Skip navigation

Tag Archives: Transformative Education

Education System

Education System

EDUCATIONAL TRANSFORMATION AND TRANSFORMATIVE EDUCATION: POSSIBILITIES AND ALTERNATIVES TO THE EDUCATIONAL CRISIS

Department of Sociology

South Asian University

Call for Papers

Department of Sociology, South Asian University in association with Rosa Luxemburg Stiftung will organise an international conference in March 2014 on the theme Educational Transformation and Transformative Education: Possibilities and Alternatives to the Educational Crisis. The conference would look at the possibilities and alternatives to the crisis generated in the field of education by impact of neoliberalism. Some of the tentative themes to be debated during the conference would include the following:

1. Imagining a transformative education:
a. Resistance as the beginning of transformation; the distinct forms of resisting neoliberalism in education.
b. Alternative as the beginning of resistance; embryonic alternative visions within crisis and the resistances
c. Existing educational alternatives in South Asia and their transformative potential to neoliberal orientations
2. The changes in South Asian education as neoliberalism arrives and the nature of responses to the changes
3. Contribution of Critical Pedagogy towards imagining an alternative
a. Can education autonomously effect socio-political transformation
b. Consequences of locating education within the larger socio-economic and political matrix
c. Teacher as an agent of transformation
d. Conceptualising extensions of pedagogy beyond classroom
e. Establishing necessity to connect socio-economic and political realities with pedagogy
4. Social movements as pedagogical possibilities

Last date of submission of abstracts (500 words): 15th December, 2013
Submission of selected papers: 1st March 2014
For details see:

For any other enquiry contact: educonference2014@gmail.com

Concept Note

There is a plethora of literature on how neoliberalism has impacted education and its different facets across the world. However, there has not been a concerted and organised effort to understand and analyse this impact in India, except for a few works engaged in this exercise. Realising the need to bring together scholars at one platform and deliberate on this impact the Department of Sociology at South Asian University organised a seminar titled “Mapping Changes and Transformations in Educational Systems and Discourses –Issues, Possibilities and Strategies” on 21st-22nd March, 2013. Participants discussed and deliberated on how neoliberalism has been altering and impacting the education sector.

It identified issues emerging out of this impact and the processes of how this takes place. Though most of the times seminars and workshops stop at identifying problems and recognising the symptoms of the problem it has been realised that there is a need to move beyond into the realm of discussing and debating alternatives or visualising/conceptualising solutions to the problems. In this context it would be relevant to look at the new/alternative systems that have emerged at different points of time in history and whether they may be useful in resolving the crisis that emerges in times of neoliberalism. On the other hand, it might also be useful to look at how different kinds of resistances to the neoliberalism have inherent visions of new/alternative systems within them. For instance, if the problem exists vis-à-vis quality of education, accessibility to education of similar quality for everybody, the language question or pedagogy in general, etc., how can it be resolved in these neoliberal times. This conference intends to explore these aspects and bring together people who have been thinking in this direction.

We all realise that education plays an important role in the continuous change of the society. An important component of education’s role in social change also involves how it inspires students to imagine a world beyond the given. Along with taking up the issue of educational accessibility it is required, argue many educationists, to motivate students to imagine the world in a different way through dialogic engagement with the issues around them. This would also mean that the education imparted to students must prepare them to engage critically with the existing social system. Critical education helps in transcending the existing society towards a new one based on the principles of social justice, equality and further deepening of the democratic processes. The education system must “always preserve dissent and democracy within the educational institutions so that a multiplicity of points of view, including many that are unpalatable to the ruling political echelons, can flourish. The institutions must work out norms of conduct and modes of expression of dissent that ensure that debate thrives without being snuffed out and that the right to free expression of all sections of the community in an academic institution are respected. But, snuffing out dissent in the name of creating an atmosphere of work and promoting “excellence”, by institutionalizing an authoritarian structure within the education system is fundamentally opposed to the “nation-building” task of higher education.”

But an important aspect that requires deliberation here is whether it is the exclusive right of the state to take over the mantle and educate its beings or also create spaces for private players of different kinds – as corporates or many alternative schooling experiments that are there. It has often been argued that permitting non-state actors to run the educational institutions not only pave way for an endless pursuit of profiteering from education but also aggravates inequality, discrimination and by continuous attack on human rights. Scholars argues that “the better the education, the more its bearers become independent to think and act on their own. The better the market, the more its agents, depends on the products and services of others to perform their thinking and doing for them”.

