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An editorial discusses the opportunities and challenges in open and online learning, particularly focusing on the use of Open Educational Resources (OERs) in education. It mentions various research papers in this issue, including topics like open pedagogy, quality of OER repositories, the effectiveness of OERs on student performance, faculty awareness and ethical concerns about OERs and the challenges faced by the Nepal Open University in implementing online learning.

This archive report discusses the files contained in EAA Rowse's papers in the University of Edinburgh's Centre for Research Collections. Rowse was a leading figure in planning education in mid-century Britain who is nevertheless somewhat peripheral in the intellectual history of planning. The article gives a brief biographical overview and analyses the key themes present in the archive, namely Rowse's anxiety about the future and his belief in planning as the only way to avoid a potentially species-ending catastrophe. It contextualizes some of his ideas and examines his conceptualization of the 'composite mind' through a close analysis of the various notes and reports in the archive. [ABSTRACT FROM AUTHOR]

Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies – the Monash Q Project and the University of Newcastle's Quality Teaching Rounds Project – to explore educators' patterns of engagement with research. The combination of these studies provides data from a larger and more diverse sample (n = 774) than other recent Australian studies, and integrates insights from direct and indirect approaches to investigating educators' research engagement. The analysis highlights several common themes associated with educators' research use including: the perceived credibility of different sources; the relevance and usability of research; and affordances of access to research and time to use it well in practice. Newer and more nuanced insights include: the interrelationships between collaborative and directed research use; the need for research to be convenient in terms of access and usability; the role of trusted colleagues in helping to bridge gaps between research and practice; and educators' distrust of research itself. The paper argues that these insights provide important cues as to how systems and school leaders can help educators to increase and improve their use of research in practice. [ABSTRACT FROM AUTHOR]

This paper is a comment on Björn Sahlberg's paper on the function of training analysis in the Swedish psychoanalytic association and discusses some aspects of the candidates' personal analysis and supervision. The paper further suggests some possible sources for inspiration and perspective on organizational and educational issues, for example taking an interest in the epistemology of professions, in what the concept of 'reflection-in-action' could mean in the training situation, or in empirical research about the educational models and the practice of psychoanalysis. [ABSTRACT FROM AUTHOR]

Assistive technology (AT) is a powerful enabler of participation. The World Health Organization’s Global Collaboration on Assistive Technology (GATE) programme is actively working towards access to assistive technology for all. Developed through collaborative work as a part of the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit, this position paper provides a “state of the science” view of AT users, conceptualized as “People” within the set of GATE strategic “P”s. People are at the core of policy, products, personnel and provision. AT is an interface between the person and the life they would like to lead. People’s preferences, perspectives and goals are fundamental to defining and determining the success of AT. Maximizing the impact of AT in enabling participation requires an individualized and holistic understanding of the value and meaning of AT for the individual, taking a universal model perspective, focusing on the person, in context, and then considering the condition and/or the technology. This paper aims to situate and emphasize people at the centre of AT systems: we highlight personal meanings and perspectives on AT use and consider the role of advocacy, empowerment and co-design in developing and driving AT processes. [ABSTRACT FROM AUTHOR]

Increased awareness, interest and use of assistive technology (AT) presents substantial opportunities for many citizens to become, or continue being, meaningful participants in society. However, there is a significant shortfall between the need for and provision of AT, and this is patterned by a range of social, demographic and structural factors. To seize the opportunity that assistive technology offers, regional, national and sub-national assistive technology policies are urgently required. This paper was developed for and through discussion at the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit; organized under the auspices of the World Health Organization’s Global Collaboration on Assistive Technology (GATE) program. It outlines some of the key principles that AT polices should address and recognizes that AT policy should be tailored to the realities of the contexts and resources available. AT policy should be developed as a part of the evolution of related policy across a number of different sectors and should have clear and direct links to AT as mediators and moderators for achieving the Sustainable Development Goals. The consultation process, development and implementation of policy should be fully inclusive of AT users, and their representative organizations, be across the lifespan, and imbued with a strong systems-thinking ethos. Six barriers are identified which funnel and diminish access to AT and are addressed systematically within this paper. We illustrate an example of good practice through a case study of AT services in Norway, and we note the challenges experienced in less well-resourced settings. A number of economic factors relating to AT and economic arguments for promoting AT use are also discussed. To address policy-development the importance of active citizenship and advocacy, the need to find mechanisms to scale up good community practices to a higher level, and the importance of political engagement for the policy process, are highlighted. Policy should be evidence-informed and allowed for evidence-making; however, it is important to account for other factors within the given context in order for policy to be practical, authentic and actionable. Implications for Rehabilitation: The development of policy in the area of asssitive technology is important to provide an overarching vision and outline resourcing priorities. This paper identifies some of the key themes that should be addressed when developing or revising assistive technology policy. Each country should establish a National Assistive Technology policy and develop a theory of change for its implementation. [ABSTRACT FROM AUTHOR]

This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation. [ABSTRACT FROM AUTHOR]

In this theoretical paper, I bring together work on structural, racial, and affective gaslighting to turn attention to 'affective injustice' as a distinct kind of injustice suffered by victims of racial gaslighting in educational settings. Under this conceptual framework, it is possible to explore how education spaces facilitate racial gaslighting as a form of affective injustice – from the intentional prejudices of individuals (students and educators) to the unconscious biases and insidious norms that allow the production of racialized practices and pathologize students and educators of color for their resistance against white supremacy. I argue that a social and political theory of racial gaslighting in education offers an opportunity to identify and analyze how gaslighting mobilizes racialized stereotypes and structural inequalities to perpetuate affective injustice against marginalized educators and students. The paper concludes with a discussion of the theoretical and pedagogical implications of examining racial gaslighting in education. [ABSTRACT FROM AUTHOR]

