Jwalin Patel
Biographic Data
| ID | 3779899 |
|---|---|
| NAME | Jwalin Patel |
| GIVEN NAMES | Jwalin |
| FAMILY NAME | Patel |
| SIGNATURE | PATEL J |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0003-3090-3334 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
On The Move: Reflections on Using Mobile Methods in Rural Areas of China and India
The article is based on two ethnographic research studies conducted in the interior rural provinces of China and India. The article offers insights into the epistemological and methodological potentials of mobile methods, such as walking and transit interviews, through empirical analysis from extensive fieldwork in rural areas. The article's central premise extends the understanding of mobile methods in the diverse socio-spatial dynamics of rural…
Calling for eco-peace: Reimagining Interconnected Peace Education
In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal,…
Nature as a peace educator: Toward inner peace through learning and being in natural environments
Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate natu…
Learning to Live Together Harmoniously: A conceptual framework
‘Learning To Live Together’ (LTLT) has been emphasised in SDG 4.7 and the Delors report, with the latter suggesting it to be one of the four education pillars. LTLT has frequently been used as an umbrella-like term leading to difficulties in informing teaching practices and policies. In India, Aurobindo, Dalai Lama, Gandhi, Krishnamurti and Tagore have proposed synergetic ideologies like ‘education of the heart’. They founded schools, some more t…
The role of dissent, conflict, and open dialogue in learning to live together harmoniously
“Learning To Live Together” (LTLT) has been proposed as one of the four UN pillars of education. Several Indian educationists including Aurobindo, Gandhi, Krishnamurti, and Tagore have emphasized equivalents like ‘education of the heart’ and founded schools that have pursued these goals, some for more than a century. This paper explores teachers’ perspectives on conflict, satyagraha/dissent, and dialogue and their role in education for LTLT. The …
Calling for eco-peace: Reimagining Interconnected Peace Education
In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal,…
The role of dissent, conflict, and open dialogue in learning to live together harmoniously
“Learning To Live Together” (LTLT) has been proposed as one of the four UN pillars of education. Several Indian educationists including Aurobindo, Gandhi, Krishnamurti, and Tagore have emphasized equivalents like ‘education of the heart’ and founded schools that have pursued these goals, some for more than a century. This paper explores teachers’ perspectives on conflict, satyagraha/dissent, and dialogue and their role in education for LTLT. The …
The role of dissent, conflict, and open dialogue in learning to live together harmoniously
“Learning To Live Together” (LTLT) has been proposed as one of the four UN pillars of education. Several Indian educationists including Aurobindo, Gandhi, Krishnamurti, and Tagore have emphasized equivalents like ‘education of the heart’ and founded schools that have pursued these goals, some for more than a century. This paper explores teachers’ perspectives on conflict, satyagraha/dissent, and dialogue and their role in education for LTLT. The …
Learning to Live Together Harmoniously: A conceptual framework
‘Learning To Live Together’ (LTLT) has been emphasised in SDG 4.7 and the Delors report, with the latter suggesting it to be one of the four education pillars. LTLT has frequently been used as an umbrella-like term leading to difficulties in informing teaching practices and policies. In India, Aurobindo, Dalai Lama, Gandhi, Krishnamurti and Tagore have proposed synergetic ideologies like ‘education of the heart’. They founded schools, some more t…
Nature as a peace educator: Toward inner peace through learning and being in natural environments
Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate natu…
Calling for eco-peace: Reimagining Interconnected Peace Education
In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal,…
On The Move: Reflections on Using Mobile Methods in Rural Areas of China and India
The article is based on two ethnographic research studies conducted in the interior rural provinces of China and India. The article offers insights into the epistemological and methodological potentials of mobile methods, such as walking and transit interviews, through empirical analysis from extensive fieldwork in rural areas. The article's central premise extends the understanding of mobile methods in the diverse socio-spatial dynamics of rural…
Pedagogy (4 works) · Sociology (4 works) · Epistemology (3 works) · Peace and Human Rights Education (3 works) · Philosophy (3 works) · Political science (3 works) · Psychology (3 works) · Social science (3 works) · Critical and Liberation Pedagogy (2 works) · Environmental ethics (2 works)