Overview
- Provides empirical depth to the notion of the double purpose of education expounded by Kemmis et al. (2014)
- Contextualizes the concept by presenting perspectives gleaned through empirical studies from various contexts
- Utilizes the theory of practice architectures to present a multi-faceted understanding
- This book is open access, which means that you have free and unlimited access
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About this book
Keywords
- Living Well
- World Worth Living in
- Theory of Practice Architectures
- Cultural-discursive Arrangements
- Material-economic Arrangements
- Social-political Arrangements
- Sayings, Doings and Relatings
- double Purpose of Education
- PEP International
- Pedagogy, Education, and Praxis
- Sustainable Futures
- Just Futures
- Sustainable Policy
- Just Policy
- Transformative Education
- Education for Future Wellbeing
- Open Access
Table of contents (16 chapters)
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Front Matter
Editors and Affiliations
About the editors
Mervi Kaukko works as a Professor of Multicultural Education in the Faculty of Education and Culture at Tampere University, Finland, and is an adjunct research fellow at Monash University, Australia. Mervi’s research is mostly framed within practice theories, focusing on refugee andmigrant studies and global education. Mervi’s Finnish-Australian research study investigates refugee students’ day-to-day educational practices, and she is also involved in an international research project focusing on young refugees’ relational wellbeing, and a longitudinal study exploring asylum-seeking students’ experiences in higher education in Australia.
Sally Windsor is an Associate Professor in pedagogical work at the Department of Pedagogical, Curricular, and Professional Studies at the University of Gothenburg, Sweden. Sally teaches education for sustainable development, international and global education, and educational research methods courses. Her research interests include sustainability education in schools, social sustainability, arts-based approaches to sustainability education, teacher professional development and mentoring, inequality and the unequal provision of school education, and the implications of globalization on school-level education.
Stephen Kemmis is a Professor Emeritus at the School of Education, Charles Sturt University, Australia. He is interested in action research and practice theory and has published widely on education, educational research, case study methods in education, educational evaluation, educational reform, and the theory of practice architectures as a theory for understanding and transforming educational and social practices.
Kathleen Mahon is a Senior Lecturer in higher education at the University of Queensland, Australia, and Associate Professor (Docent) in pedagogical work at the University of Borås, Sweden. Her research interests include educational praxis, higher education pedagogy, teacher professional learning, and outdoor education. Kathleen is a co-editor of the Springer books Exploring Education and Professional Practice – Through the Lens of Practice Architectures (2017) and Pedagogy, Education and Praxis in Critical Times (2020). She is also a senior editor of the Journal of Praxis in Higher Education. Kathleen has a professional background as a secondary school and outdoor education teacher in Australia.
Bibliographic Information
Book Title: Living Well in a World Worth Living in for All
Book Subtitle: Volume 2: Enacting Praxis for a Just and Sustainable Future
Editors: Kristin Elaine Reimer, Mervi Kaukko, Sally Windsor, Stephen Kemmis, Kathleen Mahon
DOI: https://doi.org/10.1007/978-981-97-1848-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2024
Hardcover ISBN: 978-981-97-1847-4Published: 13 June 2024
Softcover ISBN: 978-981-97-1850-4Due: 17 July 2024
eBook ISBN: 978-981-97-1848-1Published: 12 June 2024
Edition Number: 1
Number of Pages: XIII, 251
Number of Illustrations: 3 b/w illustrations, 7 illustrations in colour
Topics: Sociology of Education, Educational Policy and Politics, Educational Philosophy