Index

Citation

(2021), "Index", Kumar, M. and Welikala, T. (Ed.) Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems, Emerald Publishing Limited, Leeds, pp. 299-310. https://doi.org/10.1108/978-1-80043-006-820211025

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Emerald Publishing Limited

---

INDEX

Note: Page numbers followed by “n” indicate notes.

Aboriginal Being

, 54–55

Aboriginal Knowledge Systems

, 27

Aboriginal methodological framework

, 210

Aboriginal Peoples

, 55, 60–61

Aboriginal Protection Act

, 56, 59

Aboriginal spirituality

, 48

Aboriginal students in visual arts

, 210

collaboration

, 219

contemporary historical influence

, 220–221

curriculum inclusivity

, 217–218

findings

, 215–217

interculturality

, 219–220

literature review

, 210–213

methodological framework

, 214–215

protocols of understanding

, 218

standpoint

, 213–214

study

, 214

welcome or acknowledgement to country

, 218–219

Academic literacy

, 135

perspectives of self in higher education

, 137–138

Academic socialization approach

, 137–138

Academic teaching and research

, 140–141

Access to COVID-19 Tools (ACT), 264n2

Action

, 100

Action-theoretical approaches

, 101

A-cultural becoming process

, 285

Addiction management

, 54

Affective attributes

, 264

African diaspora

, 225–226

Agency

, 100, 103

Agentive role in higher education

, 262–263

Aggiornamento

, 98

Ahimsa

, 241

Analects

, 112–113

Anathema

, 178

Andragogy

, 231

Anglosphere

, 100, 103, 105

Anthropocene

, 97

Anthropology

, 69, 74, 205

Association

, 102, 174

Australia

Chinese Gen Z Studying in

, 110

Chinese international students

, 115–119

Confucian legacy in current Chinese education system

, 113–114

human habitus and interculturality

, 109–111

idea of self-cultivation

, 111–113

Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)

, 34

Authorial self-reflexivity

, 262

Authoring process

, 142

Authority

, 58, 85, 113–114, 117–118

Autoethnographic analysis

, 138

Autoethnographical methodological framework

, 262

Autoethnography

, 68, 136, 263

Autonomy

, 187

Awareness, Authenticity and Autonomy principle (AAA principle)

