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Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (Routledge Research in International and Comparative Education)
by Uma Pradhan Karen Valentin Mohini GuptaThis edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.
Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities (Routledge Research in International and Comparative Education)
This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.
Rethinking Education through Critical Psychology: Cooperative schools, social justice and voice (Concepts for Critical Psychology)
by Gail DavidgeSince the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling and democratic subjectivity remain unexplored. This ground breaking book considers the role of ‘voice’ in co-operative schooling and its place in radical research, offering an original, critical analysis of an alternative model of ‘co-operative’ schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more critical educational psychology that takes engendering equality and collective well-being as an alternative starting point to measuring individual achievement and cognitive development. This text will appeal to advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology, education, politics and social research, with an interest in developing a critical appreciation of inequalities in education and in reimagining the possibilities for change.
Rethinking Education through Critical Psychology: Cooperative schools, social justice and voice (Concepts for Critical Psychology)
by Gail DavidgeSince the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling and democratic subjectivity remain unexplored. This ground breaking book considers the role of ‘voice’ in co-operative schooling and its place in radical research, offering an original, critical analysis of an alternative model of ‘co-operative’ schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more critical educational psychology that takes engendering equality and collective well-being as an alternative starting point to measuring individual achievement and cognitive development. This text will appeal to advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology, education, politics and social research, with an interest in developing a critical appreciation of inequalities in education and in reimagining the possibilities for change.
Rethinking Educational Leadership: Challenging the Conventions (PDF)
by Dr Lesley Anderson Dr Nigel D BennettThe charismatic transformational leader, who creates a 'vision' for the future of their organization and persuades others to follow their path towards it, is now the dominant viewpoint that underpins government policies towards leadership development in the English-speaking world. This book offers a much-needed corrective to this orthodoxy by focusing on current research and thinking about 'leadership' rather than 'leaders. A wide range of prominent international contributors present a rare self critical look at their own assertions and test alternative leadership models against recent research projects. They also demonstrate how their analysis is relevant to all countries where leadership is an issue. Major features include: ] alternative theories to understanding the nature of leadership ] how leadership could be analyzed ] re-analysis of recent research carried out by contributors in the light of one or more of the alternative theories examined ] implications of the alternative perspectives for leadership training This book is recommended to all staff and students involved in educational leadership, management or administration programmes.
Rethinking Educational Leadership
by Nigel Bennett Lesley AndersonThe charismatic transformational leader, who creates a 'vision' for the future of their organization and persuades others to follow their path towards it, is now the dominant viewpoint that underpins government policies towards leadership development in the English-speaking world. This book offers a much-needed corrective to this orthodoxy by focusing on current research and thinking about 'leadership' rather than 'leaders. A wide range of prominent international contributors present a rare self critical look at their own assertions and test alternative leadership models against recent research projects. They also demonstrate how their analysis is relevant to all countries where leadership is an issue. Major features include: ] alternative theories to understanding the nature of leadership ] how leadership could be analyzed ] re-analysis of recent research carried out by contributors in the light of one or more of the alternative theories examined ] implications of the alternative perspectives for leadership training This book is recommended to all staff and students involved in educational leadership, management or administration programmes.
