Date: Wednesday 23 October 2024
Time: 4pm to 5.30pm CET
Location: Online (zoom)
Education for Societal Transformation: Alternatives for a Just Future
This NORRAG Special Issue 10 explores the critical role of education in shaping a more just and equitable world. Contributors from diverse backgrounds offer innovative perspectives on how education can be transformed to address the pressing social, economic, political, and ecological crisis and challenges of our time.
Drawing on theoretical frameworks and practical experiences, the authors present a range of alternative approaches and non-reformist reforms, including anti-racist and anti-patriarchal education, climate/environmental and decolonial education, cosmopolitical learning, critical multicultural education and critical pedagogy, democratic schools, holistic education, Indigenous education and knowledge, peace education, and education for social justice.
Key themes explored in the book include:
- The need to challenge dominant paradigms in education and foster a more inclusive and equitable learning environment.
- The importance of incorporating diverse knowledge systems, including Indigenous knowledge, into education.
- The potential of education to promote social justice, environmental sustainability, and economic equity.
- The role of education in empowering individuals and communities to challenge systemic inequalities and build a better future.
The contributions in this special issue broaden our horizons to what is possible, inspire us and offer us hope. The volume is essential reading for educators, social scientists, policymakers, researchers, and all those interested in creating a more just and sustainable future.
Speakers
- Jumana Al-Waeli, Ulster University
- Chanwoong Baek, NORRAG
- Rezan Benatar, Sociologist
- Ashok Danavath, National Campaign on Dalit Human Rights
- Silvia Espinal Meza, University of Bristol
- Gustavo E. Fischman, Arizona State University
- Aahana Ganguly, Azim Premji University
- Michael Gibbons, American University
- Paul Hendricks, University of Witswatersrand
- Steven J. Klees, University of Maryland
- Rebecca Tarlau, Stanford University