Every since early 1980s there have been evident and drastic changes at policy level – from opening up of the economy to commodifying education as any other object to be bought in the marketplace. There are different and often complex ways of effecting these changes. The direct, coercive, undemocratic policy making practice of the state is one while using the so called progressive voices to create an illusion of ‘democracy’ and ‘welfarism’ is another. So, the state opens up the education to private sector in an unprecedented manner but it also mustered support for its plan to corporatize and homogenise education system through committees such as Yashpal Committee report3. It has often been argued that the changes are not merely about tweaking of policies but it has had ramifications at all levels – from transactions in the classroom to textbooks to how the function of education is increasingly as subservient to the demands of market thereby negating host of alternative visions on education.

The current situation in education wherein its commodification becomes much more starker makes Freireian notion of Banking Education quite relevant. With the absence of the recognition of the differences and the critical knowledge produced with it, education thus, becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. The ‘Banking’ concept in education, in which the scope of action allowed to the students extends only as far as receiving, filling and storing the deposits. Critical enquiry and inventions are never emphasised upon by controlling the curriculum which would lead to breed a set of unconscious workforce ready to help the ‘exclusive’ in securing huge gains. This concept of education regards men as adaptable and manageable things. Thus, the idea of education has changed as it no longer dares one to dream of world free from inequality or does not encourage a questioning mind.

The idea of knowledge as critical and as an instrument that teaches the idea of liberation has been skillfully and deftly set aside. The tradition of critical pedagogues have dones extensive work towards redefining educational praxis. McLaren and Farahmandpur write “…even progressive educators who are vigorously engaged in the debate over global capitalism and theories that oppose one another within it frequently fail to address the fateful implications of capitalism’s confiscation of freedom and kidnapping of hope”. Education, indeed, has been a powerful component of the ‘ideological apparatus’ which has served the objective of securing the cultural and intellectual hegemony of a few. Hope, as a notion that defines the endless world of possibilities, a scheme of knowledge production that continuously opens doors to possible transcendance of the existing order of things, scholars feel, is gradually being thrown out of education system for being irrelevant.

Mainstream pedagogy assiduously disregards as crucial a knowledge of how asymmetrical relations of power become embedded in race, gender and class antagonisms that are reinforced through the dominant social and ideological apparatuses of the state. In contrast, alternative ideas of pedagogy have never seen education and its evolution as divorced from the fundamentals of the class society. Here the classroom for instance is conceived as a political arena for legitimizing the lived experiences of the oppressed social classes without assuming that such experiences are transparent or absent of racism or sexism. At a general level, the whole process of knowledge production becomes a political question.

This conference would deliberate on the possibilities and configurations of alternatives to the questions emerging out of the crisis fomented by increasing commodification of education under neoliberalism. Ideas and experiences would be combined to provide for a reflection on how one could create a resisting pedagogy and eduction system. Some of the themes around which the conference would invite papers would be (and one may go beyond these themes as well):

1. Imagining a transformative education:
a. Resistance as the beginning of transformation; the distinct forms of resisting neoliberalism in education.
b. Alternative as the beginning of resistance; embryonic alternative visions within crisis and the resistances
c. Existing educational alternatives in South Asia and their transformative potential to neoliberal orientations

2. The changes in South Asian education as neoliberalism arrives and the nature of responses to the changes

3. Contribution of Critical Pedagogy towards imagining an alternative
a. Can education autonomously effect socio-political transformation
b. Consequences of locating education within the larger socio-economic and political matrix
c. Teacher as an agent of transformation
d. Conceptualising extensions of pedagogy beyond classroom
e. Establishing necessity to connect socio-economic and political realities with pedagogy

4. Social movements as pedagogical possibilities

The Conference will be based on papers contributed by scholars working on the issue in context of South Asian countries. Call for papers will be issued and the participants would send in their abstracts and they will be notified about the acceptance after a scrutiny. The coordinator of the Conference, Dr. Ravi Kumar, will be responsible for the scrutiny and final notification of the accepted papers. The papers should not exceed 8,000 words.

Share this.

See: http://sociology-sau.blogspot.co.uk/2013/10/conference-educational-transformation.html


**END**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Paulo Freire

JOURNAL OF TRANSFORMATIVE EDUCATION – CALL FOR PAPERS

The central aim or scope of the journal reflects a keen interest in furthering, through scholarly analysis, inquiry, and dialogue, the fields of transformative learning and transformative education. This work can and does occur within a wide variety of educational contexts, including adult education, education for the professions, continuing education and professional development, higher education, community education, and the workplace, as well as more informal and non-formal settings for adult learning.

We would like to encourage submissions from either practitioners or researchers who are working from a transformative perspective in educational that relate to the aims and scope of the journal. We

Critical Pedagogy

receive a fair number of submissions now from folks in in-service teacher education, and it would be
wonderful to have adult education more represented in the journal as well.

For more information on the journal I encourage you to peruse the journal’s website at http://jtd.sagepub.com.

For a specific call for papers, go to: http://www.sagepub.com/upm-data/31118_JTED_CFP_Oct09(2).pdf.

