| 1. |
- Kaukko, Mervi, et al.
(författare)
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Searching for Worlds Worth Living in
- 2023
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Ingår i: Living Well in a World Worth Living in for All Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing. - Singapore : Springer. - 9789811979842
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The idea of living well, the ‘good’ life, and the type of world that allows all lifeforms to thrive is not new. Its outlines are visible in many Indigenous knowledges. In the Western tradition, its roots stretch back beyond Aristotle in ancient Greece. This chapter presents the book at hand as a listening project. Through the 13 chapters of the book, we invite the reader to pause, ponder, identify and interpret what ‘living well’ or a ‘world worth living in’ means in different contexts and for different groups of people, and how the meaning changes depending on where one stands. Hearing from knowledge holders standing in different positions in the world, our knowledge gets richer. As we listen deeply to all the chapters of the book, we can hear clearly the language of criticism: how educational practices are currently stopping us from living well; and how educational practices are creating a world of inequity and unmet needs. But we can also hear the language of hope: how education is helping us to live well and to live well together—both today and in the future; and how education is supporting us, together, to create a world, day by day and practice by practice, that is worth living in for all.
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| 2. |
- Kemmis, Stephen, et al.
(författare)
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Finding Worlds Worth Living in
- 2023
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Ingår i: Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing. - Singapore : Springer. - 9789811979859 - 9789811979842 ; , s. 225-233
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter discusses diverse views of worlds worth living in, as described by different groups of students, young people, and adults. It also high-lights how the project of research and writing that produced this volume is an example of critical praxis: history making action directed towards realising the good for humankind. Perhaps, in this, it is an example of what Anna Stetsenko calls a ‘transformative activist stance’. In researching and articulating views of worlds worth living in, the contributors to the volume, and the participants with whom they spoke, not only began to imagine worlds worth living in, they also began to realise them.
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| 3. |
- Windsor, Sally, et al.
(författare)
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Practices and Experiences in Educational Researcher Training : Reflections from Research Students Exploring the Theme, Living Well in a World Worth Living in During the Covid-19 Pandemic
- 2023
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Ingår i: Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing. - Singapore : Springer. - 9789811979859 - 9789811979842 ; , s. 137-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter is a case study which describes and reflects on the first steps into research practice for a group of international Masters students who were soon to embark on writing educational research theses when the COVID-19 pandemic started in early 2020. Because of a sudden transition to online learning and cancellation of in-person fieldwork opportunities, this group of fledgling researchers conducted a small research project that sought answers to the question—What does it mean to live well in a world worth living in? The purpose of the project was to find out how this particular group of people, in a certain time and place, would respond to this question. Four themes emerged: political engagement; connection and basic needs; social stratification and access; living slow and in ‘flow’. This chapter outlines this project from the perspective of a research student and the teacher, and illumi-nates the various student groups’ understandings of what it means to live well in a world worth living in. Using the theories of ‘communities of practice’ and ‘practice architectures’, the chapter reflects on the dynamics and processes through which the research student groups engaged with the subject; and what their experience might mean for educational researcher training.
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