Towards Responsible Narratives in a More-than-Human World: Re-Storying Histories of Education

[en] When futures are disconnected from the past due to disaster and disruption, how do we study and story educational histories and to what ends? The role of education as a motor of technological progress facilitating imagined human sovereignty seems to have lost its persuasive power in creating better futures for all. Therefore, this Special Issue asks historians of education to acknowledge non-Western and Indigenous knowledge paradigms, education systems, and perspectives that have sustained peaceful and healthy ecological systems for millennia. Historians of education can bring into view the different and alternative kinds of knowledge and geo-ecological relationships future generations may want to revive and develop. Furthermore, historians can attend to human histories as a geological force and embrace diversity and decentralisation of knowledge within and against established practices of academic knowledge production.

Research center :

Luxembourg Centre for Contemporary and Digital History (C2DH) > Public History and Outreach (PHO)

Disciplines :

History

Author, co-author :

PRIEM, Karin ; University of Luxembourg > Luxembourg Centre for Contemporary and Digital History > Public History and Outreach > Team Stefan KREBS ; University of Luxembourg

Keynes, Matthew R.; University of Melborne

External co-authors :

yes

Language :

English

Title :

Towards Responsible Narratives in a More-than-Human World: Re-Storying Histories of Education

Publication date :

December 2024

Journal title :

Encounters in Theory and History of Education

eISSN :

2560-8371

Publisher :

Queen's University, Canada

Special issue title :

Consequences of the Past and Responsible Histories of Education for the Future

Volume :

Issue :

Pages :

2-11

Peer reviewed :

Peer Reviewed verified by ORBi

Available on ORBilu :

since 28 January 2025

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