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This edited collection centres the reclamation of global counter
and Indigenous knowledges, epistemologies, ontologies, axiologies,
and cosmovisions that have the capacity to create new educational
leadership frameworks that chart courses to visions beyond the
current oppressive systems of education. Contributing authors
discuss what does it look like to have thriving decolonial
educational systems? What is the educational leadership that is
needed and required to get us there? What does it look like from
these global Indigenous and decolonial perspectives? How do we
begin dismantling dominant and colonial systems, structures and
styles of leadership? Schooling and education in the wake of
ongoing colonial injustices requires a revolutionary (re)awakening
and the creation of schooling and educational systems that
inherently honour the sacredness of life on this Earth, beyond the
anthropocentric. The centring, reclamation and reaffirmation of
global counter and Indigenous knowledges in educational leadership
is not an individual, nor isolated endeavour. Through this
understanding, this anthology is centred around themes of
schooling, community building, liberatory praxis and decolonial
movements, and Indigenous governance.
Spirituality, education and society: An integrated approach argues
the value of spirituality in education as a way to address the
lived experiences and personal knowledge of students, with the goal
of creating a more holistic, transformative educational process.
This edited volume has a wide array of viewpoints which all point
to the importance of spirituality in the authors' personal lives,
their communities and society at large. Spirituality is
conceptualised as a base from which to challenge dominant forms of
knowing, while in the process being able to center and engage with
an important aspect of the student that has been missing from
current evaluations - their spiritual selves.Within the diversity
of this volume it becomes evident that spirituality cannot be
confined to a singular definition and that educators must be
willing to create spaces to foster spiritual growth and exploration
if we are to break away from the commoditized, disempowering system
that is so dominant today. This edited collection is a valuable
resource for students, practitioners, educators and administrators
who wish to engage in transformational schooling. Its
multidisciplinary approach engages ideas around critical pedagogy,
sociology of education, and inclusive schooling. There is an
increasing need for exploring novel paradigms of studying education
in the context of the dynamics that straddle social, economic and
technological processes that have come to characterize the world in
recent years. This book is a timely contribution in this respect as
its focus transcends hitherto applied approaches that depend
largely on western orientation. The book breaks new grounds in
studying education and society that find significant relevance in
societies that are marginalized by the dominant western
understanding. The authors draw from the rich heritage of
spirituality that is akin to the non-western social paradigms to
develop a rigorous but creative concept of schooling. I am sure
practitioners, researchers and students of education will find it a
valuable source of practical and theoretical information that would
widen their horizon of understanding of sociology of education. -
Tom Mongare Ndege, PhD, Moi University, Kenya The editors have
compiled a brilliant collection of essays. Each piece of scholarly
work shows how spirituality is a paramount part of our everyday
lives and is connected to teaching, learning, living and healing.
This is a timely and most relevant work that is sure to spur
critical dialogue and discussion. This collection shows that while
the spirit may be wounded it can never be broken. - Erica
Neeganagwedgin, PhD, University of Toronto
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