Values, Education, Emotional Learning, and the Quest for Justice in Education / / edited by Yusef Waghid, Ahoud Al-Asfour.

• Superior document: Comparative and International Education: Diversity of Voices ; 59/21
• TeilnehmendeR: Al-Asfour, Ahoud,; Waghid, Yusef,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Comparative and International Education: Diversity of Voices ; 59/21.; Educational Research E-Books Online, Collection 2024.
• Physical Description: 1 online resource (250 pages)

Values, Education, Emotional Learning, and the Quest for Justice in Education explores emotional teaching-learning as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. This volume argues that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. We invite our readers to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions. Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.

Table of Contents

Intro -- Contents -- Series Editor's Foreword -- Figures and Tables -- Figures -- Tables -- Notes on Contributors -- Introduction: Cultivating Values Education and the Quest for Emotionality and Decoloniality -- References -- 1. How the Peace Corps Challenges and Re-produces Coloniality -- Abstract -- Keywords -- 1 Introduction -- 2 Literature Rationale -- 3 Data and Methods -- 4 Findings -- 5 Prosody &amp -- Contextualization -- 6 Thematic Analysis: Personal Growth -- 7 Thematic Analysis: Relationship Building -- 8 Discussion -- 9 Conclusion -- Notes -- References -- 2. Effects and Problems of Social-Emotional Learning School-Based Programs -- Abstract -- Keywords -- 1 Introduction -- 2 Methodology -- 3 Causes of Social-Emotional Problems (SEP) and Groups of People Who Are More Vulnerable -- 3.1 Teacher Factors -- 3.2 Structural Factors -- 3.3 Family Factors -- 3.4 Intrapsychic Factors -- 3.5 Social Media Factors -- 4 Mainstream Educational Solutions to Improving Social-Emotional Well-Being -- 4.1 Adjustment of Students' Mindset through Social-Psychological Intervention Programs -- 4.2 Intervention Programs for Parents and Guardians -- 4.3 School Intervention Programs for Teachers -- 4.4 Restructuring of School Systems -- 4.5 Implementation of Values Education -- 5 The Problems of Mainstream Educational Social-Emotional Learning Strategies -- 5.1 They Are Cognitivized and Short-Lived -- 5.2 They Are Labelling and Non-Inclusive -- 5.3 They Are Time and Resource Demanding -- 5.4 They Are Compartmentalized -- 6 Integrating SEL into Curriculum and Schooling Practices through Inclusive Critical Storytelling Pedagogy (ICSP) -- 7 Ways of Integrating Social-Emotional Learning into Curriculum and School System through Inclusive Critical Storytelling Pedagogy -- 8 Motivational Approach -- 9 Methodological Approach -- 10 Evaluative Approach.

11 Conclusion -- Acknowledgements -- References -- 3. Revisiting Education during Pandemic Times: Response to Change and Its Implications -- Abstract -- Keywords -- 1 Background -- 2 Education during COVID-19: The Global Scenario -- 3 Methodology -- 4 Educational Leaders as Drivers of Change -- 5 Response to Change during COVID-19: The Indian Context -- 5.1 The Scenario of School Closure in India -- 5.2 The Revolutionary Change through Technology -- 5.3 Non-technological Initiatives to Mitigate Inequities -- 6 Implications -- 7 The Way Forward -- References -- 4. Mother Tongue Teaching and Skills Development: An Analysis of Secondary Education Curricula -- Abstract -- Keywords -- 1 Introduction -- 2 The Teaching of the Mother Tongue and the Development of Skills -- 3 The Debate on Skills -- 4 Method -- 5 Results and Discussion -- 5.1 The Concept of a Language and the Goals of Mother Tongue Teaching -- 5.2 Identified Competencies and Skills -- 5.3 Defining Competencies -- 6 Conclusions -- Acknowledgement -- References -- 5. Access and Success of Students with Disabilities in South African Higher Education -- Abstract -- Keywords -- 1 Introduction -- 2 Michael Cross's Academic Contribution in South African Higher Education -- 3 Policy in Higher Education in South Africa -- 3.1 Theory -- 3.2 Decolonial Theory -- 4 Methodology -- 4.1 The Selection Criteria -- 4.2 Selection of Relevant Literature -- 5 From the Pedagogy of the Marginalised to the Pedagogy of the Disabled -- 6 From the Pedagogy of the Marginalised to the Pedagogy of the Disabled -- 7 The 'Colonial' in the Policy of Disability in Higher Education -- 8 Decolonising Policy -- 9 Decolonising Inclusive Education Policy -- 9.1 Policy of Disability in Higher Education -- References -- 6. Utilization of ICT s in Early Childhood Education Teacher Preparation Program in Southwest -- Abstract.