, 142

Axiological needs

, 103

Bantu Philosophy

, 99

Becoming

, 67, 70–72, 97, 271, 175

Behaviour

, 102

Being

, 2–3, 12–13, 47, 67–68, 97, 103, 251, 271

agentive role

, 35–36

to be learning

, 28–29

in cultures

, 26

educationally mobile teacher

, 69–70

human

, 7

in indigenous knowledge systems

, 26

in intercultural spaces

, 134

and interculturality

, 13–16

interculturality new knowledge systems and

, 16–18

introduction and contextualisation

, 26

learned knowledge

, 30–35

learning progressing

, 29–30

in pain

, 147

positioning and methodological standpoint

, 26–27

study

, 27–28

and wholistic education

, 61

world in our classrooms

, 68–69

Belonging

, 67, 72

belongingness as lived experience

, 161–163

global health citizenships

, 73–74

in higher education

, 159

interculturality

, 160–161

interculturality as explanatory lens

, 163–165

modes

, 200–201

mutual learning and medical pluralism

, 74–75

student narratives of belongingness

, 166–169

teaching spaces

, 72–73

UNSDG

, 159–160

Belongingness

, 161

in higher education context

, 161–162

inclusive curricula, educator competences and student agency

, 162–163

as lived experience

, 161

student narratives of

, 166–169

Bildung

, 70

Black Africans, 226n2

Black Lives Matter movement

, 251–252

Borderlands Cooperative

, 96

Borders

, 68

Boston Consulting Group

, 271

Boundaries

, 68

Britzman’s concept of difficult knowledge

, 82

Buddha

, 178

Burgher, 128n5

Caltura Catcherry

, 127

Cartesian duality

, 5

Catholic Workers Movement

, 98

Chinese Gen Z Studying in Australia

Chinese international students

, 115–119

confucian Legacy in current Chinese education system

, 113–114

human habitus and interculturality

, 109–111

idea of self-cultivation

, 111–113

Chinese international students

, 115–119

Chinese learner

, 115

Chineseness

, 115

Chorus baila

, 128

Chronotope

, 136

Citizen

, 86

Civil society, Portuguese impact on

, 126–127

Civilisatory impact of colonisation

, 99

Cogito

, 176

Collective endeavour

, 230–231

Colonial encounters

, 1, 14

Colonial rule

, 126

Colonial Western education

, 228

Colonialism

, 1

Coloniality

, 176

of Being

, 173

Colonisation

, 55, 59

Coloniser

, 284

Coming to know process

, 179

Commercialisation of higher education

, 173

Communicating/communication

, 69, 149

Communion

, 102

Community Based Delivery Model

, 212

Community/communities

, 200–201

community-based literary texts

, 80

in Congo

, 98

development

, 54, 99–100

learning

, 60

of practice

, 198

Complexity thinking

, 135

Comprehensive internationalisation

, 276

Conflict

, 124

Conflicted affinities

, 276–277

Confronting values

, 74

Confucian classics place

, 112

Confucian teaching

, 112, 114

Confucian tradition believes

, 117–118

Confucian-heritage cultures

, 115–116

Confucianism

, 114, 116

Connection

, 54, 55–56

connecting disconnected

, 59

Consciousness raising

, 100

Constructive alignment

, 72

Constructivist framework

, 277

Contemporary theories

, 153

Contested teaching practices

, 83–84

Contextualised assessments

, 160

Council of Europe (CoE)

, 161

COVAX, 264n2

Co-vid (see COVID-19)

COVID-19

, 2, 262

backstory to COVID-19 pandemic

, 263–265

flipping of normality

, 270–271

impact in higher education

, 262

pandemic

, 66

theoretical and methodological framework

, 262

Creative nonfiction

, 186

Critical approach

, 138, 174

Critical literacy

, 137

Critical ontological framework

, 80

Critical ontology

, 89

Critical pedagogy

, 88

Critical social analysis

, 70

Critical thinking

, 187

Cross–cultural

communication

, 173

dialogue

, 173

learning

, 4

translation

, 102

Crossing of borders

, 265–269

Cultural/culture

, 5, 97, 105, 110, 135, 173, 187, 202–204, 276

awareness

, 213–214

of borderlessness

, 283

and community

, 30, 32–33

competency

, 173

difference

, 3, 6, 174

dimensions

, 111

diversity

, 109

and interculturality

, 173–175

relativist

, 99

scripts

, 277

tradition

, 110

traits on domestic life

, 127

values

, 70

Culturality

, 1

of other

, 5–6

Curriculum

design in plurilingual context

, 141–142

formal

, 166–167

hidden

, 168–169

inclusivity

, 217–218

informal

, 167–168

Daisaku Ikeda

, 239

Deborah Padfield (DP)

, 15, 150–152

DeCentred experience

, 186

breaking through to new old world

, 189–191

competing narratives of research

, 187–188

competing worlds

, 191–193

small culture formation on go

, 193–194

travelling to ‘A Western University’

, 186–187

Decision-making process

, 9

Decolonial love

, 173

Decoloniality

, 255

Decolonisation

, 1, 59, 67

Democracy

, 86

Department of Education and Training (DET)

, 213

Desirous pedagogy

, 88–89

Developing countries

, 99

Development

, 100

Dhamma

, 178

Dharma

, 239

Dialogic agentive positioning

, 30

Dialogic approach

, 141

Dialogical Self Theory (DST)

