Learning Inclusion in a Digital Age : : Belonging and Finding a Voice with the Disadvantaged.
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| Superior document: | Sustainable Development Goals Series |
|---|---|
| : | |
| TeilnehmendeR: | |
| Place / Publishing House: | Singapore : : Springer,, 2024. ©2024. |
| Year of Publication: | 2024 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | Sustainable Development Goals Series
|
| Physical Description: | 1 online resource (208 pages) |
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Table of Contents:
- Intro
- 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.