Editors’ Conclusion: Imagining an Education for “Good Life”
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
In concluding this volume, we come back to the questions that guided this book, namely, to explore when and how does the educational intrusion become a resource for individual and collective creativity, and when does it create unconstructive or destructive tensions for the individual and/or for the community. We consider the suggestions developed in each of the chapters and through that build a bricolage of knowledge on cultivated education that cultivates people and vice versa. Furthermore, we suggest to view the relationship between societal, community and personal values, interests, and concerns that feed into the construction of “good education” as a dynamic and evolving dialectic, where the aim is not the resolution of tensions, but rather a constructive engagement between various voices and perspectives. We argue that while antagonistic contradictions lead to the othering of children and students in education, and of education for children and students, constructive contradictions have the potential to generate knowledge from the tensioned dialogues, not only showing concern for its already cultivated children and students, but also paving the way for the usability of education in the community.
Original language | English |
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Title of host publication | Culture in Education and Education in Culture : Tensioned Dialogues and Creative Constructions |
Editors | Pernille Hviid, Mariann Märtsin |
Number of pages | 9 |
Volume | 10 |
Place of Publication | Springer, Cham |
Publisher | Springer |
Publication date | 20 Nov 2019 |
Edition | 1 |
Pages | 251-260 |
Chapter | 15 |
ISBN (Print) | 978-3-030-28411-4 |
ISBN (Electronic) | 978-3-030-28412-1 |
Publication status | Published - 20 Nov 2019 |
Series | Cultural Psychology of Education |
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Number | 1 |
Volume | 10 |
ISSN | 2364-6780 |
ID: 230482028