Sustainable and Democratic Education: Opening Spaces for Complexity, Subjectivity and the Future

Cover
Half Title
Series
Title
Copyright
Dedication
Contents
List of figures
List of tables
Acknowledgements
1 Enlarging the space of the possible
	Sustainability and emergence
	A focus on subjectivity and opening possibilities for sustainable and democratic education
	Chapter outlines
	A personal introduction: the lenses I bring to the ideas explored in the book and my motivation for writing it
	Sustainable and democratic education: a role for hope
	References
2 Recognising and challenging static framings and ways of being in the world
	Introduction
	Exploring dominant Western (Eurocentric) framings of the world
	Flux and emergent change: ideas from complexity theory and the possibility of sustainable education
	Indigenous thinking and a world in flux
	References
3 Recognising and challenging ways of being in the world founded on separation, autonomy and rationality
	Introduction
	All my/our relations
	Relationality in Western and other ontologies
	Martin Buber’s I-Thou relationships and John Macmurray’s action and relationality
	Feminist relational ethics of care
	References
4 Opening the possibility of emergence of other ways to be a human subject: a role for ‘spaces of appearance’
	Introduction
	Subjectivity
	Biesta’s ‘pedagogy of interruption’
	Braidotti’s nomadic subject
	Biesta and Braidotti: taking their ideas forward
	Reflecting on indigenous thinking on subjectivity introduced in Chapters 2 and 3
	Hannah Arendt and opening ‘spaces of appearance’
	‘Spaces of appearance’ in education: issues and possibilities
	References
5 Disruptive, inaugurative ‘spaces of appearance’: holding open the future
	Introduction
	Arendtian ‘visiting’ and opening ‘spaces of appearance’
	‘Visiting’ in educational settings
	Mouffe and the issue of consensus in Arendtian thinking on visiting and opening spaces of appearance
	Rancière, dissensus and holding open the future
	Masschelein and Simons – encouraging possibilities for education as skholé and how this can contribute to ‘spaces of appearance’ in education
	Abundant possibilities
	References
6 Arendt’s forgiveness and mutual promising: a framework for approaching ethical issues opened by emergence
	Introduction
	Arendt’s forgiveness and mutual promising – a two-fold action
	The aspect of forgiveness
		Forgiveness
	Two case studies: differing approaches to the role of forgiveness in the public realm
	Exploring the aspect of forgiveness in education
	Limits to forgiveness – the issue of extreme evil
	Exploring in education forgiveness and the issue of extreme evil
	The aspect of mutual promising in Arendt’s thinking
		Mutual promising
	The role of mutual promising in keeping open the ‘fleeting’ power potential generated in ‘spaces of appearance’
	Exploring mutual promising in education
		A place to explore the relationship between forgiveness and mutual promising
		A place to explore how mutual promising can keep open the power/potentiality which speaking and acting can create – case study: the United Nations and climate change
		Education as a place to encourage the role of shuv – case study: Redthread
	Ethics of care, ethical relationality and Arendt’s thinking on forgiveness and mutual promising: drawing some threads together
	Education, potentia and response-ability
	References
7 Intersubjective first-person encounters and encouraging the possibility of emergence of new subjectivities
	Introduction
	The development of ideas of intersubjectivity
	Intersubjective first-person encounters
	Problematising ‘conditions of plurality’
	First person intersubjective encounters and education
		‘Homeworking’ and ‘listening first’
		Education as Skholé
		Arendtian ‘visiting’
		Case study – The Challenge
		Dissensus
		Case study: Jamie’s farm
	Ethics and intersubjective encounters
	References
8 Subjectivity and intersubjective encounters within the wider natural world
	Introduction
	Subjectivity and the wider natural world
	Intersubjective encounters within the wider natural world
	Implications and possibilities for education opened by intersubjective encounters within the wider natural world
	Slow education and the value of ‘pausing’
	Enchantment
	Wild pedagogies
	Case studies: supporting encounters within the wider natural world in educational settings
		Encounters at Jamie’s Farm, UK
		Encounters at Caenhill Countryside Centre, Wiltshire UK
	Exploring ways to avoid romanticising encounters and finding ways to respond to others we are unable to encounter
	Intersubjective encounters within the wider natural world: a role for forgiveness and mutual promising
	References
9 Opening spaces for the appearance of new subjectivities, action and hope
	References
Appendix: Drawing on case studies as starting points for ‘enlarging the space of the possible’ in educational settings
Glossary of terms
Index