Keywords -- 1 Introduction -- 2 Statement of the Problem -- 3 Literature Review -- 4 Research Questions -- 5 Methods -- 5.1 Research Participants -- 5.2 Sampling Technique and Sample -- 6 Research Instrument -- 7 Method of Data Analysis -- 8 Results and Findings -- 8.1 Analysis of Demographic Information of Respondents -- 8.1.1 Distribution of Staff Based on Institution -- 8.2 Analysis of Research Questions -- 8.3 Analysis of the Observation Checklist -- 9 Findings Discussions -- 10 Findings from Other African Countries -- 11 Conclusion -- 12 Recommendations -- 13 Limitation of the Study -- 14 Suggestions for Further Studies -- References -- 7. Pedagogies of Mangroves and STEM4SD Education -- Abstract -- Keywords -- 1 Introduction -- 2 The Method: Two-Eyed Seeing -- 3 Mangroves Pedagogies -- 4 Mangroves Open Learned Lessons -- 5 An Experience of Mangroves Pedagogies: Wabanaki Indigenous Education Course -- 6 Rhizomes and Mangroves Pedagogy -- 7 In the Way of Theory -- 8 Science, Technology, Engineering and Mathematics for Sustainable Development (STEM4SD) -- 9 Conclusion -- Acknowledgement -- References -- Appendix A: Curriculum Topics -- Macro Curricular Perspectives -- Micro Curricular Perspectives -- Nano Curricular Perspectives -- 8. Articulating the Complexities of African Higher Education: The Intellectual Odyssey -- Abstract -- Keywords -- 1 Introduction -- 2 A Period of Formation: Interrogating Theories and Deconstructing Origins in the Late 1980s and Early 1990s -- 3 Emergence: Dealing with Diversity and Representations of the African Experience -- 4 The Period of Articulation: Social Justice and Decolonisation, Knowledge and Power -- 5 The Period of Engagement: Epistemic Access and the Pedagogy of the Marginalised -- 6 Research Re-engagement: Epistemological, Theoretical and Methodological Considerations -- 7 Conclusion -- References.

9. Telling It Like It Is: A Framework Exploration of Oceanic Oralities through the Example -- Abstract -- Keywords -- 1 Introduction -- 2 Understanding Oceania -- 3 The Significance of Orality -- 4 Models in Oral Research -- 5 Framework Construction -- 6 Tok Stori -- 7 An Oceania Oralities Research Framework -- 8 Pedagogic Taxonomies and Oceania Oralities Research -- 9 Discussion -- 10 Conclusion -- References -- 10. Post-Secondary Students' Perceptions of Learning Remotely during and beyond the COVID-19 -- Abstract -- Keywords -- 1 Introduction -- 2 The Impact of the COVID-19 Pandemic on Students and the Education System -- 3 Research Design and Methodology -- 4 Research Questions -- 5 Participant Information -- 6 Findings -- 7 Remote Learning Experiences -- 8 Students' Perception of Instructor Practices -- 9 Learning Quality and Learning Outcomes -- 10 Challenges to Learning Remotely -- 11 Benefits to Learning Remotely -- 12 Other Supports -- 13 COVID and Student Identity -- 14 Concluding Remarks -- Acknowledgement -- References -- 11. Meta-Critical Global Citizenship Education: Towards a Pedagogical Paradigm Rooted -- Abstract -- Keywords -- 1 Introduction -- 2 Conceptualizing a Meta-Critical GCE: Critical Pedagogy and Value-Pluralism as Core Elements -- 3 Neoliberal GCE Position -- 4 Humanistic GCE Position -- 5 Transformative GCE Position -- 6 Critical GCE Position -- 7 Critically Examining GCE in Terms of Value-Pluralism -- 8 Economic, Individualistic, Critical and Meta-Critical Orientations of GCE -- 9 Economic GCE Orientation -- 10 Individualistic GCE Orientation -- 11 Critical GCE Orientation -- 12 Meta-Critical GCE Orientation: Proposing a Theoretical Framework -- 13 Conclusion -- References -- Index.