, 136

Dialogism

, 137

Dialogue

theory

, 135

trans-positioning through

, 142–143

Difference, disparity, disadvantage, dysfunction and deprivation (5D Data)

, 60

Differential meanings

, 105

Directness

, 203

Disciplines

, 68, 113–114

Disconnection

, 54

connecting disconnected

, 59

Diverging pedagogical culture

, 286

Diversity

, 173

cultural

, 109–110

in Sri Lankan society

, 128

Doctor of Philosophy (PhD)

, 42

Dreaming

, 60

Dream–time

, 60

EBSCOhost

, 226

Education

, 70, 134

pedagogy

, 82

Education for Sustainable Development (ESD)

, 70, 243

Educator(s)

, 67

competences

, 162–163

Emotions

, 74

Engagement modes

, 204–205

English

, 80, 97, 201

English Medium Instruction

, 198

Epistemic injustice

, 255

Epistemic reciprocity

, 249, 255

Epistemic shift

culture and interculturality

, 173–175

idea of interculturality

, 173

non–self concept

, 178–179

philosophy of other

, 178

polarised self and other

, 175–178

self–other distinction embedded in interculturality

, 172

Epistemicide

, 255

Epistemological racism

, 255–256

Epistemology

, 253

Equality

, 173

Equity as standards for behaviour

, 165

Ergonagy

, 231

Estado da India

, 127

Ethical essentialisms

, 48

Ethics

, 44

Excluding

, 97

Exclusivity

, 1

Existential needs

, 103

Experience

, 96

Experiential knowledge

, 49

Explanatory models

, 153

Falsehood

, 100

Feeling of trepidation

, 267

Feelings matter

, 263, 266

Feitorias (trading posts)

, 125

Feminist

, 46

knowledge of systematic racism

, 43

Fictionalisation

, 199

Filiality

, 112, 113–114

Financial sustainability

, 270

Fine Art teaching

, 155

Flipping of normality

, 270–271

Formal curriculum

, 166–167

Fortalezas (fortresses)

, 125

Foucauldian perspectives

, 46

Fragmentation

, 101

Frankfurt School

, 101

Functional interculturality

, 281–282

Functionalist approach

, 174

Fuzzy context

, 276

Gademerian fusion of horizons

, 174

Gandhi, Mohandas Karamchand

, 238

challenging epistemic assumptions and suggestions for practice

, 245–246

and moral leader

, 238–240

pedagogical approach to learning for global citizenship based on study of Gandhi

, 243–245

political creativity and bold collective action

, 240–243

Ganma theory

, 50

Gao kao

, 113–114, 119

Garawa People

, 55

Garma refers

, 48

Gauthama Buddha

, 178

GCE (see Global Citizenship Education (GCED))

Generic meanings

, 105

Global Alliance for Vaccines and Immunisation (Gavi), 264n2

Global citizenship

, 173

Global Citizenship Education (GCED)

, 238

Global health citizenships

, 73–74

Global learning skills

, 279

Global literacies in plurilingual context

, 141–142

Globalisation

, 4, 180, 276

Google Scholar

, 226

Graduate School of Education

, 253

Habitus

, 262, 263–264, 268

Happiness

, 243–244

Health

, 66

Heutagogy

, 231

Hidden curriculum

, 168–169

Hierarchical meanings

, 105

Higher degree research (HDR)

, 44

Higher education (HE), 198 (see also University education)

academic literacy perspectives and (trans)positioning of ‘self’ in

, 137–138

belongingness in higher education context

, 161–162

commercialisation of

, 173

images and participatory methods within

, 154–155

interculturality in

, 3

internationalisation of

, 173

practitioner

, 249

skill culture in

, 173

teachers

, 278

Higher education institutions (HEIs)

