Dancing Teachers Into Being With a Garden, or How to Swing or Parkour the Strict Grid of Schooling

2018 ◽  
Vol 34 (2) ◽  
pp. 172-188
Author(s):  
Susan Gerofsky ◽  
Julia Ostertag
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Time Space ◽  
The World ◽  
Global Movement ◽  
Swing Dance ◽  
Relationship Structures

AbstractThe co-authors, collaborators in garden-based teacher education, question the hegemony of grids in Western time, space and relationship structures in education, while also delving into our own complicity and entanglement with these grids. We ask: (1) Can we reject the grid in environmental education and in garden-based learning when it is an intimate part of our way of being in the world? (2) Can we be teachers who are at once within and not-within the regime of the Western Enlightenment/Modernist grid? (3) How can we take a ludic approach to the grid? Can we ‘swing’ and ‘parkour’ the strict grid of schooling? Pleasures and failures of the grid and experiences of alternatives to the grid are documented and exemplified through stories from garden-based teacher education. Considering parallels with principles of the alter-global movement and with the performative, embodied practices of swing dance, parkour and clowning, we meditate on becoming ecological teachers together beside the grid — neither within nor without it, but with a deep awareness of its presence and structure. In uncertain, unchanging times, we want to take a playful, artistic approach to the old certainties and structures, swinging and parkouring from them rather than accepting or rejecting binary formulations.

The Learning for a Sustainable Environment Project: A Case Study of an Action Network for Teacher Education

2001 ◽  
Vol 17 ◽  
pp. 77-86 ◽  
Author(s):  
John Fien
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Action Plan ◽  
Critical Factor ◽  
Conservation Strategy ◽  
Asia Pacific ◽  
Agenda 21 ◽  
Sustainable Environment ◽  
The World ◽  
Environment And Development

Education has an enormously important role to play in motivating and empowering citizens to participate in environmental improvement and protection. Nearly three decades ago, Schumacher (1973) described education as our ‘greatest resource’ in his endeavour. In the last decade, major international reports have stressed this also. The theme of the Brundtland Report of the World Commission on Environment and Development (1987), Caring for the Earth: A Strategy for Sustainable Living (prepared as the World Conservation Strategy for the 1990s) (1991), and Agenda 21 (the Report of the United Nations Conference on Environment and Development in Rio de Janeiro) (1992) is that it is possible to sustain ways of living that can redress environmental decline without jeopardising the ecosystem or resources base for the future. Each report speaks to the imperative of education to engender this ethic (see Fien 1995).In the Asia-Pacific region also, education has been identified as a critical factor and countries have adopted a range of strategies for implementing programs in environmental education. Many workshops and training programs have been organised since 1986 Regional Meeting of Experts in Bangkok at which an action plan was developed for environmental education from primary through post graduate levels. Significant work is taking place in redefining environmental education in a Pacific context, particularly to incorporate concepts of sustainable development. Much exploration of how teacher education can rise to the occasion of the great need for environmental education and for teacher education in environmental education is on-going in the region (see Fien & Corcoran 1996).

The Allen Strom Eureka Prize for Environmental Education: Winner and Finalists 2002

2002 ◽  
Vol 18 ◽  
pp. 95-95
Keyword(s):  
Teacher Education ◽  
Environmental Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Past President ◽  
Cd Rom ◽  
Sustainable Future ◽  
The World ◽  
Education Resource ◽  
Future Program

Griffith University won the 2002 Allen Strom Eureka Prize for Environmental Education for its Teaching and Learning for a Sustainable Future Program, a unique resource designed to help the world's 60 million teachers bring about the changes needed for a sustainable future. Working with UNESCO, the Griffith team, led by AAEE Past President John Fien, created a comprehensive, free-of-charge, multimedia teacher education resource providing 100 hours of highly interactive professional development for use in pre- and in-service teacher education. Thousands of teachers across the world are using the program, which is available as a CD ROM and/or on the Internet, to plan learning experiences designed to empower students to develop and evaluate alternative visions of a sustainable future. For further information: www.unesco.org/education/tlsf/

Feeling Film: Time, Space, and the Third Image

2021 ◽  
pp. 002216782110180
Author(s):  
Luke Hockley
Keyword(s):  
Present Moment ◽  
Ontological Status ◽  
The Third ◽  
The Past ◽  
Time Space ◽  
The World

This article explores what it means to feel film. It does so through an exploration of the interconnections between Bergson, Deleuze, and Jung. Central to the argument is the ontological status of the image in these different philosophical and psychological traditions. In particular, image is seen as an encapsulation of coming into being, or what Bergson terms durée. To feel film is to engage with its therapeutic capacity to bring us into being. In the consulting room and in the cinema, this process is embodied and in some way created either between client and therapist or viewer and screen. The elusive present moment is the site at which the past permeates the present, creating as it does feeling toned entry into the process of becoming. Jung thought of this as central to individuation and Bergson as central to being. Feeling film from this perspective becomes a way of finding ourselves in both the world of the film and in our individual psyche.

scholarly journals Contemporary Teacher Education: A Global Perspective-Introduction to a Special Collection of Research

2021 ◽  
Vol 11 (7) ◽  
pp. 340
Author(s):  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Global Perspective ◽  
Special Issue ◽  
The World ◽  
Special Collection

This special issue on “Contemporary Teacher Education: A Global Perspective” contains eleven articles focused on varied current topics in teacher education all over the world [...]

