Educating the Next Generation
116,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in 6-10 Tagen
payback
58 °P sammeln
  • Gebundenes Buch

This book offers perspectives on how "education as we know it" is being challenged by the complexity of "nextness" that no longer allows for taking deeply grounded assumptions on the meaning of education as granted. This book interrogates ontological, ethical, and political challenges that immigrant children face.
With the global situation in which more and more children are displaced, direct intergenerational transmission is broken, suspended, or complicated and made incoherent, and "things of concern" may be radically different for policymakers, for teachers, students, or their parents.…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
This book offers perspectives on how "education as we know it" is being challenged by the complexity of "nextness" that no longer allows for taking deeply grounded assumptions on the meaning of education as granted. This book interrogates ontological, ethical, and political challenges that immigrant children face.

With the global situation in which more and more children are displaced, direct intergenerational transmission is broken, suspended, or complicated and made incoherent, and "things of concern" may be radically different for policymakers, for teachers, students, or their parents. Even the concept of the child as one who needs to be educated before they start participating in adult life cannot be taken for granted in this context. What needs and what can be passed on - and what is worth passing in this context? How do we conceptualize education to encounter newcomers in their realities of being both native and strange, inmate and neighbour or alien, temporal and spatial - and how do we address them all as worth of address? These questions will shine through the authors' reflections on crisis, education, and migration in the complex context of war, climatic catastrophe, displacement, hospitality and institutionalised hostility.

This book suggests significant ideas for educational theory and practice responsive to the multi-dimensional crisis of which massive migrations is the most pressing feature in school nowadays.
Autorenporträt
Wills Kalisha is Associate Professor of Education at NLA University College in Norway. He holds a PhD in Education from The University of Oslo and wrote his thesis on the phenomenological experience of waiting for asylum by unaccompanied minors seeking asylum in Norway. His work focuses on continental education, phenomenology of practice, and the intersection between education (continental) and migration. He has researched on the intersection between different existential phenomena and education and as it relates to children living in protracted refugee situations and unaccompanied minors seeking asylum in Kenya and Norway respectively. His work has primarily focused on the lived experiences of young people first in protracted refugee situations and secondly in host nations. This research has been anchored on existential questions of what education might mean for those in protracted situations and whether its meaning matters to them in their realities in the refugee camp? He questions whether it only matters that children are educated, or it equally matters what they are educated about. He has also interrogated what it might mean to educate children who seek asylum alone and what education- in "temporality" means for unaccompanied children. In these explorations, he amalgamates hermeneutics phenomenology as a research methodology and educational theory to describe lived experiences of the young people on the margins and their teachers. Tomasz Szkudlarek is professor in education at University of Gdäsk, Poland, where he heads The Department of Philosophy of Education and Cultural Studies at the Institute of Education (full time), and Professor II (part time) at NLA University College Bergen, Norway. His long-lasting research interest is in the interconnection between education, culture and politics, and his recent research is focused on the relations between education and politics as aspects of social ontology (with the latter seen as discursive in Ernesto Laclau's terms), on educational conditions and implications of the non-foundational discourse theory, on cultural and political formations of identity, and on the relations between subjectivity and sociol-cultural formations. He was principal investigator in several externally funded national and international research projects.