The Role of Social Remittances in Promoting Innovation and Transformative Societal Change

2020 ◽  
pp. 102-114
Author(s):  
Ingrid Fromm ◽  
Ricardo Cortez Arias ◽  
Luis Carlo Bulnes ◽  
Allan Discua Cruz
2020 ◽  
Vol 12 (15) ◽  
pp. 6231
Author(s):  
Annika Manni ◽  
Eva Knekta

Education for sustainability is urgent but also challenging when aiming for transformation, transgression, and action-oriented societal change. It is important to take into consideration students’ voices in order to enhance education, and this study used semi-structured interviews to explore students’ voices on the role of contemporary education, in society, in relation to urgent issues related to sustainability. Thematic content analysis was applied, as a first step, to analyse the students’ answers. Then a T-learning model was applied on the themes to further analyse the results in relation to transformative, transgressive, and action-oriented learning. The students reflected on a diversity of important issues in society and the possibilities of action for change, many of them related to their personal life and experiences. They also talked about diverse educational experiences, but our analysis indicated that their current education did not always meet the needs of a more transgressive and change-oriented learning. Finally, we have found that the T-learning model has the potential to be used for educational reflection and for developing new understandings of teaching and learning.


Dementia ◽  
2015 ◽  
Vol 16 (5) ◽  
pp. 658-664
Author(s):  
Gentian Vyshka ◽  
Jera Kruja

The extent to which dementia affects a person’s testamentary capacity has been the subject of much litigation with some countries introducing legal tests to assess capacity. In light of substantial societal change in Albania in the last two decades and an epidemic of property litigation, Albanian legal practice is witnessing an increasing number of attempts to posthumously nullify wills. Plaintiffs are mainly relatives of the deceased testator who are unhappy with the quantity or quality of the property they have inherited. Based on plaintiffs’ claims, solicitors may request expert neuropsychiatric reviews postmortem, often basing their position on prescription drug use by the testator during his/her last years of life. The authors discuss ethical issues intrinsically related to the difficult role of a potential expert witness in these litigation cases.


2020 ◽  
Vol 9 (SI) ◽  
pp. 14-32
Author(s):  
Vicki Mokuria ◽  
Diana Wandix-White

This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in São Paulo, Brazil, as well as volunteers through a program called “Soka Education in Action.” Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students’ academic and personal growth and development, as well as educators’ professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field.  The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.


2021 ◽  
Vol 52 (3) ◽  
pp. 563-579
Author(s):  
Nicole Moreham

This is an edited version of an inaugural professorial lecture delivered at the Faculty of Law, Te Herenga Waka – Victoria University of Wellington on 16 March 2021 (the promotion to professor having taken place on 1 January 2019). In the address, Professor Moreham asked what the development of new torts of privacy over the last two decades has told us about the way in which common law both shapes and responds to changing societal values. Reflecting on her own experience ''growing up with'' the privacy torts, Professor Moreham considered the role of the legal academic in common law development and showed how conversations between the common law and the society it serves enrich both parties to it.


2021 ◽  
Author(s):  
Huw Groucutt ◽  
William Christopher Carleton

The small size and relatively challenging environmental conditions of the semi-isolated Maltese archipelago mean that the area offers an important case study of societal change and human-environment interactions. Following an initial phase of Neolithic settlement, the ‘Temple Period’ in Malta began ~5.8 thousand years ago (ka), and came to a seemingly abrupt end ~4.3 ka, and was followed by Bronze Age societies with radically different material culture. Various ideas concerning the reasons for the end of the Temple Period have been expressed. These range from climate change, to invasion, to social conflict resulting from the development of a powerful ‘priesthood’. Here, we explore the idea that the end of the Temple Period relates to the 4.2 ka event. The 4.2 ka event has been linked with several examples of significant societal change around the Mediterranean, such as the end of the Old Kingdom in Egypt, yet its character and relevance have been debated. We explore archaeological and environmental data from the Maltese islands to elucidate the end of the Temple Period. The Maltese example offers a fascinating case study for understanding issues such as chronological uncertainty, disentangling cause and effect when several different processes are involved, and the role of abrupt environmental change in impacting human societies. Ultimately, it is suggested that the 4.2 ka event may have played a role in the end of the Temple Period, but that other factors seemingly played a large, and possibly predominant, role. As well as our chronological modelling indicating the decline of Temple Period society in the centuries before the 4.2 ka event, we highlight the possible significance of other factors such as a plague epidemic.


Urban History ◽  
2014 ◽  
Vol 42 (2) ◽  
pp. 290-308 ◽  
Author(s):  
COLIN G. POOLEY

ABSTRACT:Leaving education and gaining employment is a significant life course transition for most people. This article explores the processes by which young people gained their first job in mid-twentieth-century urban Britain, and examines the ways in which this changed in relation to major shifts in society, economy and culture. Key themes include the role of parents and other family members, changes in levels of autonomy and control and the impacts of societal change. Data are drawn from oral testimonies collected in three major urban areas: Glasgow, Manchester and London, and span a period from the 1920s to the 1980s.


2019 ◽  
Vol 2 ◽  
pp. 37-42
Author(s):  
Jeffrey Mehltretter Drury ◽  
Nicholas Paliewicz ◽  
Sara Mehltretter Drury

This article assists argumentation and debate instructors in developing courses that provide coverage of foundational concepts while reflecting their own interests. Courses in argumentation and debate also offer instructors an opportunity to teach through applied engagement with contemporary events. We encourage instructors to reflect on the various contexts of argumentation and debate as well as challenging questions concerning the role of technology in the classroom, the conflict between normative and descriptive examples of argumentation, how much to emphasize the role of argumentation and debate in societal change, and the connections between argumentation and deliberation.


Sign in / Sign up

Export Citation Format

Share Document