Rethinking Educational Leadership: From improvement to transformation
by John West-BurnhamJohn West-Burnham offers a radical critique of prevailing models of leadership in education, particularly models of school leadership, notably the British view of headship. For almost a generation, school leadership has been focused on the concept of improvement, within a policy context of improvement and a prevailing culture rooted in incremental adjustment rather than a fundamental reappraisal. Transformation is a particularly evocative concept; it is one of those words that it is almost impossible to raise objections to. However, as is so often the case with such words, its power is often proportionate to the ambiguity with which it is used. In the context of a discussion about transforming schools three broad categories of usage might be identified: transformation as improved performance, transformation as the achievement of optimum effectiveness and transformation as profound change. It is in this latter respect that the book will offer an alternative model of leadership. Transformation is not about improving output or efficiency; it is not about incremental improvement or optimising organizational effectiveness. Transformation is rather about the profound change of every component of the organization following a fundamental reconceptualisation of its purpose and nature. Transformation is a process that ensures that an organization is appropriate to the context in which it operates. Transformation is about questioning the very nature of the school as an organization and the nature of organizations. The distinctive nature of this book is that it will focus on leadership attitudes, values and personal qualities (the elusive and intangible elements of leadership) rather than simply reworking the traditional blend of knowledge, skills and experience. Central to the book will be the notion of the personal 'mind map' - the model of leadership that determines personal behaviour. The book will focus on helping leaders review and reconceptualise their personal mindscapes. The book will have a strongly practical focus and is designed to be a resource for school leaders who find that their work is increasingly moving beyond traditional boundaries into areas for which there are few precedents and only limited resources.
Rethinking Educational Leadership: From improvement to transformation
by John West-BurnhamJohn West-Burnham offers a radical critique of prevailing models of leadership in education, particularly models of school leadership, notably the British view of headship. For almost a generation, school leadership has been focused on the concept of improvement, within a policy context of improvement and a prevailing culture rooted in incremental adjustment rather than a fundamental reappraisal. Transformation is a particularly evocative concept; it is one of those words that it is almost impossible to raise objections to. However, as is so often the case with such words, its power is often proportionate to the ambiguity with which it is used. In the context of a discussion about transforming schools three broad categories of usage might be identified: transformation as improved performance, transformation as the achievement of optimum effectiveness and transformation as profound change. It is in this latter respect that the book will offer an alternative model of leadership. Transformation is not about improving output or efficiency; it is not about incremental improvement or optimising organizational effectiveness. Transformation is rather about the profound change of every component of the organization following a fundamental reconceptualisation of its purpose and nature. Transformation is a process that ensures that an organization is appropriate to the context in which it operates. Transformation is about questioning the very nature of the school as an organization and the nature of organizations. The distinctive nature of this book is that it will focus on leadership attitudes, values and personal qualities (the elusive and intangible elements of leadership) rather than simply reworking the traditional blend of knowledge, skills and experience. Central to the book will be the notion of the personal 'mind map' - the model of leadership that determines personal behaviour. The book will focus on helping leaders review and reconceptualise their personal mindscapes. The book will have a strongly practical focus and is designed to be a resource for school leaders who find that their work is increasingly moving beyond traditional boundaries into areas for which there are few precedents and only limited resources.
Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater-Smith (Professional Learning and Development in Schools and Higher Education #7)
by Nicole Mockler and Judyth SachsSusan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.
Rethinking EMI: Multidisciplinary Perspectives from Chinese-Speaking Regions (Routledge Studies in English-Medium Instruction)
by Su, Lily I-wenDue to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings.
Rethinking EMI: Multidisciplinary Perspectives from Chinese-Speaking Regions (Routledge Studies in English-Medium Instruction)
by Jessica R. W. Wu Lily I-Wen Su Hintat CheungDue to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings.
Rethinking Engineering Education: The CDIO Approach
by Edward F. Crawley Johan Malmqvist Sören Östlund Doris R. Brodeur Kristina EdströmThis book describes an approach to engineering education that integrates a comprehensive set of personal, interpersonal, and professional engineering skills with engineering disciplinary knowledge in order to prepare innovative and entrepreneurial engineers. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and systems. The book is both a description of the development and implementation of the CDIO model and a guide to engineering programs worldwide that seek to improve the education of young engineers.
Rethinking Engineering Education: The CDIO Approach
by Edward Crawley Johan Malmqvist Soren Ostlund Doris BrodeurThis book describes an approach to engineering education that integrates a comprehensive set of personal and interpersonal skills, and process, product, and system building skills with disciplinary knowledge. The education of engineers is set in the context of engineering practice, that is, Conceiving, Designing, Implementing, and Operating (CDIO) through the entire lifecycle of engineering processes, products, and processes. The book is both a description of the development and implementation of the CDIO model, and a guide to engineering programmers worldwide who seek to improve their programs.