, 109, 160

Historical narratives

, 129

Historicality of other

, 231

Historio–political concept

, 30–31

Homogenisation

, 45–46

Host national cultures

, 278

Human becoming

, 178

Human habitus concept

, 109–111

Human Scale approach

, 103

Humanism

, 239

Humility

, 71

Hybridity

, 192

Ideal–typical modes of relating

, 102

Identification

, 1

Identity politics

, 105

Ideological becoming

, 135

Ideologies

, 135, 239

Images within higher education

, 154–155

Inclusion

, 4–5, 173

Inclusive curricula

, 162–163

Inclusive internationalisation

, 276

Inclusive learning environments

, 160

Inclusivity

, 1, 249

Incommensurability

, 48–49

Indian Institute of Technology (IIT)

, 269

Indigenous epistemology

, 49

Indigenous knowledge

, 9, 45, 82

Indigenous Knowledge Systems

, 2–3, 29, 210, 214

agentive role

, 35–36

to be learning

, 28–29

being in

, 26

introduction and contextualisation

, 26

learned knowledge

, 30–35

learning progressing

, 29–30

positioning and methodological standpoint

, 26–27

study

, 27–28

Indigenous Languages and Arts programs (ILA programs)

, 212

Indigenous literary texts

, 80

Indigenous peoples

, 8–9, 46

Indigenous philosophies

, 228–229

Indigenous research

, 42

appropriation

, 47–48

homogenisation

, 45–46

incommensurability and metaphorisation

, 48–49

knowledge

, 49–50

positioning

, 42–44

story telling

, 46–47

Indigenous sovereignty

, 44

Indigenous standpoint theory

, 43

Indigenous Visual Arts Industry Support (IVAIS)

, 212

Indirect social work

, 104

Individual professional academics

, 199

Individualism

, 187

Individualist criticality

, 187–188

Informal curriculum

, 167–168

Information technology

, 276

Innovative visual methods

, 153

Insiders

, 200

Institutional cultures

, 278

Institutional strategic frameworks

, 173

Institutionalised values

, 66

Integrated English curriculum in Kenya

, 81

Intellectual–professional environment

, 103–104

Intercultural

, 4

being

, 136–137, 139–140

challenging epistemic assumptions and suggestions for practice

, 245–246

competency

, 173

education

, 174–175, 238

and moral leader

, 238–240

paradigm

, 277, 279

pedagogical approach to learning for global citizenship based on study of Gandhi

, 243–245

perspectives on education for citizenship

, 238

political creativity and bold collective action

, 240–243

scaffolding

, 101

teamwork

, 168–169

translation

, 102

understanding

, 136

Interculturality

, 3–5, 6–7, 96, 106, 109–111, 160–161, 163–164, 219–220, 251

being, new knowledge systems and

, 16–18

being and

, 13–16

culture and

, 173–175

equity and respect as standards for behaviour

, 165

as explanatory lens

, 163

of other

, 5–6

outcomesm

, 164

as process

, 165

self–other distinction embedded in

, 172

in Sri Lankan society

, 128

Interculturality, conceptualising

, 15, 174

International Association of Building Companions (IBO)

, 98

International Federation of Social Workers (IFSW)

, 228

International Institute for Higher Education in Latin America and Caribbean (IESALC)

, 270

International Labour Organisation (ILO)

, 9

International students, revenue and

, 268–269

Internationalisation

, 1, 4–5, 276

analytical process

, 198–199

belonging modes

, 200–201

cooperative cultures

, 205–206

culture

, 202–204

of curriculum

, 160

engagement modes

, 204–205

in higher education

, 70, 173, 276

language

, 201–202

process

, 199–200

questions for participants

, 208

Interpolation

, 42, 46–47

Interprofessional interactions

, 67

Intersensoriality

, 179

Intra–cultural understandings

, 102

Kaffrinha

, 128

Kenya Institute of Curriculum Development (KICD) (see Kenya Institute of Education (KIE))

Kenya Institute of Education (KIE)

