Critical Pedagogy/Democratic Citizenship

Critical Resource for Ethical International Partnerships - Sustainable Futures in Africa Network

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The Sustainable Futures in Africa Network, which is co-directed by CR&DALL Core member from the School of Education at the University of Glasgow, Mia Perry, has published recently their Critical Resource for Ethical International Partnerships, which we hope will be of interest to subscribers.

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Webinar: Women on the frontlines of the crisis

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The Coronavirus, Capitalism and Inequality webinar series continues with a webinar about women from the global south on the frontline of the coronavirus crisis. We hope you can join us on Thursday 23 April at 1pm to hear and put your questions to our speakers from the Philippines and South Africa.

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Call for papers: Non-Traditional Students in Tertiary Education - Studia Paedagogica 25:4, 2020

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The theme of the forthcoming issue of Studia paedagogica is Non-Traditional Students in Tertiary Education[1]. The number of students not reflecting the ‘standard’ profile of students in tertiary education has been steadily increasing in many countries. Often referred to as ‘non-traditional’ students, for purposes of international comparison, Schuetze and Slowey (2002) identify three distinguishing criteria: educational biography, mode of study and entry routes.

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New Book Resisting Neoliberalism in Education Local, National and Transnational Perspectives Edited by Lyn Tett and Mary Hamilton

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Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals.

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The Social Justice Question: A Freirean Approach to Decolonizing Pedagogy, Methodology & Leadership - Antonia Darder

There is much talk internationally about providing socially just education within subaltern communities. Yet, often the practices within educational institutions perpetuate the coloniality of power and structures of inequality that fail to support decolonizing pedagogical practices.

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100 Years of Volkshochschule in Germany

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Community-based adult education is an important component working towards a system of lifelong learning. Institutions of education, training and learning change in many respects in the age of globalization and digitalization. But in as much as we believe in the importance of kindergarten, schools, vocational and higher education and struggle to support them as institutions, adult education also needs an institutional back-up.

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Dr. Rajesh Tandon, UNESCO Co-Chair on Community-Based Research visits School of Education, University of Glasgow

On Sept 15th and 16th 2017, we were delighted to host at the School of Education, University of Glasgow, Professor Rajesh Tandon, the founder-President of PRIA, global participatory research & training centre based in New Delhi, India. PRIA has completed 35 years of work in empowering citizens to claim their rights and organize their own communities. Professor Tandon has also been the UNESCO Co-Chair on Community-Based Research and Social Responsibility in Higher Education since 2012.

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Professor Peter Jarvis - 80th Birthday

Three former professors of adult education, and the current chair, from the University of Glasgow were amongst some 100 friends and colleagues who celebrated the 80th birthday of Professor Peter Jarvis, the eminent adult educator, known to all in the field. Professor Lalage Bown, Emeritus Professor of Adult Education at Glasgow eloquently spoke of his contributions especially in the international sphere.

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