Aug 2026· Amsterdam Museum Journal· pp. 12· 0 citations
Abstract
Visions of the smart, sustainable, innovative, and resilient city are not neutral. They rest on a habit of treating expert measurement as real knowledge and experience as mere opinion. The result is thin inclusion: more people are consulted, but what counts as knowledge stays the same. Universities matter here because they produce both these visions and the standards for judging them. This essay offers pragmatism as an alternative, where knowledge grows from working out together what the consequences of an action mean. It follows three implications through teaching and governance: who counts as a knowledge producer, how learning happens by trying things and seeing what follows, and how what people feel counts as evidence. A speculative fiction of a governance assembly in an imagined Amsterdam program shows these ideas at work. A future is inclusive only while those who live with it can still change it.
Achieving social inclusion is one of the significant purposes of education; however, although there are advances in regulations, the persistence of structural inequality in Latin America, and the predominance of colonial approaches in the construction of knowledge, both hinder the achievement of authentic inclusion. In...
Mercy Julieta Logroño, I. Lozano-Cabezas, M. A. Martínez-Ruiz· Societies· 0 citations
Education has always been concerned not only with knowledge and skills but also with the kind of person and society that learning helps to create something new. In the contemporary world, this moral dimension has gained renewed importance because learners are growing up amid rapid technological change, social polarizat...
Rana Jairam Singh· THE PARADIGM CHRONICLE JOURN...· 0 citations
The global “education for sustainable development” (ESD) campaign is premised on the idea that a sustainable future may be attained if people are adequately educated. But this premise ignores a widespread modern perception: that the future, particularly in relation to environmental challenges, is unshapable and predete...
Mahmoud Mohammad Mahmoud Al Qerom, Khamis K. Al-karawi, Leona Adimchi Eke· Journal of Societal Sustaina...· 0 citations
Evidence suggests the educational gap between those who experience success at school and those who do not is growing. Decades of rhetoric, policy and reform have failed to deliver an inclusive form of schooling that meets the learning needs of all students and much of the blame for this is placed at the feet of sch...
Joanna Anderson· British Educational Research...· 0 citations
A university is not a factory, and students are not objects to be processed. Yet while we may take this broader view of higher education for granted, it is increasingly overshadowed by dominant discourses shaped by neoliberal policy, credentialism, and market competition. Responding to the growing need for an alterna...
Soyoung Lee· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