For Guidelines for Manuscript Submission, go to:
http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201653#tabview=manuscriptSubmission  

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Work - Life

CENTRE FOR THE STUDY OF EDUCATION AND WORK – UPDATE 13th SEPTEMBER 2011

EVENTS

SOCIAL ECONOMY CENTRE WORKSHOP SERIES 2011/2012

Please feel free to share this announcement with any of your colleagues who may be interested

– Friday, Oct 14, 2011: Financial management in community organizations
– Friday, Nov 4, 2011:  Building the city we all want
– Wednesday, Nov 16, 2011:  Overcoming the 5 greatest threats to non-profit board effectiveness
– Friday, Jan 20, 2012:  Marketing in non-profit organizations
– Thursday, Feb 2, 2012:  Leadership in the non-profit sector
– Friday, Mar 9, 2012:  Strategic planning for non-profits, co-ops, and other community organizations
– Friday, Mar 23, 2012:  Co-op enterprise: A different way of doing business
– Friday, Apr 20, 2012:  Fundraising in non-profit and community organizations
– Friday, May 11, 2012:  Introduction to social enterprises

*Social Economy Workshop Certificate offered for completion of 5 or more workshops

For more details visit our website at http://www.socialeconomycentre.ca/

LOCATION:  Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto (St. George subway station).

TO REGISTER:  Please contact Andrea Chan at secworkshops@gmail.com or 416-978-0022

+++++

URPE (UNION FOR RADICAL POLITICAL ECONOMICS) CONFERENCE IN BROOKLYN — THE WAR ON THE WORKING CLASS

St. Francis College, 180 Remsen Street, Brooklyn, NY
Saturday, October 1, 2011

The conference aims to bring together people actively involved in resisting the multi-pronged attack which is currently taking place with radical political economists who can share their theoretical understanding of the issues.

To organize or participate in a panel combining activist and theoretical perspectives, contact Paddy Quick (see link on URPE website: http://www.urpe.org)

Please register for this conference at: http://urpeatbrooklyn2011.eventbrite.com

See the latest program (and registration links) at: http://www.urpe.org/conf/brooklyn/brookprog.html.

+++++

EFFECTIVENESS AND EMPOWERMENT – PROFESSIONAL DEVELOPMENT TRAININGS – TORONTO

– The Art of Group Facilitation: Developing Awareness, Skills and Presence
Wed. Oct 12 – Thur. Oct. 13
– Connecting Across Differences for Social Action
Morning of Sat. Oct. 15
– Intro to Restorative Circles for Group Conflicts
Intro – Thur. Oct. 27
Deepening – Fri. Oct. 28 to Sun. Oct. 30

– Coaching For Transformation
1 Day Training – Sat. Nov. 19
2 Day Training – Sat Nov 19 and Sun. Nov. 20

For more information about these sessions contact Henry Wai at 416-913-8861 or wai_renooy@sympatico.ca

To learn more about the Centre for Non-Violent Communication (CNVC):
– Read an introductory chapter http://www.cnvc.org/node/393
– See how it is applied
www.nonviolentcommunication.com/freeresources/article_archive.htm

+++++
+++++

NEWS & VIEWS

CALL FOR PAPERS FOR JOURNAL OF TRANSFORMATIVE EDUCATION

The central aim or scope of the journal reflects a keen interest in furthering, through scholarly analysis, inquiry, and dialogue, the fields of transformative learning and transformative education. This work can and does occur within a wide variety of educational contexts, including adult education, education for the professions, continuing education and professional development, higher education, community education, and the workplace, as well as more informal and non-formal settings for adult learning.

We would like to encourage submissions from either practitioners or researchers who are working from a transformative perspective in educational that relate to the aims and scope of the journal. We receive a fair number of submissions now from folks in in-service teacher education, and it would be
wonderful to have adult education more represented in the journal as well.

For more information on the journal I encourage you to peruse the journal’s website at http://jtd.sagepub.com.

For a specific call for papers, go to: http://www.sagepub.com/upm-data/31118_JTED_CFP_Oct09(2).pdf.

For Guidelines for Manuscript Submission, go to:
http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201653#tabview=manuscriptSubmission  

+++++

STORE WORKERS SAY: WHOSE WALMART? OUR WALMART!

By Jenny Brown, Labor Notes

Fear is the main thing stopping retail workers from organizing for better treatment at Walmart, said several employees who are doing just that.

They lost their fear, they said, after they stood up for themselves against tyrannical managers and after they joined 100 co-workers from stores across the country to march on Walmart headquarters in Bentonville, Arkansas, in June.

Read more: http://labornotes.org/2011/08/store-workers-say-whose-walmart-our-walmart

+++++

SEPTEMBER 13 ONTARIO HEALTH COALITION RALLY — SHORT VIDEO

A great new short video for the September 13 Ontario Health Coalition rally at Queen’s Park, produced by the Ontario Public Service Employees Union. 
Please spread it around!