The Great Eastern Crisis (1875–1878) as a global humanitarian moment

2021 ◽  
pp. 1-26
Author(s):  
Adrian Ruprecht
Keyword(s):  
Civil Society ◽  
Institutional Arrangements ◽  
Red Cross ◽  
Colonial India ◽  
The Balkans ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The World ◽  
Global Spread ◽  
Global Movement

Abstract This article explores the global spread of the Red Cross and Red Crescent movement to colonial India. By looking at the Great Eastern Crisis (1875–78) and the intense public ferment the events in the Balkans created in Britain, Switzerland, Russia and India, this article illustrates how humanitarian ideas and practices, as well as institutional arrangements for the care for wounded soldiers, were appropriated and shared amongst the different religious internationals and pan-movements from the late 1870s onwards. The Great Eastern Crisis, this article contends, marks a global humanitarian moment. It transformed the initially mainly European and Christian Red Cross into a truly global movement that included non-sovereign colonial India and the Islamic religious international. Far from just being at the receiving end, non-European peoples were crucial in creating global and transnational humanitarianism, global civil society and the world of non-governmental organizations during the last third of the nineteenth century.

Midrash, Myth, and Bakhtin's Chronotope: The Itinerant Well and the Foundation Stone in Pirqe de-Rabbi Eliezer

2009 ◽  
Vol 17 (2) ◽  
pp. 143-176 ◽  
Author(s):  
Rachel Adelman
Keyword(s):  
Rabbinic Literature ◽  
Time Space ◽  
The World ◽  
Dome Of The Rock ◽  
Temple Mount ◽  
The Temple ◽  
Foundation Stone

AbstractThroughout the midrash Pirqe de-Rabbi Eliezer (PRE), motifs are recycled to connect primordial time to the eschaton. In this paper, I read passages on the well “created at twilight of the Sixth Day” in light of Bakhtin's notion of “chronotope” (lit. time-space). The author of PRE disengages the itinerant well from its traditional association with the desert sojourn and links it, instead, to the foundation stone of the world (even shtiyah) at the Temple Mount. The midrash reflects the influence of Islamic legends about the “white stone” around which the Dome of the Rock was built (ca. 690 C.E.). Over the course of the discussion, PRE is understood in terms of the genre “narrative midrash” and compared to classical rabbinic literature in order to illustrate changes in both form and content arising from the author's apocalyptic eschatology.

The ’68 Movements around the World and in Turkey: One Movement or Many?

2021 ◽  
Vol 12 (2-3) ◽  
pp. 131-156
Author(s):  
Ömer Turan
Keyword(s):  
System Theory ◽  
Education Reform ◽  
Student Activism ◽  
Contentious Politics ◽  
The Social ◽  
Old Left ◽  
The World ◽  
Counter Culture ◽  
Global Movement ◽  
Us Hegemony

Abstract The student movement of ’68 was both a major source of inspiration and subject of research for the social movement scholars. One persistent disagreement about studying ’68 lies between the world-system theory—Wallerstein views the movement as “a single revolution”—and the contentious politics approach—McAdam, Tarrow, and Tilly refuse to consider ’68 “one grand movement.” Expanding this theoretical debate, this article overviews Turkey’s ’68 movement and discusses its divergence from the global movement. Wallerstein summarizes “the single revolution” of ’68 with five points: challenging US hegemony, working-class solidarity, demanding education reform, counter-culture, and challenging the old left. This article revisits these points and cross-reads them with insights of the contentious politics approach to evaluate Turkey’s ’68 movement. It then focuses on mobilizing structures, framing processes, and repertoires of contention that have shaped student activism.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

La sensazione e il vortice del sonno

2020 ◽  
Vol 22 ◽  
pp. 385-397
Author(s):  
Tommaso Tuppini ◽  
Keyword(s):  
Night Time ◽  
Time Space ◽  
The World ◽  
The Subject

We typically conceive of sensation as a residue of empiricism and idealism, both of which claim to reduce our experience to a sum of elementary data that the subject encounters. For Merleau-Ponty, sensation is none of these things: it defines our ability to let ourselves be solicited by the relief and questions of the world. What is sensed is not an inert datum but a gesture of existence that concerns me, invites me to correspond to it and follow it. When I respond to the invitations of what I sense, the connection between me and the world functions as the immobile axis around which the whirls of a whirlwind are formed. Whirlwind of sensation or whirlwind of sleep, because sensing is also made of a night time-space in which the connection with things seem to be broken. The inertia of sleep is whirling in its own way, just as the dynamism of sensation has its own condition of possibility in an immeasurable measure of apathy and indifference.

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