This text is a go-to resource for those wanting to broaden their knowledge and critical understanding of how international education can be transformed in the future based on theory and research.
The core focus of the book is to enable the reader to critically reflect on the role of education in a future global society where justice, equality, and renewal are central features. Each chapter explores an alternative approach to education, including:
Approaches grounded in indigenous cultures and ancient wisdom traditions, as well as those from radical perspectives on the role of society and culture
Reconsidered interpretations of current approaches based on critical theories and alternative ways of knowing and understanding
Exploration of the role of technology in providing access to education in a world where learning moves beyond fixed locations and boundaries
Reflection on current learning environments populated by new global communities.
Aimed primarily at undergraduate students in education, Pedagogies for the Future also gives voice to new and ancient narratives of hope and renewal which are vital for postgraduate study and initial teacher education and training, as well as education policymakers.
Contents
List of contributors
Series editors preface
List of abbreviations
1 Introduction
2 Radical Pedagogy
3 Radical Pedagogy in Practice
4 Holistic Education
5 Nature Education
6 Contemplative Pedagogies
7 Digital technology a fad or disruptive technology?
8 Changing the world
Index
Gary Beauchamp is a Professor of Education at Cardiff Metropolitan University and Honorary Professor in the School of Education at Durham University. He was Chair of the British Education Studies Association (BESA) from 2014 to 2016.
Dylan Adams is a Senior Lecturer in Education at Cardiff Metropolitan University. He is Vice Chair of The British Education Studies Association (BESA) and a Fellow of the Royal Society of Arts (FRSA).
Kevin Smith is a Senior Lecturer in Education at Cardiff University specialising in critical, narrative, and autobiographical approaches to curriculum theory and theorising. He is also currently an associate editor for the British Educational Research Journal.
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