Comparing and contrasting approaches to education for transition and transformation

Bibliographic Data

ID11919055
AuthorsAnne Herrmann-Israel (Université de Haute-Alsace), Michael Byram (0000-0003-1116-2366, Sofia University "St. Kliment Ohridski", corresponding author)
Year2023
Volume55
Issue3
Pages385-402
Publication date2023-10-18
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2023.2268508
OpenAlexW4387742044
LanguageEN
Citations received1
References cited35

A comparative analysis of two approaches to education in two academic literatures in two languages is the basis for discussion of how education systems should respond to contemporary transitions in the world in an Anthropocene age. The first approach is based on francophone literature and argues for an ‘individual pedagogical education’ in contrast to the ‘social normative education’ which dominates mainstream education in France. The second anglophone approach focuses on how education can – and in experimentation has already – prepare learners for social action as denizens of their community even before they are formally citizens, with voting and similar rights. The combination of the two approaches suggests that current global transitions demand responses which involve substantial transformations in learners and that education systems must accept this responsibility

Agency (philosophy · Epistemology · Interpretation (philosophy · Linguistics · Mainstream · Normative · Pedagogy · Political science · Politics · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law

Tools

Open DOIOpen Access