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Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement

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  • Shah, Ritesh
  • Cardozo, Mieke Lopes
  • Hjarrand, Jessica

Abstract

Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2) reflective learning and 3) working from potential rather than problems. We provide an example of where such work is already being explored, and the possibilities it offers for shifting paradigms informing programming and design of education for learners in displacement.

Suggested Citation

  • Shah, Ritesh & Cardozo, Mieke Lopes & Hjarrand, Jessica, 2024. "Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement," International Journal of Educational Development, Elsevier, vol. 104(C).
    • Handle: RePEc:eee:injoed:v:104:y:2024:i:c:s0738059323002195
    DOI: 10.1016/j.ijedudev.2023.102943
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    Cited by:

    1. Edwards Jr, D. Brent & Asadullah, M. Niaz & Webb, Amber, 2024. "Critical perspectives at the mid-point of Sustainable Development Goal 4: Quality education for all—progress, persistent gaps, problematic paradigms, and the path to 2030," International Journal of Educational Development, Elsevier, vol. 107(C).

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