If we want to do justice to the Earth and its inhabitants, we must uphold regenerative and restorative pedagogy grounded in ethical and critical values, such as social justice, caring ethics, eco-critical views, and critical digital pedagogy. We have already devoted scientific publications to concepts of regenerative and restorative pedagogical approaches, critical and ethical global and planetary consciousness. To explore them further, we invite authors from the Global South and Global North to critically reconsider the theoretical and methodological approaches of their disciplines, as well as their practical applications, from the perspective of regenerative and restorative paradigms. This involves stepping out of one's comfort zone to bring multiple theoretical and methodological perspectives into dialogue.

Editors

• Obrillant Damus, Université de Sherbrooke (Canada)
• Emiliano Bosio. Toyo University (Japan)

Argument

The future of humanity and the planet depends, to a large extent, on the sense of responsibility, ontological-epistemic tolerance (Damus, 2021c), and thoughtful, sustainable action of people living in the countries of the Global North and Global South (Bosio, Torres & Gaudelli, 2024; Bosio & Waghid, 2022).

If we want to do justice to the Earth and its inhabitants (human and non-human), we must uphold regenerative and restorative pedagogy grounded in ethical and critical values, such as social justice, caring ethics, eco-critical views, and critical digital pedagogy (Bosio & Waghid, 2023; Bosio, Waghid, Papastephanou & McLaren, 2024).

Regenerative and restorative pedagogy involves methods and knowledge designed to rejuvenate ourselves, support others, and heal past and present harms, all with the goal of promoting human, ecological, and planetary consciousness development. It aims to minimize the processes that harm the self, other humans, and non-humans (Damus, 2024).

Developing and applying regenerative and restorative pedagogy involves reorienting the pedagogical focus towards fostering knowledge of interconnection and interdependence (Colonna, 2024), global and critical consciousness (Damus, 2023; Torres & Bosio, 2020), critical global citizenship (Giroux & Bosio, 2021), and ecological and eco-ethical awareness (Bosio & Gregorutti, 2023).

It requires becoming more aware of the negative effects of anthropogenic activities on nature, the planet, and humans — effects that have multiplied since the Anthropocene (Dirzo et al., 2014; Kolbert, 2015; Lewis & Maslin, 2015; Steffen et al., 2016; Tawil, 2022).

We have already devoted scientific publications to concepts of regenerative and restorative pedagogical approaches, critical and ethical global and planetary consciousness. These publications have been featured in academic journals, books, and edited volumes (see Damus, 2024; Giroux & Bosio, 2021; Torres & Bosio, 2020).

To explore them further, we invite authors from the Global South and Global North to critically reconsider the theoretical and methodological approaches of their disciplines, as well as their practical applications, from the perspective of regenerative and restorative paradigms. This involves stepping out of one's comfort zone to bring multiple theoretical and methodological perspectives into dialogue. Hence, we invite contributions exploring the following themes:

• Regenerative, restorative, ethical, and critical pedagogies for fostering planetary consciousness, critical global citizenship, empowering learners to question prevailing ideologies and social systems, while creating space for expanding perspectives.
• Emphasis on values-based regenerative, restorative, ethical, and critical methodologies and techniques.
• Encouragement of critical consciousness and ethical values to bridge classroom learning with real-life contexts and to deepen understanding of the interconnectedness of power and knowledge.
• Establishment of links between learning and social change across diverse social contexts, serving as a platform for regenerative and restorative intervention and facilitating the emergence of alternative democratic relationships.
• Challenge to dominant power structures through the revitalization of agency—philosophically, politically, and socially.

Deadlines

September 15, 2024:  Send a title and summary (400-500 words)

to Obrillant Damus, Obrillant.Damus@USherbrooke.ca ans Emiliano Bosio, bosio@toyo.jp.

March 15, 2025: Full draft of manuscript (6000-8000 words, 1,5 spacing, APA style)

Book chapters will be peer-reviewed. Publication of those selected is scheduled for the end of 2025.

Publishers

TBA

References

Bosio, E., Torres C.A., & Gaudelli W. (2024). Exploring values and knowledge in global citizenship education: Theoretical and empirical insights from scholars worldwide. Springer, UNESCO-IBE Prospects https://link.springer.com/journal/11125/volumes-and-issues/53-3

Bosio, E., Waghid, Y., Papastephanou, M., & McLaren, P. (2024). Critical and Creative Practices of Global Citizenship Education in the Digital Age of Information and Communication Technologies. SAGE, Journal of Creative Communications. https://doi.org/10.1177/09732586231211397

Bosio, E., & Waghid Y. (2023). Cultivating students' critical consciousness through global citizenship education: Six pedagogical priorities. Springer, UNESCO-IBE Prospects https://link.springer.com/article/10.1007/s11125-023-09652-x

Bosio, E., & Gregorutti, G. (Eds.) (2023). The Emergence of the Ethically Engaged University. Springer. Series: International and Development Education https://link.springer.com/book/9783031403118

Bosio, E., & Waghid Y. (Eds.) (2022). Global Citizenship Education in the Global South: Educators’ Perceptions and Practices. BRILL. Series: Moral Development and Citizenship Education https://brill.com/view/title/63195

Colonna, Angela (2024).  Embodied knowledge and communities of knowledge to cohabit the Earth. Prospects. https://doi.org/10.1007/s11125-024-09684-x.

Damus, Obrillant (2023a). « La educación para la concientización planetaria » (Planetary consciousness Education), in Damus, Obrillant, Giang, Chen, Duffé Montalván, Aura Luz, Sánchez-Antonio, Juan Carlos, Wulf, Christoph (dir.), Anthropologie des savoirs des Suds, n^o 1. Plaidoyer pour les pédagogies régénératrices et réparatrices. Sherbrooke (Canada) : Les Éditions de l’Université de Sherbrooke (ÉDUS), ISSN : 2817-4070, pp. 200–216, URI: http://hdl.handle.net/11143/20539, https://doi.org/10.17118/11143/20539.

Damus, O. (2024).  Regenerative and restorative pedagogy: The foundation of a new contract for cognitive justice. Prospects. https://doi.org/10.1007/s11125-024-09683-y.

Dirzo, R., Young, H. S., Galetti, M., Ceballos, G., Isaac, N. J. B., & Collen, B. (2014). Defaunation in the Anthropocene. Science, 345 (6195), 401–406. https:// doi. org/ 10. 1126/ science. 12518 17.

Giroux, H. A., & Bosio, E. (2021). Critical Pedagogy and Global Citizenship Education. In Emiliano Bosio (Ed.), Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education (pp. 1-10). Routledge: New York. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429346897-1/critical-pedagogy-global-citizenship-education-henry-giroux-emiliano-bosio

Nussbaum, M. (2020). Les émotions démocratiques. Comment former le citoyen du XXIe siècle [Democratic emotions: How to educate the citizen of the 21^st century]. Flammarion.

Torres, C.A., & Bosio, E. (2020). Global citizenship education at the crossroads: Globalization, global commons, common good, and critical consciousness. Prospects. https://doi.org/10.1007/s11125-019-09458-w.