Learning Inclusion in a Digital Age: Belonging and Finding a Voice with the Disadvantaged (Sustainable Development Goals Series)

Foreword: Perspectives on Inclusion Beyond the School Gates
The Impact of Marginalisation on Communities
Barriers to Learning for Those in the Margins
Learning Versus Educating in the Digital Age
Conclusion: The Critical Edge
References
Preface: Setting the Agenda for Learning Inclusion
	What Is Inclusion?
	Voice and the Power of Storytelling
	Measuring Inclusion
	References
Acknowledgements
About the Book
Contents
Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts
	1	 The Pedagogy of Connectivity in a Digital Environment
	2	 The Three Parts of the Book
	References
Part I: How Can Governments and Intergovernmental Organisations Support Learning Inclusion and Active Citizenship?
	Promoting Social Inclusion and Mutual Understanding: Intertwined Efforts at Local, National and International Level
		1	 A Framework for EU Policies of Inclusion
		2	 Translating Policies into Action
		3	 Analysis of the Best Practices from E+ KA2 Projects (Years 2014–2020)
		4	 Fives Success Stories and a ‘Legacy’
		5	 LIDA’s Multiplier Events
		6	 The Main Questions in the Multiplier Events
		7	 The First Level Multiplier Events
		8	 Lessons Learned from the Stakeholders
		9	 Conclusion
		References
	Towards Wellbeing-Ness as an Experience of Inclusion, Belonging and Voice in a Digital (Post-Covid) World of Global Change
		1	 The Shock of Exclusion and Non-belonging
		2	 Conceptualising Wellbeing Characterised by Inclusion and Belonging
		3	 Wellbeing as an Indicator or Experience of Wellbeing-Ness
		4	 Conclusion
		References
	Promoting Learning Inclusion Through the Global Network of Learning Cities and Sustainable Development Goals (SDGs)
		1	 Introduction
		2	 UNESCO’s Global Network of Learning Cities (GNLC)—Goals and Ambitions
		3	 Four Examples of Learning Cities Initiatives—What Kind of Activities Do They Develop Together and on Their Own?
			3.1	 Dublin, Ireland
			3.2	 Medellin, Colombia
		4	 Jubail Industrial City, Kingdom of Saudi Arabia
			4.1	 Wyndham, Australia
		5	 Beacons of Learning Inclusion Promoting Social Belonging and Voice in the Digital Age?
			5.1	 Indicators and Rubrics
			5.2	 A Theoretical Measure of Success Drawing Upon Different Knowledge Interests: Means-Ends, Culture and Emancipation
		6	 Do We Measure What We Value or Only Value What We Can Measure?
		References
Part II: How Can the Education Sector and Public/Private Enterprises Support Learning Inclusion and Active Citizenship?
	Fostering Social Inclusion of People in Situations of Vulnerability: Experiences from the Italian and Portuguese Contexts
		1	 Background: National Contexts for Social Inclusion
		2	 Immigration and Emigration
			2.1	 Portugal
			2.2	 Italy
		3	 Integration of Migrants in Portugal and Italy
		4	 Social, Educational, and Digital Inclusion: Some Challenges and the Impact of Covid 19 Pandemics in Portugal
		5	 Social, Educational, and Digital Inclusion: Some Challenges and the Impact of Covid 19 Pandemics in Italy
		6	 The Multiplier Events (ME) in Italy and Portugal for Level 2
		7	 Main Results of the Italian ME on Level 2
		8	 Main Results of the Portuguese ME on Level 2
		9	 Discussion
		References
	Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People in Situations of Vulnerability
		1	 Introduction
		2	 Being a Professional Activist: Significance and Barriers
		3	 Professionals’ Experience as a Trigger of Resilience
		4	 Antidotes for Professionals’ Burnout and Activism Disengagement?
		5	 Final Remarks: Questioning Commonplaces as a First Step for Change
		References
	Voice, Belonging, Storytelling and Transformation in Digital Storytelling Workshop Settings—Some Philosophical Considerations
