The Obsession with Measurement and Construction of Possible Futures in Education

Over the last decade, there has been a growing consensus, including in Italy, that it makes sense to provide an objectively measurable empirical basis for educational policies and practices in order to escape from the uncertainty of practices based on individual experience or subjective values. The quantification of the social sphere, the “metric society” (Mau, 2019), and data-driven models of governance have led not only to “learnification”, a culture of performativity and standardised testing as the dominant model (Biesta, 2010), but also to a loss of future-oriented visions as these latter are overwhelmed by statistical models of anticipation. The main aim of this paper is to critique the post-positivist epistemological assumptions of so-called Evidence Based Education as well as the neoliberal organisational models whose indiscriminate application to professionals in education robs these roles of professionalism. Secondly, based on the recent UNESCO report on the “Futures of Education”, it intends to discuss the dimension of the future as a key direction of meaning for educational policies and practices, held up as an alternative to anticipatory governance models (Robertson, 2022)

How Does My Research Question Come About? The Impact of Funding Agencies in Formulating Research Questions

It is a widespread claim that the research question should primarily come from a careful literature analysis (Creswell, 2007). Actually, it is basically a good suggestion, mainly for novices, to avoid the mistake of choosing a research method only for ideological reasons, and far from the phenomenon that one is willing to explore. However, this idea does not take into account other complex phenomena involved in constructing a research question. First of all, the epistemological framework, which is never neutral and performs what I am supposed to investigate; second, the kind of funding agency, which has an indisputable impact not only on the ethical - political level, but also on the methodological choices. In this paper I will compare, in the light of the research that I have conducted thus far, the methodological impact of different types of funding agency, particularly on the formulation of the research question itself

Addressing global citizenship education (GCED) in adult learning and education (ALE)

This paper was commissioned by the UNESCO Institute for Lifelong Learning (UIL) as background information to assist in drafting the publication Addressing global citizenship education in adult learning and education: summary report. It has been edited by UIL. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to UIL or APCEIU. Please cite this paper as follows: UIL (UNESCO Institute for Lifelong Learning) and APCEIU (UNESCO Asia-Pacific Centre of Education for International Understanding). 2019. Addressing Global Citizenship Education (GCED) in Adult Learning and Education (ALE). Paper commissioned for the 2019 UIL/APCEIU publication, Addressing global citizenship education in adult learning and education: summary report. Hamburg, UIL

Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment

In this article we argue for the necessity of a new double alliance be- tween phenomenology and cognitive sciences (through embodied theory) on the one hand, and between phenomenological pedagogy and the embodiment paradigm on the other. We strongly believe that phenomenological pedagogy should enter into dialogue with the cognitive sciences movement called \u201cEm- bodiment\u201d in order to renew its educational theories and practices. Indeed, the new suggestions about the mind that come from the embodiment paradigm can already have a huge impact on learning and education, but a relatively structured \u201cpedagogy of consciousness\u201d is still missing. This topic will be dis- cussed with a special focus on body and embodied consciousness, which nicely brings together these different traditions. Finally, an actual example of how the embodiment paradigm and phenomenological pedagogy can converge will be presented through the practice of meditative experience

A Social Network Analysis of Global Citizenship Education in Europe and North America

In the last decade GCED has developed in Europe and North America (EUNA) through conceptual, political and pedagogical negotiations among policymakers, educators, and community members. Working from the geographic area understood as “the global north”, EUNA actors are positioned within complex global relations. Drawing on the results of a Social Network Analysis, this chapter is a contribution towards understanding patterns of relationships among key GCED actors across the region. Adopting a whole network approach, the study discusses the structural characteristics of the system following the investigation of three one-mode networks, based on direct ties: collaboration, information exchange, and meetings

Addressing global citizenship education (GCED) in adult learning and education (ALE)