Rethinking English in Schools: Towards a New and Constructive Stage
by Viv Ellis Carol Fox Brian StreetWhy should young people study a subject called English? This question lies at the heart of this fascinating monograph, which brings together the diverse perspectives of many leading thinkers about English and literacy education. This meticulously researched and well-written collection takes as its starting point the importance of the history of the subject in the formation of its constitution and its boundaries. First and foremost, it proposes that questions of aims and values have informed these choices. Equally, it suggests that returning to these educational questions helps us to understand curriculum and pedagogy in complex ways that a simple focus on content and methods neglects. Curriculum and pedagogy bring learners, teachers, institutions and the wider society into the debate.
Rethinking Entrepreneurial Human Capital: The Role of Innovation and Collaboration (Studies on Entrepreneurship, Structural Change and Industrial Dynamics)
by Giulio Bosio Tommaso Minola Federica Origo Stefano TomelleriThis book focuses on the specific traits and nature of entrepreneurial human capital and the extent to which it can be stimulated by entrepreneurship education – especially when these activities combine collaborative practices and innovation. It includes a comprehensive collection of articles on how entrepreneurship education can be structured, providing theoretical reflections as well as empirical evidence. As such it contributes to the ongoing debate on the teachability of entrepreneurial skills and the role of innovation and collaboration in the design of educational programs that aim to spread entrepreneurial human capital.
Rethinking Environmental Education in a Climate Change Era: Weather Learning in Early Childhood (Contesting Early Childhood)
by Tonya Rooney Mindy BlaiseAs the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children’s relations with weather as a vital way of connecting with and responding to wider climate concerns.
Rethinking Environmental Education in a Climate Change Era: Weather Learning in Early Childhood (Contesting Early Childhood)
by Tonya Rooney Mindy BlaiseAs the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children’s relations with weather as a vital way of connecting with and responding to wider climate concerns.
Rethinking Ethical-Political Education (Contemporary Philosophies and Theories in Education #16)
by Torill StrandThis book offers a variety of outlooks and perspectives on the constitutive values and formative norms of a society, reflected by discourses on ethical-political education. It also discusses conceptual and critical philosophical works combined with empirical studies.The book is divided into three parts: the first part describes contemporary youth’s tangible experience of and reflections on ethical-political issues, while the second part explores the potential powers and pitfalls of educational philosophies, old and new. The third part highlights cutting edge issues within the humanities and social sciences, and examines the prospects of a fruitful rethinking of ethical-political education in response to today’s pressing issues. By addressing current dilemmas with diligence and insight, the authors offer solid arguments for new theoretical and practical directions to promote philosophical clarification and advance research. Intended for students, teachers and researchers, the book provides fresh perspectives on the many facets of ethical-political education, and as such is a valuable contribution to educational research and debate.
Rethinking Family-school Relations: A Critique of Parental involvement in Schooling (Sociocultural, Political, and Historical Studies in Education)
by Maria Eulina de CarvalhoThis book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.
Rethinking Family-school Relations: A Critique of Parental involvement in Schooling (Sociocultural, Political, and Historical Studies in Education)
by Maria Eulina de CarvalhoThis book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.
Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability
by Etta R. HollinsThe focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability
by Etta R. HollinsThe focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Rethinking Freire: Globalization and the Environmental Crisis (Sociocultural, Political, and Historical Studies in Education)
by C. A. Bowers Frédérique Apffel-MarglinThis landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.One source of the activist-authors' criticisms of Freire's pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire's pedagogy is based on western assumptions that undermine indigenous knowledge systems. Equally important, these authors make the case in various ways that a major limitation with Freire's ideas, and which is reproduced in the writings of his followers, is that he did not recognize the cultural implications of the world's ecological crisis.Several essays in the collection focus directly on how the cultural assumptions Freire took for granted were also the assumptions that gave conceptual and moral legitimacy to the Industrial Revolution--and continue to be the basis of the thinking behind economic globalization. The essays also explain why cultural diversity is essential to the preservation of biological diversity, and how intergenerational knowledge and patterns of mutual aid within different cultures provide alternatives to a consumer dependent lifestyle.In his Afterword, C.A. Bowers addresses the need to adopt a more ecological way of thinking--one that recognizes the many ways the individual is nested in the interdependent networks of culture and how diverse cultures are nested in natural systems. It also stresses that one of the tasks of educators is to help students recognize the patterns and relationships of everyday life, and to assess them in terms of their contribution to less consumer dependent relationships and activities. As the essays in this volume affirm, this involves facilitating students' awareness of differences between cultures, the impact of consumerism on ecosystems, and the connections between hyper-consumerism and environmental racism and the colonizing relationship of the South by the North. Re-Thinking Freire: Globalization and the Environmental Crisis is a major contribution to this critical endeavor.
Rethinking Freire: Globalization and the Environmental Crisis (Sociocultural, Political, and Historical Studies in Education)
by Chet A. Bowers Rique Apffel-Marglin DThis landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.One source of the activist-authors' criticisms of Freire's pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire's pedagogy is based on western assumptions that undermine indigenous knowledge systems. Equally important, these authors make the case in various ways that a major limitation with Freire's ideas, and which is reproduced in the writings of his followers, is that he did not recognize the cultural implications of the world's ecological crisis.Several essays in the collection focus directly on how the cultural assumptions Freire took for granted were also the assumptions that gave conceptual and moral legitimacy to the Industrial Revolution--and continue to be the basis of the thinking behind economic globalization. The essays also explain why cultural diversity is essential to the preservation of biological diversity, and how intergenerational knowledge and patterns of mutual aid within different cultures provide alternatives to a consumer dependent lifestyle.In his Afterword, C.A. Bowers addresses the need to adopt a more ecological way of thinking--one that recognizes the many ways the individual is nested in the interdependent networks of culture and how diverse cultures are nested in natural systems. It also stresses that one of the tasks of educators is to help students recognize the patterns and relationships of everyday life, and to assess them in terms of their contribution to less consumer dependent relationships and activities. As the essays in this volume affirm, this involves facilitating students' awareness of differences between cultures, the impact of consumerism on ecosystems, and the connections between hyper-consumerism and environmental racism and the colonizing relationship of the South by the North. Re-Thinking Freire: Globalization and the Environmental Crisis is a major contribution to this critical endeavor.
Rethinking Galatians: Paul’s Vision of Oneness in the Living Christ
by Peter Oakes Andrew K. BoakyeOakes and Boakye rethink Galatians by examining the text as a vision for the lives of its hearers. They show how, in tackling the difficulties that he faces in Galatia, Paul offers a vision of what the Galatians are in their relationship with the living Christ. This offers a new understanding of the concept of unity in diversity expressed in Gal 3:28.The authors develop their views over six chapters. First, Oakes maps a route from the letter to a focus on its Galatian hearers and on Paul's vision for their identity and existence. In the next chapter, Oakes uses the Christology of Galatians as a way to support the idea of pistis as current relationship with the living Christ. Boakye then offers three chapters analysing the letter's scriptural quotations and ideas about salvation and law. Boakye sees a key dynamic at work in Galatians as being a movement from death to life, as prophesied metaphorically by Ezekiel and as made literal for Paul in his encounter with the resurrected Christ, trust in whom becomes the route to life. Life becomes a key category for evaluating law. Boakye also draws Galatians close to Romans 4 in seeing in both texts the promise of the birth of Isaac, with Paul closely tying that to the resurrection of Jesus. Oakes then argues that the letter has a thematic concern for unity in diversity. In the first instance this is between Jews and gentiles but, in principle, it is between any other socially significant pair of groups.