Transformative Education for Regeneration and Wellbeing

<div>Summary: Transformative education for re-generation (McIntyre-Mills, J.J.)&nbsp;</div><div><br></div><div>Part 1. Education Thinking and Practice&nbsp;</div><div><br></div><div>Chapter 1. Regenerative education: habitats for diverse species (McIntyre-Mills, J. J.)&nbsp;</div><div>Chapter 2. Fluid, organic thinking and relationality: implications for education and international relations (McIntyre-Mills, J. J.)&nbsp;</div><div>Chapter 3. Nurdles and food security education for wellbeing: implications for Pan-African Social and Environmental Justice (McIntyre-Mills, J. J.)&nbsp;</div><div>Chapter 4. Vignette on Ocean View Organic Farm (Swanepoel, S.)</div><div>Chapters 5. Collective action for re-generation of the web of life in the face of disruptive injustice (Akena Adyanga, F. and Romm NRA)</div><div><br></div><div>Part 2. Extending the ‘frontiers of justice’</div><div><br></div><div>Chapter 6. Learning from nature’s classroom: reframing economics, accounting and accountability (McIntyre-Mills, J., Wirawan, R. and Widianingsih, I.)</div><div>Chapter 7. Transformative Education: Employing the balanced scorecard to achieve re-generative development (Algraini, S.)&nbsp;</div><div>Chapter 8. Education and gender mainstreaming in a patriarchal setting: What Really Matters (Aktar, S. M. and Rahman, M.)</div><div>Chapter 9. Gender roles in Vietnam: A metalogue on the traditional and the new and suggestions for transformation (Nguyen, H. McIntyre-Mills J. and Corcoran-Nantes, Y.)</div><div>Chapter 10. Dis-Ability, differently abled and sentient beings: transformative re-generation: The need for public education on vulnerability and interbeing (McIntyre-Mills, J.J.)</div><div>Chapter 11. Public education on the rights of sentient beings to a life free of suffering (McIntyre-Mills, J. J.)</div><div>Chapter 12. Assault on situational complexity in the arena of education: the potential of dialogical design: an application to the needs of the hard of hearing (Christakis, A.N. & Diedrich, J.)&nbsp;</div><div>Chapter 13. Online learning and the pedagogy of resilience, agency and protest: The COVID-19 experience (Mabunda, P. and McKay, V.)</div><div>Chapter 14. Rethinking teacher education practicum for transformative and re-generative university-community partnerships (Mabunda P.)</div><div>Chapter 15. Transformative Exhibitions and Artistic Practices (Jaber, R. and Corcoran-Nantes, Y.)</div><div><br></div><div>Part 3. Learning in 360 degrees</div><div><br></div><div>Chapter 16. Sacred Groves of the Tolon District of the Northern Region, Ghana: Where Spirituality meets education for Sustainable Development (Addae,D. and McIntyre-Mills.J.)&nbsp;</div><div>Chapter 17. Aa!!Venda women and social enterprise: Stepwise progress to regenerative and sustainable living (Lethole, P., Makaulule, M., McIntyre-Mills, J. and Wirawan, R.)</div><div>Chapter 18. Women, education and socialisation - transforming gender and power in the MST, Sao Paulo, Brazil (Yvonne Corcoran Nantes)</div><div>Chapter 19. Encounters and Mis-encounters: the process of political pedagogy between educators and families of the Landless Movement (MST) settlement of Pirituba II, South-Eastern Sao Paulo, Brazil (1984-2006) (Barbosa da Silva, E. and Corcoran-Nantes, Y.)</div><div>Chapter 20. Combining Focus and Circumspection: An Education in Natural Inclusion (Rayner, A.)</div><div>Chapter 21. The g - Principle of Natural Inclusion: From Competition versus Cooperation to Heartfelt Relay (Rayner, A.)</div><div>Chapter 22. Systemic Praxis and education to protect the commons (McIntyre-Mills, J. in conversation with Flanagan, T., Finlayson, D. and Wirawan, R.)&nbsp;</div><div><br></div><div>Afterword (Yvonne Corcoran Nantes and Janet McIntyre-Mills)</div><div><br></div><div>Postscript: Metalogue (McIntyre-Mills,J. in conversation with Trevino,R.)</div><div><br></div><div>Index</div><div><br></div><div>Glossary</div>