After long periods of military dictatorships, civil wars, and economic instability, Latin America has changed face, and become the foremost region for counter-hegemonic processes. This book seeks to address contemporary paradigms of education and learning in Latin America. Although the production of knowledge in the region has long been subject to imperial designs and disseminated through educational systems, recent interventions – from liberation theology, popular education, and critical literacy to postcolonial critique and decolonial options – have sought to shift the geography of reason. Over the last decades, several Latin American communities have countered this movement by forming some of the most dynamic and organised forms of resistance: from the landless movements in Brazil to the Zapatistas in the Chiapas region of Mexico, from the indigenous social movements in Bolivia to Venezuela’s Chavistas, to mention but a few. The central question to be addressed is how, in times of historical ruptures, political reconstructions, and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies, and realities may renegotiate and redefine concepts of education, learning, and knowledge. Consequently, this book transcends disciplinary, epistemological, and methodological boundaries in education and learning by engagement with ‘other’ paradigms. This book was originally published as a special issue of the International Journal of Lifelong Education.

Many of the philosophical questions raised in Latin America may seem to be among the perennial problems that have concerned philosophers at different times and in different places throughout the Western tradition, but they are not altogether the same--for Latin American thinkers have often adapted them to capture problems presented by new circumstances, and sought resolutions with arguments that are indeed novel. This book explains how well-established philosophical traditions gave rise in the New World to a characteristic form of thought not to be found in other cultures. There was no clean sweep of the past and an attempt to start over: rather, Latin American thinkers gradually adapted European ideas to their needs, sometimes borrowing on a larger scale, sometimes less. It is then no surprise that, under Iberian rule, Scholasticism became the accepted view and began to lose its grip only when the rulers did. But what does seem surprising is the radical way in which those traditions were on occasions challenged, as illustrated by the cases of José de Acosta, a Jesuit priest in Peru, and the Mexican nun, Juana Inés de la Cruz–each of whom spoke out against certain aspects of the official philosophy in colonial society. And when theories familiar elsewhere arrived to Latin America, as in the cases of positivism and Marxism, they were often seen differently in the light of new circumstances.But above all, this book shows that there is a body of interesting philosophical arguments offered by Latin Americans concerning problems that have arisen in Spanish- and Portuguese-speaking parts of the New World. In connection with this purpose, it examines how Latin Americans have thought about philosophical issues belonging to metaphysics, philosophy of science, cross-cultural psychology, feminist epistemology, ethics, and social and political philosophy. These are taken up in due course, paying special attention to questions of rationality, gender discrimination, justice, human rights, reparation for historically dispossessed native peoples, and relativism vs. universalism--all matters of continuing concern in Latin American thought, from its earliest stirrings to the present day. And among some specific issues that have generated heated controversies from the early twentieth century to the present, the book explores how Latin Americans and their descendants abroad think of their own cultural identity, examines their critique of US mass-culture and moral philosophy, and considers at some length the vexing problem of which name, if any, is the correct one to use to refer to all of this exceedingly diverse ethnic group. A closer look at the defining elements of Latin American identity has often led to questions concerning the characteristic features that might distinguish Latin Americans and their descendants abroad from other peoples of the world, the existence of a typically Latin American philosophy, and the correct name to refer to them. These, often conflated in the literature, are treated separately by the author, who favors a historically-based account of Latin-American identity. She also argues that the existence of a characteristically Latin American philosophy can be shown–though not by appealing to some standard but implausible reasons. And to resolve the question concerning a correct ethnic-group name, she proposes a new approach to the semantics of those names.

This book explores diverse contemporary paradigms of educational praxis and learning in Latin America, both formal and non-formal. Each contributor offers a unique perspective on the factors which lead to the production of paradigms rooted in ‘other’ logics, cosmologies, and realities, and how these factors may renegotiate and redefine concepts of education, learning, and knowledge. The various chapters provide a road map for scholars, activists, artists, students, organizations, and social movements to help begin to construct learning spaces that seek to engage with a new more horizontal form of participatory democracy.

The societies of the twenty-first century are subject to social, cultural, political, and economic changes. In this context, the school is asked to educate the future citizens in the present. To respond to this kaleidoscopic reality, the school is immersed in a pedagogical revolution. In this book, the reader will find a selection of avant-garde research works from different disciplines and contexts, which have their epicenter in the school and in the faculties of education. New issues in pedagogy and education, and new roles of teachers and students, are discussed in a global and diverse context. And new methodological and formative proposals are also proposed to build the ideal school and the ideal teacher, from the initial and continuous teacher training.

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

Featuring a foreword penned by Ambassador (Ret) and Professor Emeritus Horace G. Dawson, this volume articulates the significance of comparative and international education and affairs as experienced by elected Fellows of the Comparative and International Education Society—including some as Fellows of the American Association for the Advancement of Science and the International Academy of Education. Based upon their decades of multiple research modalities and senior administrative engagements with universities, USAID, National Science Foundation, World Bank, Fulbright, and other agencies, the Fellows explicate critical historical phenomena and postulate how future directions of the field may evolve. The volume expounds the salience of cross cutting and interdisciplinary themes by analyzing how the social sciences, humanities, and international affairs have affected the evolving nature of the field. Pedagogical epistemologies, public and educational policies, and paradigms emerge from applied research as new motifs are presented in view of geopolitical and global affairs that will affect education in coming decades.