No one left behind in education: blockchain-based transformation and its potential for social inclusion

There is a large body of research that has examined digital inequities, inequalities, and divides—i.e., those countries, communities, and individuals digitally left behind or disadvantaged. Whereas we know quite a lot about what is lacking and for whom, there is less focus on what works to alleviate these inequalities and divides in a variety of cultural contexts. This thematic issue brings together scholarship on digital inclusion initiatives and research from over 20 countries and in the context of numerous aspects, including different types of initiatives as well as different types of target audiences for these initiatives. Each article provides unique insights into what does and does not work in various communities, making recommendations on what could be done to improve the examined initiatives. We hope that the breadth and depth of articles presented here will be useful not just for academic audiences seeking to broaden their understanding of digital inclusion and ‘what can be done’ rather than focusing on ‘what is amiss,’ but also for policymakers and digital inclusion initiatives who are eager to expand and advance their digital inclusion work within their communities.

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Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

Andragoske studije ◽

10.5937/andstud2001017n ◽

2020 ◽

pp. 17-52

Author(s):

Balázs Németh ◽

Ola Issa ◽

Farah Diba ◽

Alan Tuckett

Keyword(s):

Knowledge Transfer ◽

Community Development ◽

Learning Communities ◽

Lifelong Learning ◽

Learning Community ◽

Social Inclusion ◽

Urban Environments ◽

Left Behind ◽

Critical Approaches ◽

Learning Cities

This paper will elaborate upon the contextual aspects of community development in the scope of Learning City and Learning Community related practices of knowledge transfer and sharing in urban environments. Engaged colleagues will provide their critical approaches, reflections and proposals upon how we can understand and recognize adult and lifelong learning through communities trying to reach for peace, understanding , social inclusion and sensitive intercultural and intergenerational aspirations in times of difficulties and challenges affecting our vulnerable relationships. This paper will try to point out matters of equity, human discoveries of collection, sharing and saving values, tradition and dignities through Learning Communities in four different cultural environments from the British Isles, India, Palestine and Hungary. Their urban frames might not be necessarily called or considered as Learning Cities, but labels and notions are not the first priority. It is as simple as it sounds: No One Left Behind.

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