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This edited volume examines the role of the modern university as a public good institution ethically engaged in social transformation. Featuring contributions from internationally recognized scholars across both the Global North and South, this collection contexualizes issues in higher education such as community engagement, service learning, citizenship and civic responsibility both locally and globally (e.g., local, regional, national, and global engagement). Each chapter addresses the intangible, multifaceted dimensions of the relationships, community impact, and knowledge generation associated with community collaborations. In this way, the volume contributes towards the possibility of re-imagining the role of the modern university beyond a market-oriented, passive, and de-solidarized practices towards a more ethically engaged paradigm based on principles of mutuality, reciprocity and social responsibility.
This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices. Through a collection of vivid narratives, the book situates philosophy of higher education by embodying the doctoral researcher and their initiation into academic life, revealing how doctoral pursuits in African higher education are not simply academic endeavours but deeply philosophical adventures that challenge, critique, and reimagine the role of education in society. Chapters advocate for a dynamic educational system that, rooted in African philosophies, nurtures democratic citizenship, embraces critical engagement, and fosters social justice. A call to action for researchers, students, and policy makers alike to view doctoral research as a powerful catalyst for change, the book offers fresh perspectives on addressing the continent's unique challenges, contributing to a more just and inclusive world. Ultimately considering the potential of academic research to shape the future of societies, both within Africa and globally, the book will appeal to researchers, academics and postgraduate students involved with the philosophy of education, higher education, and citizenship education, as well as these areas in African contexts specifically.
Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions: How do educators understand the role of VCE? What pedagogical approaches to VCE do educators employ in their classes? How do educators support the values and knowledge of VCE in all curricular areas? What do educators see as the key essential values and knowledge that students should develop through VCE? It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).
International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who become more globally aware and more engaged in global civil society – at home and abroad. Yet such programs are also packed with peril. Clear evidence indicates that poor forms of such programming have negative impacts on vulnerable persons, including medical patients and children, while cementing stereotypes and reinforcing patterns of privilege and exclusion. These dangers can be mitigated, however, through collaborative planning, design, and evaluation that advances mutually beneficial community partnerships, critically reflective practice, thoughtful facilitation, and creative use of resources. Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors’ decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project. Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development. The book ultimately moves beyond course and program design to explore how to integrate these objectives and values in the wider curriculum and throughout formal and informal community-based learning partnerships.
This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.
This interdisciplinary volume connects the philosophy of history to moral philosophy with a unique focus on time. Taking in a range of intellectual traditions, cultural, and geographical contexts, the volume provides a rich tapestry of approaches to time, morality, culture, and history. By extending the philosophical discussion on the ethical importance of temporality, the editors disentangle some of the disciplinary tensions between analytical and hermeneutic philosophy of history, cultural theory, meta-ethical theory, and normative ethics. The ethical and existential character of temporality reveals itself within a collection that resists the methodological underpinnings of any one philosophical school. The book's distinctive cross-cultural approach ensures a wide range of perspectives with contributions on life and death in Japanese philosophy, ethics and time in Maori philosophy, non-traditional temporalities and philosophical anthropology, as well as global approaches to ethics. These new directions of study highlight the importance of the ethical in the temporal, inviting further points of departure in this burgeoning field.
There seems to be renewed interest in having universities and other higher education institutions engage with their communities at the local, national, and international levels. But what is community engagement? Even if this interest is genuine and widespread, there are many different concepts of community service, outreach, and engagement. The wide range of activity encompassed by community engagement suggests that a precise definition of the “community mission” is difficult and organizing and coordinating such activities is a complex task. This edited volume includes 18 chapters that explore conceptual understandings of community engagement and higher education reforms and initiatives intended to foster it. Contributors provide empirical research findings, including several case study examples that respond to the following higher educaiton community engagement issues. What is “the community” and what does it need and expect from higher education institutions? Is community engagement a mission of all types of higher education institutions or should it be the mission of specific institutions such as regional or metropolitan universities, technical universities, community colleges, or indigenous institutions while other institutions such as major research universities should concentrate on national and global research agendas and on educating internationally-competent researchers and professionals? How can a university be global and at the same time locally relevant? Is it, or should it be, left to the institutions to determine the scope and mode of their community engagement, or is a state mandate preferable and feasible? If community engagement or “community service” are mandatory, what are the consequences of not complying with the mandate? How effective are policy mandates and university engagement for regional and local economic development? What are the principal features and relationships of regionally-engaged universities? Is community engagement to be left to faculty members and students who are particularly socially engaged and locally embedded or is it, or should it be, made mandatory for both faculty and students? How can community engagement be (better) integrated with the (other) two traditional missions of the university—research and teaching? Cover image: The Towering Four-fold Mission of Higher Education, by Natalie Jacob
This exciting new book advances current practice-based and theoretical knowledge around how youth defines and engages with consumerism to provoke a larger conversation within science and environmental education. It is also geared towards unveiling those literacy praxes that can assist youth to adopt more ethically-oriented consumerist habits. More specifically, this book studies how youth’s participation in the global consumer market intersects with media technologies, new literacies, as well as science and the environment from sociocultural perspectives. In addition, it considers how school science has mediated youth participation in hyper-consumerism, from food and technology to shelter and transportation. This important and timely book is a must-read for those interested in topics such as critical youth studies, critical media literacy, STEM, arts-based research, STSE education, citizenship education, cultural studies, policy studies, curriculum studies, socio-scientific issues, technology, sustainability, food studies, social justice, poverty, and consumer behaviour. A wide range of science, technology and environmental educators from Australia, Brazil, Canada, Netherlands and the United States have combined their perspectives to produce this exciting, innovative, timely and important book. It should be essential reading for all teachers, teacher educators and curriculum developers keen to address key issues raised by a commitment to assist students in refining their understanding of what constitutes socially, culturally, ethically and politically responsible consumer practices and supporting them in formulating and engaging in effective individual and collective action. Derek Hodson, Emeritus Professor of Science Education, Ontario Institute for Studies in Education (OISE), University of Toronto, Professor of Science Education at The University of Auckland (New Zealand), and Founding Editor of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE). The authors in the book deconstruct and analyse intricate economic, sociopolitical and affective networks that are behind the cycles of production, distribution and consumption of objects that are present in youngsters' daily lives and their attitudes towards them. Apart from breaking new ground by proposing and discussing socioculturally informed research about the topic, the book connects with pedagogical approaches that value critical perspectives on the nature of the relationship between science, technology, society and environment. It is a must-read for both researchers and practitioners interested in issues related to sustainability and citizenship education. Isabel Martins, Professor of Science Education, Universidade Federal do Rio de Janeiro/ Federal University of Rio de Janeiro (UFRJ).
This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.
Higher education serves many purposes, one of which is to prepare college and university students with the knowledge, skills and dispositions necessary for employment. Some would argue that this is the primary and even sole purpose of collegiate education. However, many also contend that university education is intended to broaden students' minds and enable them to question, investigate and think critically in order to be productive and engaged citizens. Regardless of the lens through which higher education is viewed, within any of these purposes is the need for ethical practices in teaching, learning, student engagement, and overall operational structures. Truly, in every facet of university life, ethical practices exist. If institutions of higher education are the places where, in part, the global future is shaped, then it is imperative that these same organizations be the exemplars of ethical practices.The Practice of Ethics in Higher Education includes chapters that explore and examine topics such as teaching of ethics, ethical practices on campus, ethics of clinical practices, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. In addition to drawing attention to the successes and challenges regarding ethical practices in higher education, this book aims to encourage future research initiatives and collaborations.