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- Fejes, Andreas, 1977-, et al.
(författare)
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Adult education and migration : A relational matter
- 2020
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426. ; 11:3, s. 269-273
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Fejes, Andreas, 1977-, et al.
(författare)
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European Journal for Research on the Education and Learning of Adults : A contribution to diversity in the European academic landscape
- 2011
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Ingår i: Curating the European University. - Leuven : Leuven University. - 9789058678744
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The university is an institution invented during the Middle Ages. As universitas magistrorum et scholariumthe university was a specific community or association of scholars and students gathered around books and preoccupied with study and the search for truth. But what is the role of the university today?The meaning of teaching, study and research has changed with books being replaced by screens, with online learning environments replacing lecture halls and students becoming learners. In the light of a growing emphasis on innova-tion and development, competitiveness between institutions and the privatisation of knowledge, the role of communities of scholars and students is clearly changing. Some argue that the university enters a new phase, while others claim that we actually face the end of the age of the university.In order to address these issues, a conference was organized around an exposition of projects that present new ways of publishing, an alternative organization of a department, initiatives related to open access and open source, university architecture and accessibility ... Taking as a point of departure their exhibited pro-ject, each of the contributors to Curating the European University reflects on the current challenges the university is facing today with a specific focus on its public role. The book, being at the same time a catalogue, includes textual and graphic descriptions of different projects, and offers a unique contribution to the public debate on the role of the university.
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| 5. |
- Fejes, Andreas, 1977-, et al.
(författare)
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RELAs 10-year anniversary : What have we accomplished?
- 2019
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 10:1, s. 7-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The first issue of RELA was published in 2010, so with this issue we enter the 10-year anniversary. In this editorial, we will firstly elaborate on what we as editors find that RELA has accomplished. Secondly, we introduce changes that are taking place while entering 2019, and lastly, we introduce the papers which are included in this issue.
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| 7. |
- Wildemeersch, Danny, et al.
(författare)
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Editorial: Inclusion, adult education and social justice
- 2023
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linköping University Electronic Press. - 2000-7426. ; 14:3, s. 303-306
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Tidskriftsartikel (refereegranskat)abstract
- In this thematic issue we now present an interesting selection of contributions that cover a varied range of both theoretical and empirical reflections on the connection between inclusion/exclusion and practices of adult education.
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| 8. |
- Wildemeersch, Danny, et al.
(författare)
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No time to waste? Dealing with 'urgency' in environmental and sustainability education
- 2023
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 29:10, s. 1417-1429
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore how and why the concept of rhythm is crucial to understand how environmental and sustainability education (ESE) may deal with the urgency of taking action regarding climate change. Many activists consider sustainability educators as important allies in this struggle. Our argument is that ESE has a different role and responsibility. Both activism and education can be important allies; however, they operate in different modes and rhythms. Three scholars John Dewey, Michel Alhadeff-Jones and Sharan Todd inspire us with captivating ideas on education as a rhythmic aesthetic experience. Their ideas also show the importance of the interruption of existing rhythms for opening new perspectives on how humans relate to the world. Our encounter with these ideas results into a plea for a pedagogy that provides for alternative, aesthetic arrangements of time and space. In line with this, we explore three examples of place-based education. We conclude that there is no time to waste regarding the problems of climate change. However, ESE requires a pedagogy that provides for alternative arrangements of time and space, while enabling educative moments interrupting a linear flow of time, including our familiar experiences of the world.
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| 9. |
- Wildemeersch, Danny, et al.
(författare)
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Young sustainability activists as public educators : An aesthetic approach
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:3, s. 419-434
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Tidskriftsartikel (refereegranskat)abstract
- In recent years we have seen increasing youth activism on climate and other sustainability issues. This paper presents a theoretical framework for further research on young sustainability activists as public educators. The point of departure is taken in Latour's argumentation concerning the need to create new attachments to the Earth. In line with this, we highlight the importance of aesthetics and experiences conceived as integrated sense-perceptional, emotional and intellectual faculties. The second part of the paper moves into social movement theory, to explore what role the Youth for Sustainability movement may have in creating new attachments to the Earth. Drawing on Melucci, emphasis is put on the movement's collective identity making. Furthermore, following Ranciere, the ability to interrupt the distribution of the senses is stressed. Examples of youth activism for sustainability are presented and interpreted, which points to the potential of children and young people to act successfully. The last part of the paper moves into pedagogical theories to explore how this kind of youth activism fostering new attachments to the Earth can be conceived as public pedagogy. We thereby refer to Biesta's distinction between pedagogy for the public, pedagogy of the public and pedagogy for publicness.
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