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The conference aims to be a forum for educators, teachers, students and others who are involved or interested in education for social transformation in institutions of higher education in Australia and elsewhere. While not narrowly circumscribing the theoretical or practical traditions that can contribute to education for social transformation, we propose three overlapping themes that sum up the conference goals:
Critical pedagogy, participatory and transformative learning
- How are ideas of critical pedagogy, transformative and dialogic learning being interpreted and put into practice in university, TAFE and other tertiary contexts?
- How do we step out of the role of ‘expert’ and make the relationship between ‘lecturer’ and ‘student’ more equal – indeed, ‘participatory’?
- How do we not only enable participatory learning but also generate democratic, critical and transformative knowledge in-the-world?
- How do we encourage collective learning and learning for social action and active citizenship?
- How do we enable learning that makes personal and social transformation aimed at a sustainable society possible?
Popular education
- How are ideas and practices of ‘popular education’ being interpreted and put into practice in higher education in Australia?
- How are universities, TAFE colleges and other institutions of higher learning engaging with adult learners in and beyond the classroom into their communities?
- How are universities, TAFE colleges and other institutions of higher learning engaging with (members of) disadvantaged groups in and beyond the classroom into their communities?
Community-based education
- How is ‘community-based education’ being interpreted and practiced in institutions of higher learning in Australia and elsewhere?
- How might we shift the conception and practices of ‘internships’ and ‘placements’ away from an overemphasis on ‘individualised’ professional development and towards a more integrated and balanced understanding of personal/social/ecological/spiritual transformation, including practical responses to community needs and priorities?
- How are learners enabled to contribute ‘useful’ knowledge for community groups?
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