Overview

This open access book considers how inclusive learning, wellbeing and active citizenship can be encouraged, taught, learnt, and supported in a digital world. The book poses and seeks to address three questions: How can governments and intergovernmental organisations support learning inclusion and active citizenship? How can the education sector and public/private enterprises support learning inclusion and active citizenship? How can professionals and communities work with vulnerable adults who are disadvantaged in a participatory, empowering manner? The Examples discussed in the book draw on the experiences of adult refugees and migrants, as well as people who may experience disadvantage and/or discrimination as a result of their social, economic, political, cultural, religious, physical, mental, age or gender-related status. One methodological pillar in this work is the development of skills in digital storytelling and digital stories creation for personal, community and professional purposes. Conceptually and of interest for researcher and policy makers at local, national and transnational levels, this book brings together a number of related concepts to generate innovative understanding and practices of applied relevance in the age of the pandemic and its aftermath.

Full Product Details

Author:   Stephen Dobson ,  Brit Svoen ,  Gabriella Agrusti ,  Pip Hardy
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
Edition:   1st ed. 2024
ISBN:  

9789819971985

ISBN 10:   9819971985
Pages:   184
Publication Date:   23 February 2024
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Foreword.- Preface.- Introduction.- Part I Overall question: How can governments and intergovernmental organisations support learning inclusion and active citizenship?.- Preface.- Chapter 1 Promoting social inclusion and mutual understanding. Intertwined efforts at local, national and international level.- Chapter 2 Towards wellbeing-ness as an experience of inclusion, belonging and voice in a digital (post-Covid) world of global change?.- Chapter 3 The Global Network of Learning Cities in the light of the United Nations Sustainable Development Goals (SDGs).- Part 2 How can the education sector and public/private enterprises support learning inclusion and active citizenship?.- Preface.- Chapter 4 Fostering social inclusion of vulnerable people: experience from the Italian and Portuguese contexts.- Chapter 5 Voice, belonging, storytelling and transformation: promoting wellbeing and inclusion through digital storytelling – philosophical considerations in institutional settings.- Chapter6 Professional activism for inclusion: workplace learning, resilience and engagement.- Chapter 7 We belong and connect when we have a voice. A learning design for inclusive learning.- Chapter 8 To make it visible: some reflections on an intervention designed to prevent gender-based violence against people with intellectual disabilities.- Part 3 Different methodologies that can be adopted an explored in a storytelling approach.- Preface.- Chapter 9.- Bridging the gaps - promoting wellbeing and social inclusion of girls through digital storytelling.- Chapter 10 Multilingual stories for immigrants and refugees: A language-as-resource approach.- Chapter 11 Including the marginalised: engaging people with dementia and the elderly in technology-based participatory citizen storytelling.- Chapter 12.- Conclusion.- Glossary of terms.

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Author Information

Professor Stephen Dobson is Dean of Education and the Arts at CQUniversity in Queensland, Australia and Professor II at the Centre of Lifelong Learning, Inland Norway University of Applied Sciences. He has published books on Assessing the Viva in Higher Education (2017), Learning Cities. Multimodal Explorations and Placed Pedagogies (2018) and Beyond Assessment – The Hidden World of Language Games and Capital (2023). He is co-founder of the international Centre of Excellence. Educating for the Future.   Associate Professor Svoen holds the position at Centre for Lifelong Learning, Inland Norway University of Applied Sciences. She has a background in Informatics and media education, and her academic interests include adult learning, practice-oriented learning, participatory design, and inclusion. Her publications include ​​Let's Talk and Share! Refugees and Migrants Building Social Inclusion and Wellbeing Through Digital Stories (2019), Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination, and cultural responsiveness (2023) and the book Learning Through Professional Work, published in Norwegian(2023).   Professor Agrusti teaches Assessment in Education and Educational Research Methods at LUMSA University. She had led EU projects and is currently a member of an Italian Ministry working group reforming educational assessment in primary schooling. Her research focuses upon literacy and citizenship education. Her journal publications include Supporting the Inclusion of Refugees: Policies, Theories and Actions (2019), Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies (2021) and Developing online resources for adult refugees in an increasingly unfriendly Europe: The case for inclusion, self-determination, and cultural responsiveness (2023). Dr Victoria (Pip)Hardy is a Director of Pilgrim Projects Ltd., and the Co-founder of the Patient Voices Programme, founded in 2003. This is one of the longest-running digital storytelling projects in the world and the first to focus on healthcare. Pip is also a Research Fellow with the Institute for Medical Humanities based at Durham University in the UK. Pip was the winner of the BMJ 2010 award for Excellence in Healthcare Education and has published widely including Cultivating Compassion: How Digital Storytelling is Transforming Healthcare (2014), and Digital Storytelling in Higher Education: International Perspectives (2017).

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