This book offers an important critique of the ways in which mainstream education contributes to perpetuate an inherently unjust and exploitative Development model. Instead, the book proposes a new anarchistic, postdevelopmental framework that goes beyond Development and schooling to ask what really makes a meaningful life. Challenging the notion of Development as a win-win relationship between civil society, the state and the private sector, the book argues that Development perpetuates a hierarchical world order and that the education system serves to reinforce and re-legitimise this unequal order. Drawing on real-life examples of ‘unschooling’ and ‘self-designed learning’ in India, the book demonstrates that more autonomous approaches such as these can help to fundamentally challenge dominant ideas of education, equality, development and what it means to lead meaningful lives. The interdisciplinary approach pursued in this book makes it perfect for anyone with interests across the areas of education, development studies, radical political theory and philosophy.
This handbook in two volumes synthesises our knowledge about the ecology of Central Europe’s plant cover with its 7000-yr history of human impact, covering Germany, Poland, the Netherlands, Belgium, Luxembourg, Switzerland, Austria, Czech Republic and Slovakia. Based on a thorough literature review with 5500 cited references and nearly 1000 figures and tables, the two books review in 26 chapters all major natural and man-made vegetation types with their climatic and edaphic influences, the structure and dynamics of their communities, the ecophysiology of important plant species, and key aspects of ecosystem functioning. Volume I deals with forests and scrub vegetation and analyses the ecology of Central Europe’s tree flora, whilst Volume II is dedicated to the non-forest vegetation covering mires, grasslands, heaths, alpine habitats and urban vegetation. The consequences of over-use, pollution and recent climate change over the last century are explored and conservation issues addressed.
This handbook in two volumes synthesises our knowledge about the ecology of Central Europe’s plant cover with its 7000-yr history of human impact, covering Germany, Poland, the Netherlands, Belgium, Luxembourg, Switzerland, Austria, Czech Republic and Slovakia. Based on a thorough literature review with 5500 cited references and nearly 1000 figures and tables, the two books review in 26 chapters all major natural and man-made vegetation types with their climatic and edaphic influences, the structure and dynamics of their communities, the ecophysiology of important plant species, and key aspects of ecosystem functioning. Volume I deals with the forests and scrub vegetation and analyses the ecology of Central Europe’s tree flora, whilst Volume II is dedicated to the non-forest vegetation covering mires, grasslands, heaths, alpine habitats and urban vegetation. The consequences of over-use, pollution and recent climate change over the last century are explored and conservation issues addressed.
This book offers an important critique of the ways in which mainstream education contributes to perpetuate an inherently unjust and exploitative Development model. Instead, the book proposes a new anarchistic, postdevelopmental framework that goes beyond Development and Schooling to ask what really makes a meaningful life. Challenging the notion of Development as a win-win relationship between civil society, the state and the private sector, the book argues that Development perpetuates a hierarchical world order and that the education system serves to reinforce and re-legitimise this unequal order. Drawing on real-life examples of 'unschooling' and 'self-designed learning' in India, the book demonstrates that more autonomous approaches such as these can help to fundamentally challenge dominant ideas of education, equality, development, and what it means to lead meaningful lives. The interdisciplinary approach pursued in this book makes it perfect for anyone with interests across the areas of Education, Development Studies, Radical Political Theory, and Philosophy"--
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