		1	 Digital Storytelling
		2	 What Happens in a Classical Digital Storytelling Workshop?
		3	 Philosophy, Phenomenology and Ways of Knowing
		4	 The Centrality of Phronesis in Storytelling Circles
		5	 Owning Your Insights
		6	 Owning Your Emotions
		7	 Finding the Moment
		8	 Seeing Your Story
		9	 Hearing Your Story
		10	 Assembling Your Story
		11	 Sharing Your Story
		12	 Conclusion—Storytelling as Transformation
		References
Part III: How Is the Methodology of Digital Storytelling Used and Experienced by Different ‘User’ Groups?
	We Belong and Connect When We Have a Voice: Towards a Learning Design for Inclusive Learning
		1	 The REGAP Project—Creating an Inclusive Learning Environment
		2	 Designing for Social Belonging and Wellbeing
		3	 Promoting a Sense of Belonging by Utilising Digital Storytelling
		4	 Collecting and Connecting Stories
		5	 Participatory Design and Co-Creating
		6	 The REGAP Learning Design Approach
		7	 Towards a Learning Design for Inclusive Learning
			7.1	 Step One: Finding the Stories
			7.2	 Step Two: Co-Create Content and Turn Stories to Learning Resources
			7.3	 Step Three: Testing the Stories’ Identification Power
		8	 Conclusion
		References
	Bridging the Gaps: Promoting Competences for Democratic Culture and the Wellbeing of Girls Through Digital Storytelling
		1	 Introduction
		2	 Competences for Democratic Culture as the Foundation of Digital Citizenship
		3	 Digital Storytelling as a Means of Valuing the Voices of Young People in Situations of Social Vulnerability
			3.1	 Developing Digital Storytelling Workshops with Girls
				3.1.1	 Ethics
					The Digital Storytelling Workshop Development
		4	 Democratic Culture and Wellbeing: Expressing and Developing Worldviews and Feelings Through Digital Storytelling
			4.1	 Analysing Competences for Democratic Culture Expressed Through Digital Storytelling
			4.2	 Digital Storytelling and Wellbeing
		5	 Final Remarks
		References
	Multilingual Stories for Immigrants and Refugees: A Language-as-Resource Approach
		1	 Language and Literacy Learning for Immigrants and Refugees
		2	 Open Educational Resources and Digital Learning
		3	 Bilingual and Multilingual Stories
		4	 Content and Language Integration in an Online Course: Advenus and ReGap
		5	 Multilingual Stories for Supplementary Language Learning: LIDA Stories
			5.1	 Design Principles
				5.1.1	 Design Principle 1: Relevance
				5.1.2	 Design Principle 2: Accessibility
				5.1.3	 Design Principle 3: Device and Format Experience
				5.1.4	 Design Principle 4: Multilingualism and Multimodality
				5.1.5	 Design Principle 5: Audio and Recordings
				5.1.6	 Design Principle 6: Truly Open
		6	 Discussion
		7	 Conclusion and Looking to the Future
		References
	Including the Marginalised: Engaging People with Dementia and the Elderly in Technology-Based Participatory Citizen Storytelling
		1	 Digital Storytelling
			1.1	 Purposive Digital Storytelling
				1.1.1	 The Expertise of Experience
				1.1.2	 Marginalisation
				1.1.3	 A Life Told in Her Own Stories: Eva
				1.1.4	 Everyone Is Different: Workshop Experiences with the Elderly and People with Dementia
			1.2	 Society of the Holy Child Jesus (SHCJ) Workshop
			1.3	 Lancashire County Council
			1.4	 Dangling Conversations
		2	 Digital Autoethnography: Fighting Marginalisation Through Empowering Citizen Researchers
		3	 Agility and Adaptability: Lowering Barriers, Empowering Storytellers
			3.1	 Workshop Processes
		4	 Conclusion
		References
	The Critique of Learning Inclusion in a Digital World: A Conversation
		References
	Afterword
		References
Glossary of Terms
References
Index