, 82–83

Kenyan higher education

, 80

Knowledge

, 135, 249

systems

, 129, 270

Language

, 28, 96, 135, 201–202

Portuguese impact on

, 127–128

Languaging

, 96

Learning

, 1, 111, 230–231, 265–268

to be

, 238

to do

, 238

and everyday life

, 229–230

for global citizenship

, 243–245

to know

, 238

progressing

, 29–30

space

, 54

Liminality

, 282

Lingua franca

, 96–97

Linguistic border

, 98

Linguistic pluralism

, 98

Listening

, 69

Lived experience

, 161

belongingness as

, 161–163

Macrolevel framework

, 263–265

Management Systems

, 268

Manikay, 48

Manufactured difference

, 6

effective engagement with alterity

, 7–8

interculturality

, 6–7

Margins

, 191–192

Marrung Plan

, 213

Marxism

, 102

Mary Wickenden (MW)

, 150

Master’s degree in Public Health (MPH)

, 69

Matrix

, 103

Medical pluralism

, 74–75

Mesolevel framework

, 265–269

Metaphor

, 50

Metaphorisation

, 48–49

Methodological approach

, 54–55

Microlevel framework

, 270–271

Midiru People

, 55

Ministry of Education Science and Technology (MEST)

, 82

More Knowledgeable Other (MKO)

, 142

Multicultural higher education

, 134

Multicultural learning spaces

, 67

Multicultural paradigm

, 277, 279

Multicultural pedagogic paradigm

, 280

Multiculturalism

, 4

Multilingual higher education

, 134

Multilingual learning spaces

, 67

Multilingualism

, 96–98

Mutual learning

, 74–75

Nādagama

, 128

Naming

, 30, 31–32

Narrative approach

, 277

within participatory orientation

, 278

National Assessment and Accreditation Council (NAAC)

, 160

National Ethics Application Form (NEAF)

, 35

National Health and Medical Research Council (NHMRC)

, 35

Neo–liberal agenda

, 279, 283

Neo–liberal rationality

, 276

New knowledge systems

, 8–12, 251

being, interculturality and

, 16–18

New millennium (Gen Z)

, 110

Non–self concept

, 178–179

Non–indigenous researchers

, 42

Non–violence (see Ahimsa)

Non–Western modes

, 46

Normality, flipping of

, 270–271

One size fits all approach

, 166–167

Ontology

, 253

Oral tradition

, 30, 33, 42

Other

, 172, 175

polarised

, 175–178

Otherness

, 136

Outsideness

, 136

Outsiders

, 200

Pain

, 146–147

alternative routes to knowledge creation

, 153–154

being in

, 147

images and participatory methods within higher education

, 154–155

participatory methods and reflexive turn

, 147–148

visualising pain project in Delhi, India

, 148–153

Participatory creative workshop

, 150

Participatory methods

, 147–148, 153

within higher education

, 154–155

Pedagogical approach to learning

, 243–245

Pedagogical paradigms

changing pedagogical relationships

, 284–285

intercultural pedagogic paradigm

, 281–282

multicultural pedagogic paradigm

, 280

post–cultural paradigm

, 282–284

in relation to culture

, 279–280

Pedagogical positioning

academic literacy perspectives and (trans)positioning of ‘self’

, 137–138

academic teaching and research

, 140–141

autoethnographic analysis and discussion

, 138

education

, 134

global literacies and curriculum design in plurilingual context

, 141–142

PhD journey as springboard

, 138–140

theoretical and methodological frameworks

, 135–137

trans–positioning through dialogue

, 142–143

Pedagogical volatility

, 285

Pedagogy

, 160, 231, 270–271

desirous

, 88–89

education

, 82

Perpendicular pronoun, 96n1

Personal transformations

, 70–72

Personcentred’types of conversations

, 148

PhD journey as springboard

, 138–140

Phenomenology

, 102

Photo elicitation techniques

, 147

Photograph

, 154

Plurilingual higher education, 134 (see also Higher education (HE))

