Educating the Heart and the Mind: Conceptualizing Inclusive Pedagogy for Sustainable Development

Autor/in	Mukherjee, Mousumi
Titel	Educating the Heart and the Mind: Conceptualizing Inclusive Pedagogy for Sustainable Development
Quelle	In: Educational Philosophy and Theory, 49 (2017) 5, S.531-549 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1185002
Schlagwörter	Teaching Methods; Educational Philosophy; Sustainable Development; Social Integration; Community Needs; Disadvantaged; Educational Quality; Ethnography; Foreign Policy; Foreign Countries; Institutional Mission; Social Justice; Community Involvement; Educational Change; Educational History; Inclusion; Activism; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Nachhaltige Entwicklung; Soziale Integration; Quality of education; Bildungsqualität; Ethnografie; Außenpolitik; Ausland; Soziale Gerechtigkeit; Bildungsreform; History of education; Bildungsgeschichte; Inklusion; Aktivismus; Politischer Protest; Indien
Abstract	There is growing global consensus that inequality is making sustainable development goals unattainable. Social inclusion of the historically marginalized and equality of opportunity is crucial for sustainable development. Inclusive quality education for all is therefore considered as one of the three main targets for sustainable development according to UNESCO's Incheon declaration in 2015. This paper draws on an institutional ethnography of a globally interconnected old colonial school's inclusive pedagogic work in postcolonial India. The school's work has been much celebrated in existing research by academics, global donor agencies and also by the Indian government's Sarva Shikshya Abhiyan (Education for All) office. This paper analyses how the school conceptualized a distinct inclusive pedagogy to educate the hearts and the minds of children driven by local community needs for social inclusion within a context of extreme inequality. This paper argues that the school's conception of inclusive education addressing the diverse learning needs of children developed as a syncretic cultural formation drawing on its institutional mission for social justice, as well as indigenous history of educational reform and philosophy of community engagement. In doing so, this paper engages with the "philosophy of context" and draws on the "southern theory" of inclusive education as envisioned by Rabindranath Tagore, indigenous education reformer and Nobel Laureate poet activist during early twentieth-century colonial British India, who challenged both local and global inequality through his creative and educational work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01