Rethinking Work and Learning: Adult and Vocational Education for Social Sustainability

ISBN-13: 9789048180370 / Angielski / Miękka / 2010 / 274 str.

Springer

Opis

Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a more peaceful, prosperous and just world that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability: themanipulationofelectionresultsinAfrica, humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world s political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess."

Spis treści

Foreword Alan Mayne Acknowledgments Chapter 1, Introduction: challenges in adult and vocational education for social sustainability Peter Willis, Stephen McKenzie, and Roger Harris Part I: Social sustainability perspectives in adult and vocational education Chapter 2, Advancing social sustainability through vocational education and training John Fien and David Wilson Chapter 3, An ecology for the fourth pillar: imaginal learning for social sustainability in AVE Peter Willis Chapter 4, The historical contribution of AVE to social sustainability in Australia Roger Harris Chapter 5, The language of longing: rationality, morality, and experience in education for sustainability Aidan Davison Part II: Foundations for social sustainability in adult and vocational education Chapter 6, Educating for a sustainable democracy Michael Newman Chapter 7, Transformative learning and AVE for social sustainability Patricia Cranton Chapter 8, Education, religion, sustainability, and dialogue Chris Provis Chapter 9, The role of religion in education for social sustainability Heather Foster Part III: Creating spaces for social sustainability in adult and vocational education Chapter 10, Claiming sustainable space: families, communities, and learning, an auto/biographical perspective Linden West Chapter 11, Health literacy and AVE for social sustainability Kay Price Chapter 12, Education in post-conflict environments: pathways to sustainable peace? Rebecca Spence Chapter 13, Social sustainability and activation strategies with unemployed young adults Danny Wildemeersch Part IV: Adult and vocational education for social sustainability in action Chapter 14, Chasing the vultures off the roof: AVE for living in Sierra Leone Astrid Von Kotze Chapter 15, The contribution of non-formal adult education to sustainability: policy implications from case studies in the Asia-Pacific region Richard G. Bagnall Chapter 16, Community adult learning contributions to social sustainability in the Asia-South Pacific region: the role of ASPBAE Bernie Lovegrove and Anne Morrison Chapter 17, Birds learn to swim and fish learn to fly: lessons from the Philippines on AVE for social sustainability Edicio dela Torre Chapter 18, Breaking the silence: exploring spirituality in secular professional education in Australia Joanna Crossman Chapter 19, Waldorf Schools as communities of practice for AVE and social sustainability Tom Stehlik Chapter 20, Conclusion. AVE for social sustainability: where to from here? Stephen McKenzie Contributors Index

Blurb

This volume brings together an international group of contributors to explore ways in which social sustainability can be integrated into Adult and Vocational Education (AVE) practices. While it is clear that given the rapid change of work, job-specific training for adults is clearly vital the world over, it is argued here that job-specific training needs re-orientation to include life-specific learning as well. This can come about when the learning opportunities to which citizens have access prepare them for participation in work which is economically productive and at the same time engages them in related civic activities which promote environmental and social sustainability. The re-orientation of current AVE systems can be achieved in two ways: by broadening the educational agenda to include elements of environmental science, politics and the arts, and by including more dialogic and collaborative teaching and learning styles.