Tag: social justice

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“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition

Authors: Anne Hickling-Hudson & Erika Hepple, Queensland University of Technology

Edition: Volume 55, Number 3, November 2015

Summary:  This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them.

Our paper describes how the project was implemented by means of close collaboration between the QUT teacher educators, curators at the State Library of Queensland (SLQ), and student groups working
on visually translating their understandings of global educational issues into a public exhibition. We discuss what was learned by our students and ourselves, as teacher educators, by engaging in this public pedagogy.
Keywords: global education, public library, group work, transformative learning, social justice, public learning space.

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This article is part of AJAL, Volume 55_3. The entire volume is available in .pdf for purchase here.

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The twenty-first century university and the concept of lifelong learning

Author: Sasa Milic: University of Montenegro

Edition: Volume 53, Number 1, April 2013

Summary:

In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers’ or people’s universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role  in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.

Keywords: lifelong learning, adult education, expanding accessibility, different learning styles, social partnership, social justice.

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This article is part of AJAL, Volume 53_1. The entire volume is available in .pdf for purchase here.