The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

Last Fall a consortium of which I am proud to be a part, along with the Education & Learning Sciences Group of Wageningen University received funding from the UK-government to a so-called GCRF Network Plus on Transforming Education for Sustainable Futures. The network is co-ordinated out of the University of Bristol and includes partners in India, Rwanda, Somalia/Somaliland, South Africa, the United Kingdom and the Netherlands. TESF undertakes collaborative research to Transform Education for Sustainable Futures. We have just released an introductory video (see above) and just released a timely paper:

TESFBriefing

Here is the link to the briefing paper:

The Case for Transformative Public Education: Responding to Covid-19 now while addressing long-term underlying inequalities

This paper addresses the following topics:

  • What is Transformative Public Education
  • Why Transformative Public Education matters to the COVID-19 response
  • Why Transformative Public Education matters for addressing long-term underlying risks to communities
  • Examples of Transformative Public Education responses to COVID-19
  • Suggestions for governments and state welfare actors seeking to work with Transformative Public Education
  • Suggestions for community leaders working with Transformative Public Education
  • Transformative Public Education in times of physical distancing
  • Key readings and resources

On the TESF website you will also find other resources you may find of interest. Have a look here TESF Home Page

This is TESF’s first response to the C-19 situation, and we would like to see it widely distributed, given the timely nature of this topic.  Please do all you can to share it widely across your networks. https://tesf.network/resource/transformative-public-education/

Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability in Porto Alegre, Brazil

TaquaraCollage

Some readers of my blog of might call me a hypocrite – and I cannot really blame you – but despite strong reservations I continue to co-author work that is submitted to Sustainability – the journal, and mainly its publisher’s (MDPI’s) business model, I have critiqued in the past for mass and fast-publishing (find my critique here as well as the response of Paul Vazquez, CEO of MDPI) which can be found here). Sometimes the people I work with do need a quick-turn around time for their manuscripts and still wish to have work published in a recognized journal that has high impact and is open access (when paying the fee… which for the paper I am sharing here was discounted at 50% to acknowledge that lack of means of some of the contributing institutions, here in Brazil). As I stated in my critique, some work is of high quality and has been properly reviewed by two or more people which is the case in the paper I am sharing here which was just published.

Led by former PhD-student Daniele Tubino Sousa, this paper focuses on learning in the context of territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.

The advantage of Open Access, indeed is that anyone (with a computer and access to the Internet, that is)  can download it here: https://www.mdpi.com/2071-1050/12/7/3000/htm

Keywords: urban sustainabilityvulnerable communitiesterritoryboundary crossingboundary objectsbrokerssocial learningknowledge co-production