global literacies and curriculum design in plurilingual context

, 141–142

Polarised self and other

, 175–178

Political determinants of health

, 66

Politics

, 230–231

Portuguese

impact on civil society

, 126–127

impact on language and literature

, 127–128

impact on religion

, 126

recognising Portuguese legacy

, 128–129

impact of trade on Sri Lankan economy and culture

, 125–126

Positioning

, 42–44, 139

Positivism

, 97, 102

Postcolonial Kenyan education

, 80

Postcolonialism

, 1, 59

Post–cultural paradigm

, 277, 279, 282–284

Post–cultural pedagogical paradigm

changing pedagogical relationships

, 284–285

conflicted affinities

, 276–277

intercultural pedagogic paradigm

, 281–282

multicultural pedagogic paradigm

, 280

pedagogical paradigms comparison

, 286

pedagogical paradigms in relation to culture

, 279–280

post–cultural paradigm

, 282–284

studies and key findings

, 277

Western cognitive hegemony

, 275–276

Post–cultural spaces

, 285

Practical systematicity

, 268

Praxis

, 96

Primo Search

, 226

Professions

, 68

Programmed disconnection

, 54, 56–59

Protocols

, 30, 34

of understanding

, 218

Proximity

, 165

Public education

, 86

Quality of Education

, 70, 159–160

Quampie methodology

, 61

Rationally developed institutions

, 239

Reciprocal exchanges of national cultures

, 276

Recognition

, 186, 190

Reflection

, 148

Reflective analysis

, 34

Reflective interculturality

, 281–282

Reflexive turn

, 147–148, 155

Reflexivity

, 61, 148

Relatedness theory

, 214

Relational knowledge

, 49

Relational objectivity

, 48

Relationality

, 30, 34, 46–48, 100, 135

Relationally saturated culture

, 98–99

Religion, Portuguese impact on

, 126

Respect

, 71

as standards for behaviour

, 165

Responsible internationalisation

, 276

Revenue and international students

, 268–269

Salt March (see Satyagraha)

Sanga

, 178

SARiHE project

, 252

Satyagraha

, 240–241, 244

Scaffolding

, 96

School of Education

, 253

Self

, 172, 175

polarised

, 175–178

self–direction

, 187

self–awareness

, 115

self–cultivation

, 111–113

self–identification

, 115

self–knowledge

, 230–231

self–other bifurcation

, 172

self–other dichotomy

, 177

self–reflexivity

, 54, 59

Selfhood

, 135

pedagogical process

, 88

Semantic network of meanings

, 153

Semi–structured interviews

, 199

Shared knowledge

, 30, 34

Shifting identities

, 282

Situational circumstance

, 267

Situational trepidation

, 267

Skill culture in higher education

, 173

Skill–based technological and academic learning

, 268

Skills–based approach

, 137

Social determinants of health

, 66

Social essentialism

, 174

Social groups

, 174

Social justice

, 4–5, 238

Social philosophy

, 102

Social support

, 167–168

Social theory

, 102

Social work

education for African background students

, 232

teaching

, 228

Ubuntu relevance to

, 224–225

Sociocultural plurality in Sri Lanka

historical backdrop

, 124–125

impact on civil society

, 126–127

Portuguese impact of trade on Sri Lankan economy and culture

, 125–126

Portuguese impact on language and literature

, 127–128

Portuguese impact on religion

, 126

recognising Portuguese legacy

, 128–129

Socio–economic dynamics

, 285

Sociology

, 102

of absence

, 3

Soka

, 243

Solipsism

, 176

Stark realisation

, 266

Story telling

, 42, 46–47, 70

Storytaking

, 70

‘Strands of knowledge’ framework

, 262

Structural–functionalist approach

, 102

Students

, 55

agency

, 162–163

experience

, 173

formal curriculum

, 166–167

hidden curriculum

, 168–169

informal curriculum

, 167–168

narratives of belongingness

, 166

Superdiversity

, 69

Suspicion

, 174

Sustainability

, 4–5

Sustainable Development Goals (SDGs)

, 243

SDG 4

, 73, 243

Swedish Foundation for International Cooperation in Research and Higher Education (STINT), 65fn

Tacit Explicit

, 55

Teacher Education

, 55

Teacherly self, perception and construction of

, 85–86

Teachers

, 114

Teaching

, 1, 70, 265–268

contested teaching practices

, 83–84

desirous pedagogy

, 88–89

dilemmas in

, 87

indigenous texts in Kenya

, 81–83

literary texts in Kenya

, 80

perception and construction of teacherly self

, 85–86

of selfhood

, 84

social work

, 228

spaces

, 68, 72–73

theory and practice in

, 84–85

Teaching spaces

adopting transgressive approach

, 67–68

becoming

, 70–72

being

, 68–70

belonging

, 72–75

university teachers in global health and intercultural education

, 66–67

Technical and Further Education (TAFE)

, 213

Terra nullius

, 48

Tertiary education

, 100

Theatre of oppressed techniques

, 153

Thematic analysis

, 278

Third space pedagogy

, 138

Togetherness

, 263

Tombos

, 127

Torres Strait Islander Peoples

, 60–61

Torres Strait Islander students in visual arts

, 210

collaboration

, 219

contemporary historical influence

, 220–221

curriculum inclusivity

, 217–218

findings

, 215–217

interculturality

, 219–220

literature review

, 210–213

methodological framework

, 214–215

protocols of understanding

, 218

standpoint

, 213–214

study

, 214

welcome or acknowledgement to country

, 218–219

Training Tool

, 54, 55

Trans–cultural learnings

, 102

Transdisciplinary theory

, 96

Transgressing boundaries

, 70

Transgressive approach, adopting

, 67–68

Translanguaging, rich space for

, 140–141

Transnationalism

, 4

Trans–positioning

, 136

through dialogue

, 142–143

of self in higher education

, 137–138

Tsunesaburo Makiguchi

, 243

Tuppahi

, 127

Two–layered approach

, 263

Ubuntu

, 224, 254

African diaspora

, 225–226

indigenous philosophies

, 228–229

learning, politics, collective endeavour and self-knowledge

, 230–231

learning and everyday life

, 229–230

methodology

, 226–227

relevance to social work

, 224–225

social work

, 232–233

social work education for African background students

, 232

teaching social work

, 228

and Ubuntugogy

, 227–228, 231

Ubuntugogy

, 224, 231

Ubuntu and

, 227–228

UN 2030 Agenda for Sustainable Development

, 70

Unhomeliness

, 253

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 6, 238

United Nations Sustainable Development Goal 4 (UNSDG)

, 159–160

University education, 265 (see also Wholistic education)

revenue and international students

, 268–269

teaching and learning

, 265–268

Vada baila

, 128

Value–creating global citizenship education

, 243

Verbal method

, 153

Victorian Aboriginal Education Association Incorporated (VAEAI)

, 213

Victorian Curriculum Assessment Authority (VCAA)

, 213

Violence

, 124

Virtual mobility

, 276

Visual arts

, 210

Visual images for communicating pain

, 149

Visualising Pain Project in Delhi, India

, 148–153

Vocational Education Training sector (VET)

, 54

Ways of Being

, 214, 216, 250

Ways of Doing

, 215, 217

Ways of Knowing

, 214, 215–216

Welltanschauung

, 129

Western metaphors

, 50

White complicity

, 255

Whiteness

, 254–256

Wholistic education

, 54, 59–61

being and

, 61

World Economic Forum

, 271

World Health Organisation (WHO)

, 264

Writing process

, 250–251

Yarning circle

, 34

Youth unemployment

, 271

Zone of Proximal Development

, 268

Zones of absence

, 3

Zoom (software program)

, 266