Recovery, Lifelong Learning, Empowerment and Social Inclusion: Is a New Paradigm Emerging?

2012 ◽  
pp. 15-35 ◽  
Author(s):  
Helen Glover
Keyword(s):  
Lifelong Learning ◽  
Social Inclusion ◽  
New Paradigm

DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT

2021 ◽  
Author(s):  
Elisabetta Falchetti ◽  
◽  
Pascuala Migone ◽  
Cristina Da Milano ◽  
Maria Francesca Guida
Keyword(s):  
Lifelong Learning ◽  
Social Inclusion ◽  
Digital Storytelling ◽  
Pilot Project ◽  
Learning Processes ◽  
Cultural Participation ◽  
New Paradigm ◽  
First Results ◽  
Ict Tools ◽  
Audience Development

This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.

scholarly journals Classifying Pathways for Smart City Development: Comparing Design, Governance and Implementation in Amsterdam, Barcelona, Dubai, and Abu Dhabi

2020 ◽  
Vol 12 (10) ◽  
pp. 4030 ◽  
Author(s):  
Negar Noori ◽  
Thomas Hoppe ◽  
Martin de Jong
Keyword(s):  
Smart City ◽  
Social Inclusion ◽  
Smart Cities ◽  
Research Question ◽  
City Development ◽  
New Paradigm ◽  
Policy Makers ◽  
Design Variables ◽  
Main Driver ◽  
Information And Communication

The emergence of the Internet of Things (IoT) as the new paradigm of Information and Communication Technology (ICT) and rapid changes in technology and urban needs urge cities around the world towards formulating smart city policies. Nevertheless, policy makers, city planners, and practitioners appear to have quite different expectations from what smart cities can offer them. This has led to the emergence of different types of smart cities and pathways of development. This paper aims to answer the research question: When comparing a selection of smart city projects, can we classify pathways for their implementation? We do this by using a cross-case research design of four cities to explore commonalities and differences in development patterns. An input-output (IO) model of smart city development is used to retrieve which design variables are at play and lead to which output. The four cases pertain to the following smart city projects: Smart Dubai, Masdar City, Barcelona Smart City, and Amsterdam Smart City. Our analysis shows that Amsterdam is based on a business-driven approach that puts innovation at its core; for Masdar, technological optimism is the main essence of the pathway; social inclusion is the focus of Barcelona Smart City; and visionary ambitious leadership is the main driver for Smart Dubai. Based on these insights, a classification for smart city development pathways is established. The results of the present study are useful to academic researchers, smart city practitioners, and policy makers.

scholarly journals The rise of lifelong learning and fall of adult education in India

2019 ◽  
Author(s):  
Sayantan Mandal
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
National Level ◽  
Educational Policies ◽  
Traditional Learning ◽  
New Paradigm ◽  
Economic Competitiveness ◽  
Education In India ◽  
Dynamic Relationships ◽  
Learning Ecology

This article focuses on the dynamic relationships between the growing importance of lifelong learning (LLL) and consequent devaluation of adult education in national level educational policies, plans and programmes in India. It argues that by adapting the new paradigm of LLL, which is largely driven by marketcentric neoliberal principles, Indian adult education has lost its core and traditional learning ecology as there is a gradual submission to the pursuit of global economic competitiveness. It identifies three main reasons for the submission: (1) the metamorphosis from welfare to market principles in reforming education; (2) blind acceptance and misunderstanding of LLL as an educational and not a political discourse; (3) fragmented reforms in revamping adult education in India in the last decades.

scholarly journals Perpustakaan Berbasis Inklusi Sosial

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Woro Titi Haryanti
Keyword(s):  
Lifelong Learning ◽  
Social Inclusion ◽  
Community Empowerment ◽  
Social Culture ◽  
Information And Communication ◽  
And Function ◽  
Library Transformation ◽  
Role And Function ◽  
Source Of Information

Tujuan kebijakan transformasi perpustakaan berbasis inklusi sosial adalah untuk meningkatkan literasi informasi berbasis Teknologi Informasi dan Komunikasi, meningkatkan kualitas hidup dan kesejahteraan masyarakat  memperkuat peran dan fungsi perpustakaan, agar tidak hanya sekadar tempat penyimpanan dan peminjaman buku, tapi menjadi tempat pembelajaran sepanjang hayat dan pemberdayaan masyarakat. Perpustakaan harus  memfasilitasi masyarakat dalam mengembangkan potensinya dengan melihat keragaman budaya,  keinginan menerima perubahan, serta menawarkan kesempatan  usaha, melindungi dan melestarikan budaya dan Hak Azasi Manusia dan sesuai dengan tujuan pembangunan berkelanjutan. Transformasi perpustakaan berbasis inklusi sosial merupakan wujud perpustakaan sebagai pembelajaran sepanjang hayat. Di mana perpustakaan bukan hanya sebagai pusat sumber informasi tetapi lebih dari itu sebagai tempat mentransformasikan diri sebagai pusat sosial budaya dengan memberdayakankan dan mendemokratisasi masyarakat dan komunitas lokal,  dalam upaya peningkatan kesejahteraan masyarakat.   The objective of the library transformation policy based on social inclusion is to increase information literacy based on Information and Communication Technology, improve the quality of life and welfare of the community, strengthen the role and function of the library, so that it is not just a place for storing and borrowing books, but a place for lifelong learning and community empowerment. Libraries must facilitate the community in developing their potential by looking at cultural diversity, change, and offering business opportunities, protecting and preserving culture and human rights and in accordance with the goals of sustainable development. Transforming libraries based on social inclusion is a form of library as lifelong learning. Where the library is not only as a source of information but more than that as a place to transform yourself as a center for social culture by empowering and democratizing the community and local communities, in an effort to improve the welfare of the community.

scholarly journals La dimensión pedagógica de la equidad en educación superior

2020 ◽  
Vol 28 ◽  
pp. 46
Author(s):  
Marisol Silva
Keyword(s):  
Higher Education ◽  
Cultural Change ◽  
Social Inclusion ◽  
Traditional Students ◽  
New Paradigm ◽  
Student Centered ◽  
Educational Processes ◽  
University Communities ◽  
Critical Pedagogies ◽  
Non Traditional Students

In this article I conceptualize and explore the pedagogical dimension of equity in higher education and its strategic importance for addressing the inequalities that persist despite policies put in place worldwide to expand opportunities. I draw upon an understanding of integral equity, which aligns with social inclusion for participation and empowerment. The pedagogical dimensión of equity, rooted in critical pedagogies, student-centered capacity and education, encompasses inclusive and dialogic educational processes to strengthen the agency of non-traditional students, both to learn and to resist educational and social exclusions. This dimension is key to optimize access, and to expand strategies for, and reduce the failures experienced by, non-traditional students, as evidenced in an analysis of innovative practices presented in this article. Creating a new paradigm is a challenge, a cultural change that requires multidimensional policies and actions at the macro and micro social levels. Thus, initiatives are more promising when they incorpórate the collective action of university communities committed to social justice.

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