Watch the video: http://www.youtube.com/watch?v=yCaQYjShAJo

+++++

SPNO PARTNERS WITH ISARC ON POVERTY FREE ONTARIO

SPNO (Social Planning Network of Ontario) is working on the Poverty Free Ontario initiative in conjunction with the Interfaith Social Assistance Reform Coalition (ISARC), which is dedicated to faith-based approaches to public policy reform in areas of social justice and poverty elimination. ISARC’s current campaign can be found at http://www.faithtoendpoverty.ca.

+++++

THREE THINGS THAT MUST HAPPEN FOR US TO RISE UP AND DEFEAT THE CORPORATOCRACY

Most Americans oppose rule by the corporatocracy but don’t have the tools to fight back. Here are three things we need to create a real people’s movement. 

Transforming theUnited States into something closer to a democracy requires: 1) knowledge of how we are getting screwed; 2) pragmatic tactics, strategies, and solutions; and 3) the “energy to do battle.” 
Read more: http://www.truth-out.org/3-things-must-happen-us-rise-and-defeat-corporatocracy/1314378373

+++++
+++++
(END)

ABOUT CSEW (CENTRE FOR THE STUDY OF EDUCATION & WORK, OISE/UT):

Head: Peter Sawchuk
Co-ordinator: D’Arcy Martin

The Centre for the Study of Education and Work (CSEW) brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work.

Our major project is APCOL: Anti-Poverty Community Organizing and Learning. This five-year project (2009-2013), funded by SSHRC-CURA, brings academics and activists together in a collaborative effort to evaluate how organizations approach issues and campaigns and use popular education. For more information about this project, visit http://www.apcol.ca.

For more information about CSEW, visit: http://www.csew.ca.

 

 

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Education Crisis

CRITICAL EDUCATION FOR CRITICAL TIMES

14 May 2010

University of Nottingham

The development of a critical educational movement has been long in the making, and is now urgently overdue. These are without doubt critical times. The futures of public and common life hang in the balance. Intellectual and political openness and academic space are being increasingly curtailed and foreclosed. How should we as educators be orienting our work, our relationships with each other, and with publics, communities of struggle and social movements? What constitutes critical education in these critical times?

‘Critical Education for Critical Times’ explores different responses to these questions through a series of participatory workshops and dialogues. Each workshop, facilitated by educators with experience in critical pedagogy and/or popular education, will draw on this experience to introduce new work in empowering, prefigurative, transformative and critical pedagogies that are linked to social and political movements. We will open these examples up for criticism and discussion, and hope to consolidate the knowledge produced during the day into a common resource for further developments of educational theory and practice.

CECT ORGANISED BY THE CRITICAL PEDAGOGY AND POPULAR EDUCATION MIDLANDS WORKING GROUP

And sponsored by the Centre for the Study of Social and Global Justice (http://www.nottingham.ac.uk/cssgj/), with support from the Nottingham Freeschool (http://nottinghamfreeschool.wordpress.com/) and Critical Pedagogies Group (CSSGJ)

Workshops/Discussions

1 | Learning alternatives to neoliberalism – resistance and renewal in critical education – Stephen Cowden, Social and Community Studies, Coventry University

2 | Prefigurative epistemologies and nomadic subjectivities: in, against, beyond the university – Sara Motta, Politics, University of Nottingham

3 | Learning from each other’s struggles – knowledge from and for social movements – Laurence Cox, Sociology, National University of Ireland, Maynooth, co-founder Grassroots Gathering

4 | ‘Climate Justice’ and popular education in social movement organisation – and Alice Cutler, TRAPESE Popular Education Collective, http://hbfc.clearerchannel.org/abouttrapese.php

5 | Revalorizing critique in academic and activist education – Sarah Amsler, Sociology and Public Policy, Aston University

Location and time | Registration begins at 9:00 a.m. in the foyer of the Law and Social Sciences Building, University of Nottingham (University Park Campus), and the final session will end at 4:30 p.m.

Sessions will be held in A105 and A106 of the Hallward Library. For maps and directions, see the University website at: http://www.nottingham.ac.uk/about/datesandcampusinformation/mapsanddirections/mapsanddirections.aspx
To participate | The day is free and open to all.

To pre-register| contact Sara Motta at: sara.motta@nottingham.ac.uk Please include your name, postal address and email. All those who register early will receive a packet of relevant readings for each workshop.

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

Cold Hands & Quarter Moon at MySpace: http://www.myspace.com/coldhandsmusic

The Ockress: http://www.theockress.com

Critical Pedagogy

Wavering on Ether: http://blog.myspace.com/glennrikowski