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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.
Researching Practices Across and Within Diverse Educational Sites
explores the role of educational research in uncertain, risky
times. Researching practices and their consequences transpire
unpredictably, depending on how we set about to understand these
practices. The authors consider the unknowns in research action,
and what promises researchers can keep to their communities as they
embark on research action together. The authors examine how
researching practices come to be constituted within and across
cultural sites through consideration of the onto-epistemological
bases of research action, broadly understood as “doing, through
knowing and being”. Theoretical arguments and empirical examples
of the in-situ development of research practices in Australia,
Canada, Finland and Norway are provided, arising from reflection
upon and dialogue about researching practices with particular
groups. Within each chapter, the authors reflect on how knowledge
production is influenced by how they go about their researching
practices and who or what they regard as knowledge holders. These
examples enable readers to reflect on their researching practices
in different educational settings.
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.
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