge exchange is understood to be gift exchange.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"81 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s11125-023-09654-9
Felisa Tibbitts
Abstract This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society.
{"title":"Revitalizing the mission of higher education through a human rights-based approach","authors":"Felisa Tibbitts","doi":"10.1007/s11125-023-09654-9","DOIUrl":"https://doi.org/10.1007/s11125-023-09654-9","url":null,"abstract":"Abstract This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"470 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s11125-023-09656-7
Yoko Mochizuki
{"title":"Can the subaltern decolonize? The limits and possibilities of decolonial global citizenship education in India","authors":"Yoko Mochizuki","doi":"10.1007/s11125-023-09656-7","DOIUrl":"https://doi.org/10.1007/s11125-023-09656-7","url":null,"abstract":"","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s11125-023-09661-w
Paul Tarc, Aparna Mishra Tarc, Mario Di Paolantonio
Abstract This article argues that schooling’s driving purpose should be to educate . Given heightening global crises and the potential of education to respond, we agree with the spirit and focus of UNESCO’s (2021) A new social contract for education intervention. Education/schooling should be motivated by progressive, critical visions to contribute to more sustainable and just human and planetary futures. Embodied-affective-cognitive technologically-mediated processes of becoming educated , however, are not a force that can smash injustice or ecologically destructive capitalism. Educationally speaking, there is no shortcut to cultivating students as “change agents” for sustainable futures. Hannah Arendt’s essay “The crisis in education” (2006) is instructive in clarifying the function of schooling and in categorically distinguishing adults from children, education from politics, and education from learning. While human learning proliferates in multiple ways independent of existential/ethical mooring, education ultimately requires committed adults spending time with, and socioemotionally and intellectually supporting, children to deepen their understanding of the world and others, giving meaning and significance to their/our lives as part of larger collectives called upon to sustain and renew a common world.
摘要本文认为学校教育的驱动目的应该是教育。鉴于日益加剧的全球危机和教育应对危机的潜力，我们赞同教科文组织(2021年)《教育干预的新社会契约》的精神和重点。教育/学校教育应以进步和批判的眼光为动力，为更可持续和公正的人类和地球未来作出贡献。然而，具体化-情感-认知-技术介导的受教育过程并不是一种可以粉碎不公正或破坏生态的资本主义的力量。从教育角度讲，培养学生成为可持续未来的“变革推动者”没有捷径。汉娜·阿伦特(Hannah Arendt)的文章《教育危机》(The crisis in education, 2006)在澄清学校教育的功能、明确区分成人与儿童、教育与政治、教育与学习方面具有指导意义。虽然人类的学习以多种独立于存在/伦理的方式扩展，但教育最终需要有责任心的成年人花时间与儿童在一起，并在社会情感和智力上给予他们支持，以加深他们对世界和他人的理解，赋予他们/我们的生活意义和重要性，作为被呼吁维持和更新共同世界的更大集体的一部分。
{"title":"Upholding “the educational” in education: Schooling beyond learning and the market","authors":"Paul Tarc, Aparna Mishra Tarc, Mario Di Paolantonio","doi":"10.1007/s11125-023-09661-w","DOIUrl":"https://doi.org/10.1007/s11125-023-09661-w","url":null,"abstract":"Abstract This article argues that schooling’s driving purpose should be to educate . Given heightening global crises and the potential of education to respond, we agree with the spirit and focus of UNESCO’s (2021) A new social contract for education intervention. Education/schooling should be motivated by progressive, critical visions to contribute to more sustainable and just human and planetary futures. Embodied-affective-cognitive technologically-mediated processes of becoming educated , however, are not a force that can smash injustice or ecologically destructive capitalism. Educationally speaking, there is no shortcut to cultivating students as “change agents” for sustainable futures. Hannah Arendt’s essay “The crisis in education” (2006) is instructive in clarifying the function of schooling and in categorically distinguishing adults from children, education from politics, and education from learning. While human learning proliferates in multiple ways independent of existential/ethical mooring, education ultimately requires committed adults spending time with, and socioemotionally and intellectually supporting, children to deepen their understanding of the world and others, giving meaning and significance to their/our lives as part of larger collectives called upon to sustain and renew a common world.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s11125-023-09664-7
Matt Finch, Niamh Ní Bhroin, Steffen Krüger
Abstract In times of turbulence, uncertainty, novelty, and ambiguity—the so-called TUNA conditions—our experience of the past may prove a poor guide to the future times in which our decisions and their consequences will unfold. Under such conditions, the manufacture of scenarios that are plausible future contexts for a given issue and are designed to enrich strategic thinking by challenging expectations can help to inform decisions and debates. Education is often subject to such debates, as it is, among other things, a way of preparing for what the future holds. This article gives an account of learnings and unlearnings from a scenarios project applying the Oxford Scenario Planning Approach to the digitalization of education in Norwegian schools. It shows how challenging issues raised in the context of distant imagined futures proved to be immediately pertinent in the developing Covid-19 pandemic. This article sets this work in the wider context of education futures and ongoing debate about suitable methodological choices for institutions and communities wishing to explore how we will teach and learn together in times to come. As a wide range of actors explore the possibility of a new social contract for education, the article proposes that future scenarios can provide fresh perspectives on issues that are difficult or even impossible to resolve within current frames of reference, including questions of equity and justice that may be construed differently in times to come.
{"title":"Unlearning, relearning, staying with the trouble: Scenarios and the future of education","authors":"Matt Finch, Niamh Ní Bhroin, Steffen Krüger","doi":"10.1007/s11125-023-09664-7","DOIUrl":"https://doi.org/10.1007/s11125-023-09664-7","url":null,"abstract":"Abstract In times of turbulence, uncertainty, novelty, and ambiguity—the so-called TUNA conditions—our experience of the past may prove a poor guide to the future times in which our decisions and their consequences will unfold. Under such conditions, the manufacture of scenarios that are plausible future contexts for a given issue and are designed to enrich strategic thinking by challenging expectations can help to inform decisions and debates. Education is often subject to such debates, as it is, among other things, a way of preparing for what the future holds. This article gives an account of learnings and unlearnings from a scenarios project applying the Oxford Scenario Planning Approach to the digitalization of education in Norwegian schools. It shows how challenging issues raised in the context of distant imagined futures proved to be immediately pertinent in the developing Covid-19 pandemic. This article sets this work in the wider context of education futures and ongoing debate about suitable methodological choices for institutions and communities wishing to explore how we will teach and learn together in times to come. As a wide range of actors explore the possibility of a new social contract for education, the article proposes that future scenarios can provide fresh perspectives on issues that are difficult or even impossible to resolve within current frames of reference, including questions of equity and justice that may be construed differently in times to come.","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.1007/s11125-023-09660-x
Tel Amiel
{"title":"Open education and platformization: Critical perspectives for a new social contract in education","authors":"Tel Amiel","doi":"10.1007/s11125-023-09660-x","DOIUrl":"https://doi.org/10.1007/s11125-023-09660-x","url":null,"abstract":"","PeriodicalId":35870,"journal":{"name":"Prospects","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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