Resources of hope: Towards a revaluing of education

Stanistreet, Paul

doi:10.1007/s11159-020-09827-0

Cited by 4 publications

(3 citation statements)

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“…argues that the adoption of such an instrumental approach presents an obstacle to placing education in a wider societal context for those who aim to solve social problems on a global scale. Instead of reducing the process of education to the mere creation of productive economic units, the purpose of education should be to offer learning opportunities which foster the development of people who think critically, but not cynically, which then enables them to act as responsible citizens (Stanistreet 2020 ). One effort in particular that should be made to effectively address social problems, namely, the promotion of an intergenerational society, is discussed later in this article.…”

Section: Lifelong Learning As Policy and As A Philosophy Of Educationmentioning

confidence: 99%

“…The COVID-19 pandemic as disjuncture: Lifelong learning in… to offer learning opportunities which foster the development of people who think critically, but not cynically, which then enables them to act as responsible citizens (Stanistreet 2020). One effort in particular that should be made to effectively address social problems, namely, the promotion of an intergenerational society, is discussed later in this article.…”

Section: Lifelong Learning As a Policymentioning

confidence: 99%

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The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

Bjursell

2020

Int Rev Educ

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The COVID-19 pandemic has caused a number of fundamental changes in different societies, and can therefore be understood as creating “disjuncture” in our lives. Disjuncture is a concept proposed by adult educator Peter Jarvis to describe the phenomenon of what happens when an individual is confronted with an experience that conflicts with her/his previous understanding of the world. Faced with a situation that creates disjuncture, the person is compelled to find new knowledge and new ways of doing things; i.e., he/she must embark on a learning process. The recent introduction of social distancing as a measure aiming to reduce transmission of the COVID-19 virus has dramatically changed people’s behaviour, but this measure does not only have preventive and desirable effects. There is an associated risk for increased isolation among the older generations of the population, as well as a change in intergenerational relationships. Although the current pandemic (as disjuncture) may potentially initiate major learning processes in the human collective, we should remember that disjuncture is often theorised within neutral, or even positive, contexts. In a context of fear, however, learning may result in a narrowing of mindsets and a rejection of collective efforts and solidarity between generations. In terms of the types of learning triggered by the current pandemic (as disjuncture), one problem is non-reflective learning, which primarily occurs on a behavioural level. We need to recognise this and engage in reflective learning if we are to make the choices that will lead to a society that is worth living in for all generations. Our goal must be to learn to be a person in a post-pandemic society.

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Section: Lifelong Learning As Policy and As A Philosophy Of Educationmentioning

confidence: 99%

Section: Lifelong Learning As a Policymentioning

confidence: 99%

The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

Bjursell

2020

Int Rev Educ

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“…In his exploration of UNESCO policies and the need to retain this focus for adult education, Stanistreet (2020)…”

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confidence: 99%

Critical social theory, inclusion, and a pedagogy of hope

Gouthro,

Holloway

2023

RELA

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In recent years, issues of inclusion within the field of adult education have garnered increasing attention and have expanded to consider various equity and social justice concerns. Frequently, however, these concerns are considered in a piecemeal fashion, either with a narrower focus on a particular equity issue, or as a simplified add-on to wider debates about educational design, delivery modes, or policy structures. To deepen the discussion around inclusion in lifelong learning, it is important to draw upon critical social theory to explore not only particular circumstances and challenges faced by different groups seeking equity and inclusion, but also to consider the broader frameworks in which adult teaching and learning happens. Despite challenges such as neoliberalism, adult educators need to retain Freire’s belief in the possibilities offered by a pedagogy of hope and the belief that humans have the capacity to make positive changes.

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Impacts of the COVID-19 pandemic on the social sphere and lessons for crisis management: a literature review

et al. 2023

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The COVID-19 pandemic is the most difficult challenge that has affected humanity in recent decades. It has disrupted many features of development with domino effects in the social sphere. This study reviews the literature on the social effects of the COVID-19 pandemic and identifies the affected social areas that have undergone dramatic changes during the pandemic. We use inductive content analysis and thematic analysis to review the literature. The results show that there are seven major areas that have been negatively affected by the COVID-19 pandemic: health, social vulnerability, education, social capital, social relationships, social mobility, and social welfare. The literature has reported dramatic psychological and emotional effects, exacerbation of segregation and poverty, disruption in educational systems and formation of an information gap, as well as a declining trends of social capital among communities. We highlight some lessons that can be learned from the pandemic to enhance social resilience in future. Among others, to effectively respond to the pandemic and other potential future adverse events, governments should adopt fair policies, identify the required changes in the socially affected contexts and take necessary responsive actions, and adopt collaboratively designed approaches to increase social resilience.

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Resources of hope: Towards a revaluing of education

Cited by 4 publications

References 0 publications

The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

The COVID-19 pandemic as disjuncture: Lifelong learning in a context of fear

Critical social theory, inclusion, and a pedagogy of hope

Impacts of the COVID-19 pandemic on the social sphere and lessons for crisis management: a literature review

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