Conclusion: Disrupting development and education

Amy Skinner; Matt Baillie Smith; Eleanor Brown; Tobias Troll

doi:10.4324/9781315667607-17

Conclusion: Disrupting development and education

Amy Skinner^*, Matt Baillie Smith, Eleanor Brown, Tobias Troll

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The chapters in this book have, each in their own way, fundamentally questioned the relationships between education and development. The authors did not stop at challenging the limitations of the status quo but also provided evidence of a wide range of alternative practices already under way in numerous communities in the world that can move us towards new modes of practice and understanding. From democratic popular education schools in Spain, FUNDAEC's tutorial learning system in Columbia (now spreading globally) and Swaraj University in India to places of learning managed by indigenous peoples in their local environment in Bolivia and trans-local networks seeking wisdom rooted in multiple locations, citizens around the world are embarking on their own learning pathways through experiential learning and learning-in-action in order to facilitate change.

Original language	English
Title of host publication	Education, Learning and the Transformation of Development
Editors	Amy Skinner, Matt Baillie Smith, Eleanor Brown, Tobias Troll
Place of Publication	London
Publisher	Taylor & Francis
Pages	179-182
Number of pages	4
Edition	1st
ISBN (Electronic)	9781315667607
ISBN (Print)	9781138952546, 9781138952553
DOIs	https://doi.org/10.4324/9781315667607-17
Publication status	Published - 15 Jul 2016

Access to Document

10.4324/9781315667607-17

Cite this

@inbook{c593b1b01b884fb7af05ddc5a0b5d75e,

title = "Conclusion: Disrupting development and education",

abstract = "The chapters in this book have, each in their own way, fundamentally questioned the relationships between education and development. The authors did not stop at challenging the limitations of the status quo but also provided evidence of a wide range of alternative practices already under way in numerous communities in the world that can move us towards new modes of practice and understanding. From democratic popular education schools in Spain, FUNDAEC's tutorial learning system in Columbia (now spreading globally) and Swaraj University in India to places of learning managed by indigenous peoples in their local environment in Bolivia and trans-local networks seeking wisdom rooted in multiple locations, citizens around the world are embarking on their own learning pathways through experiential learning and learning-in-action in order to facilitate change.",

author = "Amy Skinner and {Baillie Smith}, Matt and Eleanor Brown and Tobias Troll",

year = "2016",

month = jul,

day = "15",

doi = "10.4324/9781315667607-17",

language = "English",

isbn = "9781138952546",

pages = "179--182",

editor = "Amy Skinner and {Baillie Smith}, Matt and Eleanor Brown and Tobias Troll",

booktitle = "Education, Learning and the Transformation of Development",

publisher = "Taylor & Francis",

address = "United Kingdom",

edition = "1st",

}

Conclusion: Disrupting development and education. / Skinner, Amy; Baillie Smith, Matt; Brown, Eleanor et al.
Education, Learning and the Transformation of Development. ed. / Amy Skinner; Matt Baillie Smith; Eleanor Brown; Tobias Troll. 1st. ed. London: Taylor & Francis, 2016. p. 179-182.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Conclusion

T2 - Disrupting development and education

AU - Skinner, Amy

AU - Baillie Smith, Matt

AU - Brown, Eleanor

AU - Troll, Tobias

PY - 2016/7/15

Y1 - 2016/7/15

N2 - The chapters in this book have, each in their own way, fundamentally questioned the relationships between education and development. The authors did not stop at challenging the limitations of the status quo but also provided evidence of a wide range of alternative practices already under way in numerous communities in the world that can move us towards new modes of practice and understanding. From democratic popular education schools in Spain, FUNDAEC's tutorial learning system in Columbia (now spreading globally) and Swaraj University in India to places of learning managed by indigenous peoples in their local environment in Bolivia and trans-local networks seeking wisdom rooted in multiple locations, citizens around the world are embarking on their own learning pathways through experiential learning and learning-in-action in order to facilitate change.

AB - The chapters in this book have, each in their own way, fundamentally questioned the relationships between education and development. The authors did not stop at challenging the limitations of the status quo but also provided evidence of a wide range of alternative practices already under way in numerous communities in the world that can move us towards new modes of practice and understanding. From democratic popular education schools in Spain, FUNDAEC's tutorial learning system in Columbia (now spreading globally) and Swaraj University in India to places of learning managed by indigenous peoples in their local environment in Bolivia and trans-local networks seeking wisdom rooted in multiple locations, citizens around the world are embarking on their own learning pathways through experiential learning and learning-in-action in order to facilitate change.

UR - http://www.scopus.com/inward/record.url?scp=85106962350&partnerID=8YFLogxK

U2 - 10.4324/9781315667607-17

DO - 10.4324/9781315667607-17

M3 - Chapter

AN - SCOPUS:85106962350

SN - 9781138952546

SN - 9781138952553

SP - 179

EP - 182

BT - Education, Learning and the Transformation of Development

A2 - Skinner, Amy

A2 - Baillie Smith, Matt

A2 - Brown, Eleanor

A2 - Troll, Tobias

PB - Taylor & Francis

CY - London

ER -

Conclusion: Disrupting development and education

Abstract

Access to Document

Other files and links

Fingerprint

Cite this