Joke Vandenabeele
Biographic Data
| ID | 174072 |
|---|---|
| NAME | Joke Vandenabeele |
| GIVEN NAMES | Joke |
| FAMILY NAME | Vandenabeele |
| SIGNATURE | VANDENABEELE J |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-8855-3571 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 132 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Studying the legacy of second-chance adult education in Flanders: The Regional University and the Professionalisation of Adult Educators
Every year, third-year bachelor students participating in a course on adult education at the University of Leuven (Belgium) conduct an interview with adult educators working within a particular setting of adult education, such as civic integration courses, detention education, etc. In this article, we elaborate on one particular case, viz., adult educators working in second-chance education for adults who still want to obtain their secondary dipl…
Inexhaustible education: On supplementarity and a youth work “yet-to-come”
sponsorship: This work was supported by the European Union's Horizon 2020 research and innovation program under the Marie Sklodowska-Curie [grant agreement No 956919]. (European Union|956919, Marie Curie Actions (MSCA)|956919)
Towards a post-humanist design for educational inclusion: Proposing a study pedagogy for litter polluted critical zones
In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fisherm…
John Dewey, Smith-Hughes, and Vocational Education: A New Impetus for an Old Discussion
Repair tables, broken vacuum cleaners and posters: Weaving new worlds together in response to breakdowns
When people decide to gather and repair broken devices together, it seems obvious that repairers and visitors gain all kinds of instrumental competences (e.g. repair knowledge, skills, and attitudes) and that they can also experience deeply a transformative learning process about, for example, the need to keep planetary boundaries within the sustainable limits of life. In this article we approach the educational dimension of repair cafés differen…
Learning to reflect collectively: How to create the right environment for discussing participatory planning practice
Spatial planning as a field in continuous transition needs a way of working that allows for questioning its professional practice. In this paper, we focus on the design of 4-days long ‘studios’ for planning professionals that aim to reflect on new notions of democratic practice and participatory planning. During these studios, different methods to enhance a collective reflective attitude among participants were tested. The paper describes how the…
What is there to learn from the Open Gym? Developing new pedagogical notions of sports by an empirical engagement with a DIY sports infrastructure
In this paper, we take an interest in a recently emerged ‘DIY sports infrastructure’ in a Belgian city: the Open Gym. The purpose of our inquiry is to contribute to the literature regarding sports pedagogy by developing theoretical notions, based on empirical engagements, that render how these kinds of sports infrastructures could make up pedagogical places. This inquiry builds on a pedagogical notion of sports as education about, through, and in…
Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels
In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise questions concerning the political role of educa…
Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative
In this article, we propose study practices as a way to respond to the question Bruno Latour raised with regards to our current global predicament, namely where to land? In the first sections we explain the background of this question - socio-ecological challenges and transformations - and how study practices might help to offer an answer. The subsequent section sheds light on the theoretical developments in relation to which the notion of study …
Communities of practice for knowledge co-creation on sustainable dairy farming: Features for value creation for farmers
What is Negotiated in Negotiated Accountability? The Case of Ingos
This paper discusses the constructivist, negotiated perspective to INGO accountability. According to this perspective, INGO accountability is a process of mutual negotiations between different INGO stakeholders who hold different accountability demands. Acknowledging that this perspective provides a good starting point for a better understanding of INGO accountability, we comment on this conceptualization of INGO accountability. Through an analys…
Parading urban togetherness: A video record of Brussels' Zinneke Parade
This article introduces the concept of urban togetherness to parade research. We suggest that some parades are practices that establish urban relations and not community, carnival or consumerist relations. We develop this new perspective on the basis of a literature review and an analysis of a parade in Brussels, the Zinneke Parade. In the literature review, we distinguish between three existing perspectives on parades. Research has argued that p…
Putting flesh to the bone: Looking for Solidarity in Diversity, Here and Now
In many Western European countries, concern rises that both formal mechanisms of redistribution and informal acts of charity, reciprocity and support are challenged by ethnic and cultural diversity. Against such gloomy perspectives, this paper draws on insights from sociology, geography, pedagogy and political science to argue that four traditional sources of solidarity (interdependence, shared norms and values, struggle and encounter) remain rel…
Revisiting the democratic paradox of environmental and sustainability education: Sustainability issues as matters of concern
In this article, we address the democratic paradox in environmental and sustainability education (ESE) by drawing on Bruno Latour’s conceptual distinction between ‘matters of fact’ and ‘matters of concern’ and the notion of attachments that goes with it. We present an analysis of three cases (nature excursions, workshops that promote ecological behavioural change and making documentary films) focusing on how diverse educational practices deal wit…
Taking stock of the UN Decade of education for sustainable development: The policy-making process in Flanders
In this paper, we address the implementation of the UN Decade of Education for Sustainable Development (ESD) in Flanders, a sub-national entity of Belgium. Our analysis shows how the policy-making process in Flanders is inextricably intertwined with three developments in environmental and educational policy: the increasing impact of ESD policy and discourse on environmental education, the framing of social and political problems as learning probl…
Acknowledging ambivalence in a multicultural neighbourhood: In search of an educational space in narrative practices
In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives o…
Learning in multicultural cities
