This joint CR&DALL and Waste Stories Briefing Paper argues that we need to cultivate waste literacies – capacities to read and make meaning from signs and symbols relating to waste – if we are to navigate a path out of the current Waste Age. It puts forward three different ways that literacies allow learning and meaning-making, and gives examples of what waste literacies might look like in practice.
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Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds, including vulnerable populations. In this presentation, Dr Sarah Anderson and Dr Yulia Nesterova (University of Glasgow) demonstrate the methodological potential of a structured arts-based workshop and reflect on its effectiveness in collecting rich data with young people.
All of us close to UNESCO and CONFINTEA will have met or known Prof. Knoll in person, or at least through his writings. In preparation for CONFINTEA VI in Bélem, Brasil he wrote a review on the history of the first five CONFINTEAs, on the political contexts, and the personalities involved. When CONFINTEA V was in Hamburg in 1997 he invited colleagues to his roof top on a higher building overseeing the harbour - and I will never forget the wonderful evening amidst Lalage Bown, Alex Charters or Paul Belanger, and many others.
Subscribers may find this new resource from the Transforming Education for Sustainable Futures Network of interest: Knowledge Co-creation in Action: Learning from the Transforming Education for Sustainable Futures Network. A methodological sourcebook.
A new Policy Brief, attached, from the International Labour Organization (ILO) covers recent developments related to the importance of skills in advancing the lifelong learning agenda.
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