This background paper has been produced to inform UIL and APCEIU in the preparation of a report Addressing global citizenship education (GCED) in adult learning and education ALE. Its purpose is to examine the current debate on the role of GCED in ALE from a theoretical perspective. It can be argued that the areas of GCED and ALE cover a very broad range of themes and concepts. Moreover, while GCED in school curricula has received much attention, in ALE it is still a neglected policy area. This paper provides a substantial conceptual analysis of the two domains and their commonalities and differences. It begins by unpacking the ambiguous, slippery and contested concepts of GC and GCED and proposes a critical vision on GCED, within a global social justice framework. On this ground a structural link to ALE is found. Then, it explains why it is imperative to address GCED in ALE, and how this can be done. First, GCED and ALE are interlocked at both conceptual and ethical levels. Second, ALE can play an important contribution to fostering GC. Third, both GCED and ALE share the SGDs Agenda as a top priority and find a common goal, particularly in target 4.7. On this ground, rather than seeing GCED as a key topic in ALE, the paper develops an argument to endorse a perspective of ALE as GCED, which overcomes the functionalist view considering GCED as a key issue of ALE. This means that ALE and GCED, when interpreted in a particular and non-neutral way (addressing social transformation, equity, social justice in a non-western centred view), share some structural and key elements. Correspondingly, an original ‘four-dimensions approach to ALE as GCED’ model is advanced to potentially inform policy-makers, practitioners and researchers. It is made of four basic components of ALE as GCED: aims (what for), contents (what), processes and pedagogies (how), actors and learning environments (who)

Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original \u2018Four-dimensions approach to adult education and learning as global citizenship education\u2019 conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who)

Futures and hope of global citizenship education

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO’s recent report Reimagining Our Futures Together , which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire’s vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism

ECG: dal “che cosa” al “come mi posiziono”. 4 Idealtipi di ECG

L'educazione alla cittadinanza globale (ECG) è spesso considerata un concetto ambiguo e sfuggente, e questo rende estremamente complessa la sua trasformazione in pratiche educative concrete. Questo testo offre uno strumento pratico per situarsi all'interno del vasto campo concettuale della ECG, basato su un'indagine empirica che combina analisi sistematica della letteratura scientifica e interviste con stakeholder influenti. Il modello proposto identifica quattro "idealtipi" di ECG: Critico, Trasformativo, Cosmopolita e Orientato al mercato, ciascuno con una prospettiva distintiva. Questo dispositivo aiuta a chiarire le ambiguità concettuali e a fornire una guida pratica per educatori, decisori politici e professionisti, contribuendo a rendere la ECG più concreta e significativa nell'ambito delle politiche e delle pratiche educative. Global Citizenship Education (GCED) is often regarded as an elusive concept, complicating its translation into concrete educational practices. This paper provides a practical device for situating oneself within the vast conceptual field of GCED, based on empirical research that combines systematic analysis of academic literature and interviews with influential stakeholders. The proposed model identifies four "ideal types" of GCED: Critical, Transformative, Cosmopolitan, and Market-oriented, each with a distinctive perspective. This device is meant to clarify conceptual ambiguities and provide practical guidance for educators, policy-makers and professionals, contributing to making GCED more concrete and meaningful in educational policy and practic

The Obsession with Measurement and Construction of Possible Futures in Education

Over the last decade, there has been a growing consensus, including in Italy, that it makes sense to provide an objectively measurable empirical basis for educational policies and practices in order to escape from the uncertainty of practices based on individual experience or subjective values. The quantification of the social sphere, the “metric society” (Mau, 2019), and data-driven models of governance have led not only to “learnification”, a culture of performativity and standardised testing as the dominant model (Biesta, 2010), but also to a loss of future-oriented visions as these latter are overwhelmed by statistical models of anticipation. The main aim of this paper is to critique the post-positivist epistemological assumptions of so-called Evidence Based Education as well as the neoliberal organisational models whose indiscriminate application to professionals in education robs these roles of professionalism. Secondly, based on the recent UNESCO report on the “Futures of Education”, it intends to discuss the dimension of the future as a key direction of meaning for educational policies and practices, held up as an alternative to anticipatory governance models (Robertson, 2022)