Public space, public art and public pedagogy
Disentangling instructional roles: The case of teaching and summative assessment
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
Learning from sustainable development: Education in the light of public issues
Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education for sustainable development and emphasize…
Stories of/on citizenship education: A case of participatory planning
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Issues of citizenship: Coming‐into‐presence and preserving the difference
This paper explores how the report Learning through Life exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today
Consensus conference on genetic testing: Citizenship and technology
What is the process to be facilitated when citizens get the opportunity to make their voices heard in the debate on biotechnology? We observed the challenges citizens take up when participating in a ‘Consensus Conference’ on Genetic Testing and analysed the ambivalences of the learning process. Facilitators, not only should guide the interaction process, but also should support the substance of the process, that is an interaction between personal…
Putting flesh to the bone: Looking for Solidarity in Diversity, Here and Now
In many Western European countries, concern rises that both formal mechanisms of redistribution and informal acts of charity, reciprocity and support are challenged by ethnic and cultural diversity. Against such gloomy perspectives, this paper draws on insights from sociology, geography, pedagogy and political science to argue that four traditional sources of solidarity (interdependence, shared norms and values, struggle and encounter) remain rel…
Learning from sustainable development: Education in the light of public issues
Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education for sustainable development and emphasize…
Public space, public art and public pedagogy
Taking stock of the UN Decade of education for sustainable development: The policy-making process in Flanders
In this paper, we address the implementation of the UN Decade of Education for Sustainable Development (ESD) in Flanders, a sub-national entity of Belgium. Our analysis shows how the policy-making process in Flanders is inextricably intertwined with three developments in environmental and educational policy: the increasing impact of ESD policy and discourse on environmental education, the framing of social and political problems as learning probl…
Revisiting the democratic paradox of environmental and sustainability education: Sustainability issues as matters of concern
In this article, we address the democratic paradox in environmental and sustainability education (ESE) by drawing on Bruno Latour’s conceptual distinction between ‘matters of fact’ and ‘matters of concern’ and the notion of attachments that goes with it. We present an analysis of three cases (nature excursions, workshops that promote ecological behavioural change and making documentary films) focusing on how diverse educational practices deal wit…
What is Negotiated in Negotiated Accountability? The Case of Ingos
This paper discusses the constructivist, negotiated perspective to INGO accountability. According to this perspective, INGO accountability is a process of mutual negotiations between different INGO stakeholders who hold different accountability demands. Acknowledging that this perspective provides a good starting point for a better understanding of INGO accountability, we comment on this conceptualization of INGO accountability. Through an analys…
Parading urban togetherness: A video record of Brussels' Zinneke Parade
This article introduces the concept of urban togetherness to parade research. We suggest that some parades are practices that establish urban relations and not community, carnival or consumerist relations. We develop this new perspective on the basis of a literature review and an analysis of a parade in Brussels, the Zinneke Parade. In the literature review, we distinguish between three existing perspectives on parades. Research has argued that p…
Acknowledging ambivalence in a multicultural neighbourhood: In search of an educational space in narrative practices
In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives o…
Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative
In this article, we propose study practices as a way to respond to the question Bruno Latour raised with regards to our current global predicament, namely where to land? In the first sections we explain the background of this question - socio-ecological challenges and transformations - and how study practices might help to offer an answer. The subsequent section sheds light on the theoretical developments in relation to which the notion of study …
Stories of/on citizenship education: A case of participatory planning
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Issues of citizenship: Coming‐into‐presence and preserving the difference
This paper explores how the report Learning through Life exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today
Consensus conference on genetic testing: Citizenship and technology
What is the process to be facilitated when citizens get the opportunity to make their voices heard in the debate on biotechnology? We observed the challenges citizens take up when participating in a ‘Consensus Conference’ on Genetic Testing and analysed the ambivalences of the learning process. Facilitators, not only should guide the interaction process, but also should support the substance of the process, that is an interaction between personal…
Issues of citizenship: Coming‐into‐presence and preserving the difference
This paper explores how the report Learning through Life exemplifies the dominant policy discourse on lifelong learning emphasizing strongly individual social mobility. The paper explores further how this functionalist and reductionist turn in (adult) education has come about and how concepts of democratic citizenship and education may create new perspectives on how to deal with important challenges of society today
Disentangling instructional roles: The case of teaching and summative assessment
While in some higher education contexts a separation of teaching and summative assessment is assumed to be self-evident, in other contexts the opposite is regarded to be obvious. In this article the different arguments supporting either position are analyzed. Based on a systematic literature review, arguments for and against are classified at the micro-, meso- and macro-level. Articles specifically discuss the way in which making use of an extern…
Learning from sustainable development: Education in the light of public issues
Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education for sustainable development and emphasize…
Stories of/on citizenship education: A case of participatory planning
