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Professor DALENE SWANSON's Outputs (49)

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa (2023)
Other
Ncube, S., Wilson, A., Petersen, L., Black, G. . F., Abrams, A., Carden, K., …Swanson, D. (2023). Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa

A significant percentage of the urban population in most low- and middle-income countries live in informal settlements. Due to poor quality housing, dense settlement patterns and lack of risk reducing infrastructure, informal settlements are least pr... Read More about Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa.

‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa (2022)
Preprint / Working Paper
Ncube, S., Wilson, A., Frances Black, G., Petersen, L., Abrams, A., Carden, K., …Swanson, D. M. ‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa

As climate change-related extreme weather events such as flooding and droughts increase in frequency and severity in most cities worldwide, there is a need to deepen understanding of disaster risks and adaptive capacities. A significant percentage of... Read More about ‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa.

Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality (2022)
Journal Article
le Roux, K., & Swanson, D. (2022). Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality. Research in Mathematics Education, 23(3), 323-337. https://doi.org/10.1080/14794802.2021.1993978

Education commonly is positioned as central to developing citizens who can address so-called global challenges. Responses are identifiable in global citizenship education, which may recruit mathematics into interdisciplinary relationships, and within... Read More about Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality.

Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. (2021)
Journal Article
Swanson, D. M., & Gamal, M. (2021). Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. Globalisation, Societies and Education, 19(4), 456-469. https://doi.org/10.1080/14767724.2021.1904211

'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both... Read More about Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures..

Unpacking the purposes and potential of interdisciplinary STEM (2020)
Book Chapter
Swanson, D. M., & Tytler, R. (2020). Unpacking the purposes and potential of interdisciplinary STEM. In N. Mansour, & H. EL-Deghaidy (Eds.), STEM in Science Education and S in STEM (242-268). Brill Academic Publishers. https://doi.org/10.1163/9789004446076_011

This chapter traces the development of STEM advocacy as a globalizing modernist discourse based in national competitive wealth creation agendas. It therefore addresses the drivers for STEM in schools by way of understanding state and industry intenti... Read More about Unpacking the purposes and potential of interdisciplinary STEM.

Alterities of global citizenship: education, human rights, and everyday bordering (2018)
Journal Article
Swanson, D. M., & Gamal, M. (2018). Alterities of global citizenship: education, human rights, and everyday bordering. Justice, Power and Resistance, 2(2), 357-388

Assumptions abound regarding societal embetterment at the heart of global interconnections and the distributions of knowledge through international educational organisations and structures worldwide (Swanson, 2013; 2015). In schools and higher educat... Read More about Alterities of global citizenship: education, human rights, and everyday bordering.

Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities (2017)
Journal Article
Guion Akdag, E., & Swanson, D. M. (2017). Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities. European Journal of Higher Education, 8(1), https://doi.org/10.1080/21568235.2017.1388188

This paper provides a critical discussion of internationalisation in Higher Education (HE), and exemplifies a process of uncovering the investments in power and ideology through the partial analysis of four strategic internationalisation documents at... Read More about Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities.

Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally (2017)
Journal Article
Swanson, D. M., Yu, H. L., & Mouroutsou, S. (2017). Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally. Social Inclusion, 5(3), 172-182. https://doi.org/10.17645/si.v5i3.984

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly... Read More about Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally.

Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence (2017)
Book Chapter
Swanson, D. M., & Gamal, M. (2017). Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence. In The Implications of `New Populism' For Education. E&E Publishing

Through a critical examination of Scottish curricular policies and practices, this chapter addresses the ways in which nationalist popul(ar)ism assembles a range of identities, discourses and representations of the Scottish nation. It argues that the... Read More about Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence.

Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis (2017)
Journal Article
Swanson, D. M. (in press). Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis. Journal of Urban Mathematics Education, 10(1), 7-15. https://doi.org/10.21423/jume-v10i1a337

More and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation stat... Read More about Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis.

Democracy, Education, and a Politics of Indignation (2016)
Book Chapter
Swanson, D. M. (2016). Democracy, Education, and a Politics of Indignation. In P. R. Carr, P. Thomas, B. J. Porfilio, & J. A. Gorlewski (Eds.), Democracy and Decency: What does Education have to do with it? (21-37). Information Age Publishing

Ubuntu, Radical Hope, and an Onto-epistemology of Conscience (2015)
Journal Article
Swanson, D. M. (2015). Ubuntu, Radical Hope, and an Onto-epistemology of Conscience. Journal of Critical Southern Studies, 3, Article 96-118

Via the evocation of a lived narrative related to witnessing Middle Eastern refugees’ attempts at entering into the European Union in September 2015, I draw connections between the political, ethical, spiritual and embodied, recognising their always-... Read More about Ubuntu, Radical Hope, and an Onto-epistemology of Conscience.

Frames of Ubuntu: (Re)framing an ethical education (2015)
Book Chapter
Swanson, D. (2015). Frames of Ubuntu: (Re)framing an ethical education. In H. Smits, & R. Naqvi (Eds.), Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope". Peter Lang International Academic Publishers

Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience (2015)
Journal Article
Swanson, D. M. (2015). Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience. Journal of Critical Southern Studies, 3, 96-118

Via the evocation of a lived narrative related to witnessing Middle Eastern refugees’ attempts at entering into the European Union in September 2015, I draw connections between the political, ethical, spiritual and embodied, recognising their always-... Read More about Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience.