Living Well in a World Worth Living in for All : : Volume 2: Enacting Praxis for a Just and Sustainable Future.

• Author: Reimer, Kristin Elaine.
• TeilnehmendeR: Kaukko, Mervi.; Windsor, Sally.; Kemmis, Stephen.; Mahon, Kathleen.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2024.; ©2024.
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (257 pages)

Table of Contents

Intro -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 Foreword by Dr Uncle Stan Grant Senior -- References -- 2 Introduction: Drawing the Future into the Present -- Harvesting New Presents from Imagined Futures -- The Logic of Hope -- The Organisation of This Book -- Contradictions of Education Versus Schooling and Educational Research Versus Schooling Research -- References -- 3 Whose Well-Being? Deep-Ecological and Posthuman Perspectives on 'World Worth Living In' -- Introduction: Which 'All'? Who? -- Deep Ecology and Posthumanism as the Basis for Well-Being -- Toward Praxis as Planetary Wisdom -- References -- 4 Nurturing Eco-thinking by Leading and Learning from the Future as It Emerges -- Introduction -- Practice Architectures and the Theory U as the Framework -- Data and Method -- Findings -- A World Worth Living in for All -- Realisation of a World Worth Living in for All -- Presencing -- Discussion -- References -- 5 Potential of Students' Voices to Contribute to Education for a Future World Worth Living In -- Introduction -- The Children Are Our Future -- Is Education Treating Them Well? -- Letting Them Lead the Way: Student Voice and Agency -- A Capacity to Aspire -- Bringing Student Voice to Praxis and Practice for the Future -- References -- 6 Democratic Practices with and for Our Youngest Citizens: Early Childhood Education, Agency, and the Education Complex -- Introduction -- The Project of This Chapter -- Democratic Early Childhood Education Pedagogies and the Challenges of Enacting Them -- The Education Complex and Early Childhood Education -- Educators' Pedagogical Practices -- Children's Practices -- Initial and Continuing Education and Professional Learning -- Educational Policy, Administration, and Leadership -- Educational Research and Quality Assessment.

Families, Communities, and Societies -- The Projects in This Chapter -- Project One: The Emergence and Development of Leading and Leadership (Gibbs) -- Research Project Two: Educator Professional Risk-Taking to Support Children's Rights, Social Justice, and Democracy (Cooke) -- Research Project Three: Participation, Play, and Agency with Infants (Salamon) -- Conclusion -- References -- 7 Exploring "Living Well" Through Children's Play -- Introduction -- The Purpose of Education -- Context and Participants -- Methods -- Analysing Changing Practices of Imaginary Play -- Field Trip to a Finnish Lakeside Forest -- Pretend-Cooking at an Australian School Yard -- Doings Consisting of Purposeful Activities Aiming for a Shared Play -- Built, Found, and Imagined Material-Economic Arrangements of Play -- Respectful and Trusting Relatings Sustaining the Play -- Social-Political Arrangements Nurturing Collaboration and Respect -- Sayings with and Without Language -- Cultural-Discursive Arrangements Enabling Understanding of a Multilingual Group -- Discussion -- References -- 8 A Schooled Life: Dissonant Glimmers for Interruption Amidst the Tightly Constrained Practice of Schooling -- Education and Schooling: A Hazardous Separation for Living Well -- Schooling and Living Well -- Seeking Student Perceptions on Schooling for Living Well in a World Worthy of All -- Glimmers in Student Perceptions on Schooling for Living Well in a World Worth Living in for All: A Space for Interruption to Take a Transformative Activist Stance -- Looking Further into the Perceptions of Children and Young People on Schooling and Living Well -- References -- 9 Living Well in the Aftermath of Separation and Divorce: The Role of Teachers, Schools, and Early Childhood Services -- Introduction -- Data and Methods -- Participants -- Semi-structured Interviews -- Data Analysis.

Ethical Considerations -- Findings: Living Well for Families Experiencing Separation and Divorce -- Cultural-Discursive Arrangements -- Material-Economic Arrangements -- Social-Political Arrangements -- Discussion and Conclusion -- References -- 10 Practices of Living Well Among Youth in an Arctic Region -- This Arctic Region and Our Questions -- Conditions for Positioning Due to Scaling -- The Dialogue Cafés -- Conversations About 'to Live Well' -- Living in the Arctic Area -- Sustainable Living -- Tensions Between the Centre and Periphery -- Negotiations on Translocational Positionality -- References -- 11 New Pathway to Adolescent Wellbeing: The Case for Online Special Religious Education in Public Schools -- Background -- Adolescent Wellbeing -- Religion -- Significance of Religion in Society -- Significance of Religion to Adolescence -- Significance of Religion to Muslims -- Purpose of Education-Islamic and Western -- Online Learning -- Online SRE-Equitable and Contemporary -- Conclusion -- References -- 12 Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway -- Introduction -- Context: Monash Access Program -- Theoretical Framework -- Critical Educational Praxis -- Sense of Coherence -- Methodology -- Findings -- Experience of MAP -- Manageability -- Comprehensibility -- Meaningfulness -- Discussion: Education's Role in Individual and Collective Thriving -- Conclusion -- References -- 13 Aboriginal Curriculum Enactment: Stirring Teachers into the Practices of Learning from Country in the City -- Introduction -- Why the Theory of Practice Architectures? -- Methodology -- Understanding LFC Through Practice -- Sayings and the Cultural-Discursive Arrangements -- Doings and the Material-Economic Arrangements.

Relatings and the Social-Political Arrangements -- Changing Dispositions -- System-Wide Practice Traditions Experienced in Schools -- Concluding Remarks -- References -- 14 'Living Well and Teaching Well': Exploring How Beginning Teachers Enact Good Pedagogical Praxis in Their Everyday Practices in Historically Hard-to-Staff Schools -- Introduction -- The Nexus Program: A Pathway to Teaching -- Context of the Research Project -- Education for Living Well -- Case Stories of Teaching Well -- Michael's Story: Feedback -- Claire's Story: Growth Mindset -- Ben's Story: Low Literacy Levels -- Tim's Story: One-on-One Discussions -- Teaching Well and the Practice Architectures of Schooling -- Teaching Well in Semantic Space: Cultural-Discursive Arrangements -- Teaching Well in Physical Space: Material-Economic Arrangements -- Teaching Well in Social Space: Social-Political Arrangements -- Conclusion -- References -- 15 Learning Through Change: What the Pandemic Has Taught Us About Living Well in a World Worth Living In -- Introduction -- The Study -- Findings -- Global -- Community -- Personal -- Discussion -- References -- 16 Conclusion: Forging Future Worlds Worth Living in for All -- Introduction -- Expanding the Boundaries of Education -- Disrupting and Transforming Education -- Exploring Possible Futures in Education -- Educators as Activists -- Making and Seeing 'The World' Worth Living in -- References.