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers …
Acknowledging ambivalence in a multicultural neighbourhood: In search of an educational space in narrative practices
In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives o…
Learning in multicultural cities
Public space, public art and public pedagogy
Taking stock of the UN Decade of education for sustainable development: The policy-making process in Flanders
In this paper, we address the implementation of the UN Decade of Education for Sustainable Development (ESD) in Flanders, a sub-national entity of Belgium. Our analysis shows how the policy-making process in Flanders is inextricably intertwined with three developments in environmental and educational policy: the increasing impact of ESD policy and discourse on environmental education, the framing of social and political problems as learning probl…
Revisiting the democratic paradox of environmental and sustainability education: Sustainability issues as matters of concern
In this article, we address the democratic paradox in environmental and sustainability education (ESE) by drawing on Bruno Latour’s conceptual distinction between ‘matters of fact’ and ‘matters of concern’ and the notion of attachments that goes with it. We present an analysis of three cases (nature excursions, workshops that promote ecological behavioural change and making documentary films) focusing on how diverse educational practices deal wit…
What is Negotiated in Negotiated Accountability? The Case of Ingos
This paper discusses the constructivist, negotiated perspective to INGO accountability. According to this perspective, INGO accountability is a process of mutual negotiations between different INGO stakeholders who hold different accountability demands. Acknowledging that this perspective provides a good starting point for a better understanding of INGO accountability, we comment on this conceptualization of INGO accountability. Through an analys…
Parading urban togetherness: A video record of Brussels' Zinneke Parade
This article introduces the concept of urban togetherness to parade research. We suggest that some parades are practices that establish urban relations and not community, carnival or consumerist relations. We develop this new perspective on the basis of a literature review and an analysis of a parade in Brussels, the Zinneke Parade. In the literature review, we distinguish between three existing perspectives on parades. Research has argued that p…
Putting flesh to the bone: Looking for Solidarity in Diversity, Here and Now
In many Western European countries, concern rises that both formal mechanisms of redistribution and informal acts of charity, reciprocity and support are challenged by ethnic and cultural diversity. Against such gloomy perspectives, this paper draws on insights from sociology, geography, pedagogy and political science to argue that four traditional sources of solidarity (interdependence, shared norms and values, struggle and encounter) remain rel…
Communities of practice for knowledge co-creation on sustainable dairy farming: Features for value creation for farmers
Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative
In this article, we propose study practices as a way to respond to the question Bruno Latour raised with regards to our current global predicament, namely where to land? In the first sections we explain the background of this question - socio-ecological challenges and transformations - and how study practices might help to offer an answer. The subsequent section sheds light on the theoretical developments in relation to which the notion of study …
Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels
In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise questions concerning the political role of educa…
Repair tables, broken vacuum cleaners and posters: Weaving new worlds together in response to breakdowns
When people decide to gather and repair broken devices together, it seems obvious that repairers and visitors gain all kinds of instrumental competences (e.g. repair knowledge, skills, and attitudes) and that they can also experience deeply a transformative learning process about, for example, the need to keep planetary boundaries within the sustainable limits of life. In this article we approach the educational dimension of repair cafés differen…
Learning to reflect collectively: How to create the right environment for discussing participatory planning practice
Spatial planning as a field in continuous transition needs a way of working that allows for questioning its professional practice. In this paper, we focus on the design of 4-days long ‘studios’ for planning professionals that aim to reflect on new notions of democratic practice and participatory planning. During these studios, different methods to enhance a collective reflective attitude among participants were tested. The paper describes how the…
What is there to learn from the Open Gym? Developing new pedagogical notions of sports by an empirical engagement with a DIY sports infrastructure
In this paper, we take an interest in a recently emerged ‘DIY sports infrastructure’ in a Belgian city: the Open Gym. The purpose of our inquiry is to contribute to the literature regarding sports pedagogy by developing theoretical notions, based on empirical engagements, that render how these kinds of sports infrastructures could make up pedagogical places. This inquiry builds on a pedagogical notion of sports as education about, through, and in…
Towards a post-humanist design for educational inclusion: Proposing a study pedagogy for litter polluted critical zones
In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fisherm…
John Dewey, Smith-Hughes, and Vocational Education: A New Impetus for an Old Discussion
Studying the legacy of second-chance adult education in Flanders: The Regional University and the Professionalisation of Adult Educators
Every year, third-year bachelor students participating in a course on adult education at the University of Leuven (Belgium) conduct an interview with adult educators working within a particular setting of adult education, such as civic integration courses, detention education, etc. In this article, we elaborate on one particular case, viz., adult educators working in second-chance education for adults who still want to obtain their secondary dipl…
Inexhaustible education: On supplementarity and a youth work “yet-to-come”
sponsorship: This work was supported by the European Union's Horizon 2020 research and innovation program under the Marie Sklodowska-Curie [grant agreement No 956919]. (European Union|956919, Marie Curie Actions (MSCA)|956919)
Sociology (22 works) · Political science (18 works) · Pedagogy (14 works) · Global Educational Policies and Reforms (9 works) · Law (9 works) · Law (8 works) · Computer Science (7 works) · Engineering (7 works) · Epistemology (7 works) · Politics (7 works)