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This book analyses the narratives of four academics who consider
themselves post-structuralist. Grounded in the work of major
thinkers in post-structuralism, these narratives reflect on higher
education as a community of scholars without community. The authors
highlight what specifically motivates their pedagogical
affirmations and orientations, analyse why they are concerned with
social justice education, and what they envisage the alternative
futures of higher education to be - that is, futures in which
discrimination, oppression, violence and inequality are waning or
have been eradicated. Through their own narratives, the authors
tackle the educational matter of poststructuralist human encounters
and expand upon the notion of social justice education. In doing
so, they argue for higher education on the African continent as an
alternative discourse that can be responsive to political, societal
and environmental dystopias.
This book examines African philosophy of education and the
enactment of ubuntu justice through a massive open online course on
Teaching for Change. The authors argue that such pedagogic
encounters have the potential to stimulate just and democratic
human relations: encounters that are critical, deliberate,
reflective and compassionate could enable just and democratic human
relations to flourish, thus inducing decolonisation and
decoloniality. Exploring arguments for imaginative and tolerant
pedagogic encounters that could help cultivate an African
university where educators and students can engender morally and
politically responsible pedagogical actions, the authors offer
pathways for thinking more imaginatively about higher education in
a globalised African context. This work will be of value for
researchers and students of philosophy of education, higher
education and democratic citizenship education.
This book explores the argument to reconsider the idea of a
university in light of the African ethic of ubuntu; literally,
human dignity and interdependence. The book discusses, through the
context of higher education discourse of philosophy and comparative
education, how global universities have evolved into higher
educational institutions concerned with knowledge (re)production
for various end purposes that range from individual autonomy, to
public accountability, to serving the interests of the economy and
markets. The question can legitimately be asked: Is an ubuntu
university different from an entrepreneurial university, thinking
university, and ecological university? While these different
understandings of a university accentuate both the epistemological
and moral imperatives in relation to itself and the societies in
which they manifest, it is through the ubuntu university that
emotivism in the forms of dignity and humaneness will enhance a
university's capacity for autonomy, responsibility, and
criticality. This book would be of academic interest to university
educators and students in philosophy of education, comparative
education, and cultural studies.
This book expands understanding of cosmopolitan education that has
the potentialto cultivate deliberative pedagogical encounters in
universities. The authorsargue that cosmopolitan education in
itself is an act of engaging with strangeness,otherness, difference
and inclusion/exclusion. What follows is the engenderingof
inclusive human encounters in which freedom and rationality -
guidedby co-operative, co-existential and oppositional acts of
resistance - can be exercised.The chapters centre around the
enactment of universal hospitality, unconditionalengagement,
difference, intercultural learning, democratic justice andopenness
to develop a robust and reflexive defence of cosmopolitan
education.This book will appeal to scholars of cosmopolitan
education as well as democraticand inclusive education.
This book expands understanding of cosmopolitan education that has
the potentialto cultivate deliberative pedagogical encounters in
universities. The authorsargue that cosmopolitan education in
itself is an act of engaging with strangeness,otherness, difference
and inclusion/exclusion. What follows is the engenderingof
inclusive human encounters in which freedom and rationality -
guidedby co-operative, co-existential and oppositional acts of
resistance - can be exercised.The chapters centre around the
enactment of universal hospitality, unconditionalengagement,
difference, intercultural learning, democratic justice andopenness
to develop a robust and reflexive defence of cosmopolitan
education.This book will appeal to scholars of cosmopolitan
education as well as democraticand inclusive education.
This book examines African philosophy of education and the
enactment of ubuntu justice through a massive open online course on
Teaching for Change. The authors argue that such pedagogic
encounters have the potential to stimulate just and democratic
human relations: encounters that are critical, deliberate,
reflective and compassionate could enable just and democratic human
relations to flourish, thus inducing decolonisation and
decoloniality. Exploring arguments for imaginative and tolerant
pedagogic encounters that could help cultivate an African
university where educators and students can engender morally and
politically responsible pedagogical actions, the authors offer
pathways for thinking more imaginatively about higher education in
a globalised African context. This work will be of value for
researchers and students of philosophy of education, higher
education and democratic citizenship education.
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