Education Commons^™

On The Continuity Of Learning, Teaching, Schooling: Mead’S Educational Proposal, From The Perspective Of Decolonization And Land/Place-Based Education, Cary Campbell

Journal of Educational Controversy

In her 1943 article “Our Educational Emphases,” Margaret Mead inquired: What constitutes education in “the broadest sense” of the term, as a continuing human process. More specifically she asked, how and from what basis can we understand the educational processes of long-standing/Indigenous societies as continuous with the forms of education practiced in modern industrialized society? In short, Mead proposes that we recognize the essential continuity of learning, teaching, and schooling across all human societies. In this article, I explore the controversies that Mead’s proposal raises for contemporary, intersecting discourses on decolonization, Indigenous pedagogy, and place- and Land-based education. I argue …

A Case For Unforgiveness As A Legitimate Moral Response To Historical Wrongs, Hollman Lozano

Journal of Educational Controversy

Abstract:

The emergence of forgiveness as the preferred mechanism through which historical wrongs are addressed within reconciliation discourses has meant that for the people who cannot forgive or will not forgive, there are no alternatives other than insisting on forgiveness until it hopefully one day arrives. As such, the point of unforgiveness is to constitute an agentic space where the people who cannot forgive can articulate their stance in ways that not only allow them to articulate their resistance to the injunction to forgive, but also constitute alternative spaces whereby they can articulate their stance in inclusive ways. If we …

Visiting The Neo-Liberal University: New Public Management And Conflicting Normative Ideas. A Danish Case., Asger Sørensen

Journal of Educational Controversy

At Danish universities, the governance structure is regulated by law. This structure was radically changed in 2003, abolishing the republican rule of the senate consisting of academics, students, and staff in favour of an authoritarian system assigning all executive power to the vice-chancellor, or as we say in Denmark, the rector. To introduce the current situation at Danish universities, in the first two sections of this article I will compare them with more well-known counterparts in other countries. This situation is reflected in exemplary cases, and in the third section I focus on the most dramatic controversy ever encountered at …