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This book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list.
The book includes a foreword written by Tania Ramalho (State University of New York, USA).
List of contents
List of Figures
Foreword,
Tania Ramalho (State University of New York, USA)Acknowledgements
List of Abbreviations
Introduction
1. Changing Role and Relationship of Education to Societal Change
2. Education for a Democratic Society
3. Education for Liberation
4. Education for Socialism and a New Society
5. Education for a Global Society
6. Pedagogy for Global Social Justice
7. Education for Transformation, Sustainable Future and Being Global Citizens
8. Teachers as Agents of Social Change
9. Global Youth Work and Young People as Social Activists
10. The Role of the Academic Tutor
11. Civil Society Organisations as Agents for Change
12. International Organisations, UNESCO, Earth Charter and Putting the Sustainable Development Goals into Practice
Conclusion
References
Index
About the author
Douglas Bourn
Summary
This book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list.
The book includes a foreword written by Tania Ramalho (State University of New York, USA).
Foreword
Introduces students to education as a vehicle for social change, and what that looks like in a practical and theoretical sense.
Additional text
With this book, Douglas Bourn makes a valuable contribution to the burgeoning field of global justice and education. By pulling together a range of traditions within the social reconstructionist camp, this work provides an expansive view of the democratic purposes of schooling. Highly readable, this timely scholarship promises to strengthen the relationship between schools and contemporary world issues.
