de Oliveira, V. (2012). Education, knowledge, and the righting of wrongs. Other Education: The
Journal of Educational Alternatives, 1(1), 19-31.
In her paper, Education, knowledge, and the righting of wrongs (2012) Vanessa de Oliveira of the University of Oulu in Finland analyses metaphors and narratives that raise question about traditional education as we know it. The author supports this claim through metaphorical and narrative examples of educational learning. Her purpose is “to raise the stakes in our collective struggle with the joys, challenges and dilemmas involved in enacting education beyond historical patterns that have cultivated unsustainable and harmful forms of collective relationships and have limited human possibilities for imagining (and doing) otherwise” (de Oliveira, 2012). It has a very matter of fact or scientifically tone, that would be useful for people in alternative education leadership roles
Karboul, A. (Presenter). (2017, October). The global learning crisis — and what to do about it.
Speech presented at TED Institute,.
In her TED Talk, The global learning crisis – and what to do about it, Amel Karboul implies that the most important infrastructure development for any given nation or state is educated minds. She supports this claim by giving examples of education systems around the world and how they are either thriving or failing, stating that, “today, we are facing a global learning crisis. I call it learning crisis and not education crisis, because on top of the quarter of a billion children who are out of school today, even more, 330 million children, are in school but failing to learn” (Karboul, 2017). The purpose of her lecture is to present a system in order to allow quality education to reach all communities in rural and urban cities around the world, by implementing a media center of qualified teachers, that teach remotely via livestream video, and a system that encourages students to want to learn or possibly become teachers in the future. The tone of this lecture is practical and intelligent, and the intended audience for this information would be policy makers around the world and more particularly the United Nations.
Kopnina, H. (2013). Schooling the world: exploring the critical course on sustainable
development through an anthropological lens. International Journal of Educational
Research, 62, 220-228.
In her article, Schooling the World: Exploring the Critical Course on Sustainable Development through an Anthropological Lens (2013), Helen Kopina demonstrates that formal education for sustainable development and focusing on culturally diverse ways of learning about nature can enhance ones understanding of their own culture and society. The author develops this claim but analyzing responses and reactions from the film Schooling the World, that focuses on the effects of westernized education on indigenous communities, by first asking them how they understand different aspects of development, and then asking about how their perceptions changed after the course. The purpose and outcome of this study allowed students to see beyond their “neoliberal education and cosmopolitan culture” (Kopnina, 2013). The tone was deliberate and factual, intended for an audience other professors, (as this study was done in the result of a course), as well as other educators in the international education field.
Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious
transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25.
In her paper, Land as pedagogy: Nishnaabeg intelligence and rebellious transformation (2014), Leanne Betasamosake Simpson uses Nishnaabeg (indigenous people of the US and Canada) stories that advocate for a reclamation of land as pedagogy, “both as a process and context for Nishnaabeg intelligence” (Simpson, 2014). The author supports this advocacy through a display of stories and personal narratives from the Nishnaabeg people. The purpose of this paper is to educate people so that they can understand that intelligence does not only come from a standardized curriculum in a post-colonial educational system, but that intelligence is passed on through relationships with living people as well as relationships with nature. The tone of this article is anecdotal and casual for an audience of people interested in different types of pedagogy for culturally diverse communities or societies.
Vare, P., & Scott, W. (2007). Learning for a change: exploring the relationship between
education and sustainable development. Journal of Education for Sustainable
Development, 1(2), 191-198.
In their article, Learning for a Change: Exploring the Relationship Between Education and Sustainable Development (2007), Paul Vare and William Scott suggest that there is a great overlap in the way that we progress with the US education system and how it relates to sustainable development. The authors support their claim breaking down two sides of education for sustainable development: ESD 1 is the “promotion of informed, skilled behaviors and ways of thinking” and ESD 2 is the “building capacity to think critically about what experts say” (Vare, 2007). Their purpose is to explain the relationship between education and sustainable development in order to compliment and implement the two sides in education systems. This seems to be a much more westernized approach to this topic, possibly reaching to K-12 teachers in public schools in the US, as well as university professors.