Scherto R. Gill – författare

Measurement-based assessment has dominated our educational systems at the expense of the learning and the well-being of students and teachers. In this book, Gergen and Gill propose a radical alternative to this broken system, which is based instead on an inspirational conception of schools as sites of collective meaning-making and a relational orientation to evaluation. The authors acknowledge that it is within the process of relating that the world comes to be meaningful for us, and equally, learning and well-being are embedded in relational process, which testing and grades undermine. Providing detailed illustrations using cases from pioneering schools around the globe at both the primary and secondary level, this book demonstrates how a relational orientation to evaluation in education can enhance learning processes, foster students' engagement, vitalize relationships, and elevate the evaluation of teaching and the school as a whole. Featuring collaborative learning, dialogic pedagogy, and flexible curricula, relational evaluation truly speaks to the demands of a rapidly changing world.

This book examines how historical injustices, especially enslavement, colonialism, and systemic racism, continue to impact societies today. Drawing on global case studies, from the legacies of transatlantic slavery and colonialism in the Americas to Indigenous experiences of reconciliation in Canada, racial healing initiatives in the United States, and community intergenerational dialogues in Africa, it explores how past traumas are transmitted across generations, shaping contemporary inequalities.The authors argue that addressing these enduring harms requires collective healing, involving processes of acknowledging the wounds, truth-telling, reparations, reconciliation, and inclusive dialogue across diverse generations and communities. Innovative frameworks presented include “Emotional Justice”, which emphasizes relational well-being and narrative transformation, and “intergenerational dialogue and inquiry” that reaffirms human dignity and restores traditional wisdom and communal resilience. The book also introduces ideas of “healing architecture” and “politics of dignity” that outline structural features of a just society, showing how institutions can be intentionally designed to respect the equal intrinsic value of all persons, nurture social justice, and foster collective well-being.Gathering interdisciplinary perspectives and renowned global scholars in one volume, the book offers practical strategies and hopeful narratives that demonstrate how societies can move from entrenched division towards communal healing and shared flourishing. It is an essential resource for anyone interested in creating more just, empathetic, and inclusive societies in our increasingly interconnected world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 International license.

This book examines how historical injustices, especially enslavement, colonialism, and systemic racism, continue to impact societies today. Drawing on global case studies, from the legacies of transatlantic slavery and colonialism in the Americas to Indigenous experiences of reconciliation in Canada, racial healing initiatives in the United States, and community intergenerational dialogues in Africa, it explores how past traumas are transmitted across generations, shaping contemporary inequalities.The authors argue that addressing these enduring harms requires collective healing, involving processes of acknowledging the wounds, truth-telling, reparations, reconciliation, and inclusive dialogue across diverse generations and communities. Innovative frameworks presented include “Emotional Justice”, which emphasizes relational well-being and narrative transformation, and “intergenerational dialogue and inquiry” that reaffirms human dignity and restores traditional wisdom and communal resilience. The book also introduces ideas of “healing architecture” and “politics of dignity” that outline structural features of a just society, showing how institutions can be intentionally designed to respect the equal intrinsic value of all persons, nurture social justice, and foster collective well-being.Gathering interdisciplinary perspectives and renowned global scholars in one volume, the book offers practical strategies and hopeful narratives that demonstrate how societies can move from entrenched division towards communal healing and shared flourishing. It is an essential resource for anyone interested in creating more just, empathetic, and inclusive societies in our increasingly interconnected world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 International license.

It is widely recognised that we are living through an ‘age of the narrative’. Many of the constituent disciplines in the social sciences resonate with this trend by using life history and narrative approaches and methods. As we move on from the modernist period which prioritised objectivity into the postmodern regard for subjectivity, this resort to narrative is likely to become more apparent and explicit in academic as well as social and commercial discourse.One aspect of this narrative form which is commonly overlooked is that of the pedagogic encounter. This is the phenomenon which is addressed by all narrative and biographical research. Fundamentally reflecting and examining the narrative of our lives in the process of learning, this book provides a series of studies and guidelines for what we have termed ‘narrative pedagogy.’ It presents a resource for an exploration of those narrative processes that can lead to meaningful change and development for individuals and groups within a learning environment and in life-learning. This focus on life history allows us to identify and support routes to learning within the narrative landscape of learners and through these pedagogic encounters.

It is widely recognised that we are living through an ‘age of the narrative’. Many of the constituent disciplines in the social sciences resonate with this trend by using life history and narrative approaches and methods. As we move on from the modernist period which prioritised objectivity into the postmodern regard for subjectivity, this resort to narrative is likely to become more apparent and explicit in academic as well as social and commercial discourse.One aspect of this narrative form which is commonly overlooked is that of the pedagogic encounter. This is the phenomenon which is addressed by all narrative and biographical research. Fundamentally reflecting and examining the narrative of our lives in the process of learning, this book provides a series of studies and guidelines for what we have termed ‘narrative pedagogy.’ It presents a resource for an exploration of those narrative processes that can lead to meaningful change and development for individuals and groups within a learning environment and in life-learning. This focus on life history allows us to identify and support routes to learning within the narrative landscape of learners and through these pedagogic encounters.

Ivor Goodson and Scherto Gill analyse and discuss a series of trans-disciplinary case studies from diverse cultures and argue that narrative is not only a rich and profound way for humans to make sense of their lives, but also in itself a process of pedagogical encounter, learning and transformation. As pedagogic sites, life narratives allow the individual to critically examine their ‘scripts’ for learning which are encapsulated in their thought processes, discourses, beliefs and values. Goodson and Gill show how narratives can help educators and students shift from a disenfranchised tradition to one of empowerment. This unique book brings together case studies of life narratives as an approach to learning and meaning-making in different disciplines and cultural settings, including teacher education, adult learning, (auto)biographical writing, psychotherapy, intercultural learning and community development. Educators, researchers and practitioners from diverse disciplines will find the case studies collected in this book helpful in expanding their understanding of the potential of narrative as a phenomenon, as methodology, and as pedagogy.