This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.
Author(s): Kristin Elaine Reimer, Mervi Kaukko, Sally Windsor, Kathleen Mahon, Stephen Kemmis
Publisher: Springer
Year: 2023
Language: English
Pages: 249
City: Singapore
Preface
Acknowledgments
Contents
Contributors
List of Figures
1 Searching for Worlds Worth Living in
Searching for Worlds Worth Living in
A Listening Project
Listening as an Educative Practice
Chapters of the Book
Utopia—The Language of Criticism and Hope
References
2 Education for Living Well in a World Worth Living in
Marx on the Dialectical Relationship Between the Individual and the Collective
Three Dimensions of Intersubjective Space
The Theory of Practice Architectures
A Theory of Education
References
3 Why Listen? Student Voice Work Defended: Students as ‘Expert Witnesses’ to Their Experiences in Schools and Other Sites of Learning
Introduction
Educative Practice
The Case for Teachers and Students Uniting in the Conduct of Participative Inquiry
Refuting ‘WEIRD’ Psychology
Listening to Student Voice Can Inform Policy
Student Plans
Interest and Engagement
Listening to Student Voice and Cultural Institutions
So, What was Learned?
Listening to Student Voice Can Change the Question Being Asked
Conclusion
References
4 The Heart of the Small Finnish Rural School: Supporting Roots and Wings, Solidarity and Autonomy
Introduction
Teachers in Small Rural Village Schools
Teaching as Praxis in a Small School
Characteristics of Small Rural Schools
The Cultural Environment of a Small Rural School
Teaching in the Multigrade Classroom
Social Aspects of the Multigrade Classroom and Small School
Visualising the Heart of the Small Rural Village School
Recognition of Rural Lifestyles and Futures
Educating for Living Well in a World Worth Living in for All
References
5 Leading for Love, Life, Wisdom, and Voice in Steiner Schools: Constraints and Conditions of Possibility
Introduction
Background
Getting to the Nature of Education Itself: Dialogue Between Theory of Practice Architectures and Steiner Philosophy
A Post-formal Education
A Revitalisation of What Matters in Education: Love, Life, Wisdom, and Voice
Drawing Together Some Threads: Research and Reflection
Leading for Love, Life, Wisdom, and Voice: A Story of Promise, a Story of Doubt, and Uncertainty
Conditions of Possibility
Endnote
References
6 The Sand Through My Fingers: Finding Aboriginal Cultural Voice, Identity and Agency on Country
Introduction
Culture as Practice: Prefatory Remarks
Background: The Study
The Project Design
Securing Aboriginal Youth Participation Through Multimodal Data Sources
Data Collection as Multimodal On-Country Site-Responsive Practice
Multimodal Intersubjective Meaning-Making
Photointerviews
Walk-and-Talk
Think-me-a-Poem
Shifting Sands: Multimodality as an Intergenerational, Intercultural Bridge
Living Praxis in and for Research
Research as Transformative Practice
The Final Words
References
7 Leading by Listening: Why Aboriginal Voices Matter in Creating a World Worth Living in
Introduction
Author Positioning
Some Contrasts Between Western and Aboriginal Perspectives on Leading
A Western View of Leadership and Leading
An Aboriginal View of Leadership and Leading
The Failure of the ‘Closing the Gap’ Policy: The Failure of a Deficit Discourse
The Theory of Practice Architectures and Indigenous Methodology
Leading Concepts and Practices in Indigenous Contexts
Relationships and Respect
Solidarity and Decolonisation
Listening as a Leading Practice
Deep Listening, Contemplation, and Reflection as Leading Practices
Reciprocal Leading Practices in Country
Listening Practices on Country Through the Lens of Practice Architectures
The Culturally Nourishing Schooling Project: An Example of Leading by Listening
Conclusion
References
8 Practices and Experiences in Educational Researcher Training: Reflections from Research Students Exploring the Theme, Living Well in a World Worth Living in During the Covid-19 Pandemic
Introduction
The Research Course, Students’ Projects, and Reflections
Teacher Vignette–Sally
Student Vignette—Amoni
Group Reflections and Conclusions
Critical Reflections on Processes and Practices
Methodology
Data
Theories
Situated Learning in ‘Communities of Practice’
The Theory of Practice Architectures
Reflections
How Did the Student Researcher Groups Negotiate the Meanings and Approaches to Their Task and the Research Topic?
How Can the Reflections on This Case Inform Similar Educational Researcher Training Programmes and Projects?
References
9 Partnering for Hope: Agentic Narrative Practices Shaping a World Worth Living in
Introduction
Living Well? Constraints on the Legacy Caseload
Participants: The People Experiencing the Constraints of Australian Policies
A Hybrid Theoretical Lens: The Theory of Practice Architectures and Agency as Practice
Theory of Practice Architectures
Agency as Practice
Partnering for Hope: A Critical Participatory Action Project
Arrangements for Talking
Agency in Solidarities: “Without Any Connection, We Can’t Do Anything”. (Ali)
Reminiscence–Re-Telling as Agentic Narrative Practice
Talking-Up: Sayings for Transformative Future Practice (Praxis)
Conclusion
References
10 Keeping Each Other Safe: Young Refugees’ Navigation Towards a Good Life in Finland, Norway, and Scotland
Introduction
Navigation
Social Navigation
Moral Navigation
Young Refugees in Finland, Norway, and Scotland
Findings
Moving with Others
Moving for Others
Moving in Relation to Others
A World Worth Living in for All
Discussion
References
11 “The Kitchen is My Favrote Place in the House”: A World Worth Living in for Children with Feeding Difficulties and Their Families
Introduction
Transformative Activism and Critical Praxis
Feeding Difficulties and Tube-Feeding
What Are the Challenges to Children Living Well While Tube-Feeding?
What Does Living Well with Tube-Feeding Mean?
Henry’s Comment About the Kitchen
Kate’s Photograph of Henry
Conclusion: Contributing to a World Worth Living in for All, and a Dangerous Proposition
Chef Henry’s Choc Pudding
References
12 Facing the Climate Crisis, Acting Together: Young Climate Activists on Building a Sustainable Future
Something Happened
New Forms of Self-expression
Utopia as a Method of Imagining a World Worth Living In
Methods and Research Questions
Acting Together
Democratising Democracy
Conclusion
References
13 Finding Worlds Worth Living in
Diverse Views of Worlds Worth Living In
The Views of Participants
Processes to Help Articulate People’s Views About Worlds Worth Living In
Research to Realise Worlds Worth Living In
Educators’ Views About Worlds Worth Living In
Realising the Vision(s)
Critical Praxis and the Transformative Activist Stance
A Final Word
References
Index
