Teaching as Possibility: A Light in Dark Times

Greene, Maxine; Macrine, Sheila Landers

doi:10.1007/978-3-030-39808-8_6

Cited by 8 publications

(16 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educators have a responsibility to bring light to dark times (Greene, 1997). The lack of attention within public affairs programs to teaching about atrocity crimes may reflect mere oversight more so than any deliberate decision to exclude.…”

Section: Discussionmentioning

confidence: 99%

“…If we do not educate public administration and public policy students about the historical and current examples of genocide and mass atrocity (GMA)—including those most relevant to their own national contexts—how can we expect to prevent future atrocities? In keeping with Greene’s (1997) portrayal of teaching as a potential “light in dark times” we make the case that public affairs programs everywhere have a responsibility to incorporate content related to GMA with particular attention to the tools of prevention available to public administrators, and we offer suggestions for how to incorporate essential knowledge and skills within Master of Public Administration (MPA) and Master of Public Policy (MPP) programs. 1…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Administering prevention or administering atrocities? Public affairs education in dark times

Rubaii

Appe

Castro

2019

Teaching Public Administration

View full text Add to dashboard Cite

Despite repeated calls to temper the bureaucratic ethos and its associated process-oriented pathologies with more of a democratic ethos grounded in normative values and the public interest, the practice, research, and teaching of public administration continues to largely perpetuate the former. In this paper we build upon the work of Camila Stivers’ book Governance in Dark Times and Nabatchi and colleagues’ subsequent call to search for opportunities to better address issues of war, terrorism, climate change, economic calamity, refugee crises, and other atrocities which characterize dark times. We focus our attention on one specific issue within this realm, that of genocides and mass atrocities, as a way to illustrate that public servants—from street-level bureaucrats through high-level policy makers—may be part of the problem or part of the solution. We assert the responsibility of public affairs educators to ensure that their students are prepared to administer prevention or we risk that traditional administrative pathologies may lead them to inadvertently engage in administering atrocities. We position our overarching proposal in the context of fundamental public service values as well as the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 16. We also align our more specific recommendations with the Network of Schools of Public Policy, Affairs, and Administration’s universal competencies and the core content domains of the Atlas for Public Management.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Administering prevention or administering atrocities? Public affairs education in dark times

Rubaii

Appe

Castro

2019

Teaching Public Administration

View full text Add to dashboard Cite

show abstract

“…As a social practice or critical tool, it is what allows people to engage critically with different possibilities at the global level, beyond a sole economic reading of globalisation. The function of imagination is also put forward as a form of engagement in pluralistic, diverse and global societies, with implications for thinking about belonging and citizenship, the local and the global (Arendt, 1978;Greene, 1995Greene, , 2009.…”

Section: For or Against Global Citizenship Education? -Overcoming Dicmentioning

confidence: 99%

Untitled

2020

ZEP

View full text Add to dashboard Cite

Erscheinungsweise und Bezugsbedingungen: erscheint vierteljährlich; Jahresabonnement EUR 24,00, Einzelheft EUR 11,00; alle Preise verstehen sich zuzüglich Versandkosten; zu beziehen durch alle Buchhandlungen oder direkt vom Verlag. Abbestellungen spätestens acht Wochen vor Ablauf des Jahres. Das Heft ist auf umweltfreundlichem chlorfreien Papier gedruckt. Diese Publikation ist gefördert von Brot für die Welt-Evangelischer Entwicklungsdienst, Referat für Inlandsförderung, Berlin.

show abstract

“…Vadeboncoeur (2019) acknowledges the significance of imagination for individuals to recognise relations and actions in an agentic world. Imagination transforms our vision, makes us change and opens spaces into how things ought to be in our projects (Greene, 1997). Greene (1997) reminds us of the need to reflect, imagine, act and be consciously responsible in the world.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Collaborative drawing: A creative tool for examination of infant–toddler pedagogical practices

Quiñones

Ridgway

Liang

2019

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

Evidence was gathered from an Australian long day care project ‘Educators of babies and toddlers; developing a culture of critical reflection’. A cultural–historical theoretical approach was sensitively interwoven with visual methodology. The innovative combination of visual methodology and cultural–historical theory involved the creation of three Collaborative Forums. The Collaborative Forums aimed for participants to collectively unravel their pedagogical knowledge. The visual methodology involved research tools such as video observations, images, collaborative drawings and group interview transcripts. The research tools of mapping promises and collaborative drawing provided opportunity to imagine and map educators’ pedagogical practices. The act of collaborative drawing was an improvised and imagined activity that strengthened understanding of the multiplicity of educators’ promises. The collaborative drawing elicited discussion that created an expansive collective agenda. Collaborative drawing offered an innovative research tool with ongoing capacity to generate expertise for imagining ideal practices for infant–toddler research. The findings suggest that collaborative drawing with educators is a creative and imaginative tool for expanding the infant–toddler research agenda.

show abstract

Teaching as Possibility: A Light in Dark Times

Cited by 8 publications

References 0 publications

Administering prevention or administering atrocities? Public affairs education in dark times

Administering prevention or administering atrocities? Public affairs education in dark times

Untitled

Collaborative drawing: A creative tool for examination of infant–toddler pedagogical practices

Contact Info

Product

Resources

About