Architectural education shares much in common with engineering, including the use of a culminating capstone experience in the final year. The form of this experience varies, with the research-based thesis and final-year project being most common. This paper explores the literature on traditions of enquiry and the meaning of research in various fields and the evolution of the 'thesis' and 'final year project' approaches over time. It then briefly summarises empirical research conducted on a case study institution struggling to bridge gaps in understandings of these distinct forms of learning and teaching. Throughout, the paper presents a comprehensive set of diagrams to explain various paradigms and positions on research and design education. These diagrams depict processes used in architecture, engineering, and natural sciences to conduct research and generate designs. A new model is proffered to help unify competing conceptions of the final year project and thesis, for the case study institution and beyond. [ABSTRACT FROM AUTHOR]

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. [ABSTRACT FROM AUTHOR]

As the international community attempts to unite to combat climate change, American party politics could hardly be more divided on this issue. This paper offers an additional explanation for how US congressional politics on environmental policy has polarized: the ongoing education realignment in American party politics. As the Democratic Party increasingly relies on college-educated voters and the opposite is true for the Republican Party, this can affect the parties' positions on environmental policy based on public opinion research which finds a positive relationship between education and pro-environment attitudes. Using League of Conservation Voters legislative scorecards from 1983 to 2020, this paper finds the education realignment contributed to the removal of pro-environment Republicans and anti-environment Democrats in Congress in recent decades; and this primarily occurred through elite replacement rather than conversion. [ABSTRACT FROM AUTHOR]

The Internet of Things is shifting the way people interact with each other, the way people interact with objects, and the way objects interact with each other. This reality is creating a new paradigm, where the world becomes more interconnected. In the field of Education, we are at the beginning of understanding the profound transformation that IoT can bring to teaching and learning, namely the exploitation of these technologies as a teaching resource. Despite different approaches, there seems to be a consensus regarding its transformative potential, especially when we think about the concept of hypersituation. This paper presents the main results relating to the teachers’ perception of an IoT-based learning environment supported by a low-cost and open-source IoT device and a set of didactic guides to approach curricular contents of the 7th grade in Portugal. Regarding the organization of the paper, firstly an introductory contextualization is presented, where IoT challenges and potentialities in education are highlighted. After that, we present the followed methodology during the research described. Finally, the results and conclusions, where the perceptions of the involved teachers, regarding the use of IoT technologies in the described contexts are shown and explained. [ABSTRACT FROM AUTHOR]

Based on the analysis of the life histories of buraku women in the latter half of the 20th century, this paper explores the empowering potential of literacy classes and other educational activities. The paper focuses on the case study of Yamamoto Eiko, a woman born in the pre-war period in a poor buraku family in Kyoto who dedicated her adult life to the literacy movement and education. To have a deeper understanding of how multiple, interconnected factors such as buraku discrimination, poverty and gender have impacted buraku women’s life experiences, the paper adopts an intersectional perspective to look at education as a specific field of discrimination. I argue that literacy can become a tool for empowerment both on a personal level, making women more independent and raising their self-esteem, and on a societal level because it allowed them to participate more actively in the liberation movement and advocate for women’s needs. Still, buraku women’s experiences reveal the deep-rooted patriarchal social structure inside buraku communities and the gender discrimination they encountered inside the liberation movement itself. [ABSTRACT FROM AUTHOR]

Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger teachers who are keen to be mobile, recent studies have begun to examine the short-term as a feature of precarity and the precaritisation of international schooling. This paper adds to this small but growing body of scholarship by focusing on contract non-renewal as a form of international school precarity. In order to explore this issue, this paper utilises autoethnography, drawing on the author's experiences of contract renewal in an internationalised school in Shanghai, as well as interviews with two participants. Whilst the author's experiences of precarity as a foreign teacher in China were characterised by vulnerability and discrimination, his positionality as a white, British male teacher enabled him to negotiate contract non-renewal relatively easily, something that women teachers or minority groups might be unable to do due to the differential nature of precarity. Despite being privileged, white male international school teachers must still negotiate contractual employment and diminished white-skin privilege. This paper goes some way to bringing into focus white male teachers' "precarious privilege". [ABSTRACT FROM AUTHOR]

Language technology tools provide a promising way to teach, share, retain, and curate under-resourced language learning materials in community. The inclusion of language teachers working with communities increases the potential for designed tools to be adopted by those groups. However, there is little research concerning the adaptation of tools designed with one community to other languages. To identify the implications for such scalability, we ran workshops with the ‘Record and Write’ tool, developed as a versatile format for collection, curation, and use of under-resourced language learning materials in community. The process enabled teachers of languages with varying availability of teaching materials to reflect on some of the embedded complexities of adapting the tool to their context. This paper critically reflects on the design process of the tool and design lessons learned relating to language governance, the reflection of culture in database tools, conversational learning support, and differentiated needs for grammatical accuracy and annotation. Methodologically, the paper proposes a reflexive lens on co-design in cross-cultural contexts, identifying some of the latent assumptions embedded in technologies that emerge when tools are transposed to different language and learning contexts. [ABSTRACT FROM AUTHOR]

This paper seeks to address the wider questions of populism and its seeming contemporary rise within the specific context of the Philippines, regarding education. Starting from the assumption that neither politics nor education sits above cultures or spaces autonomously acting upon them but instead emerges with/because/against particularities; after a brief overview of populism, I explore the conceptual characteristics in context. This is informed from my own experiences of living and researching in the Philippines, including experience of the Mindanao conflict but also the failure of liberalism in the Philippines more generally, the failure of western education to 'develop' the nation and the reactions that led to the populists rise of Duterte. The paper offers an understanding of the complexities of populism and offers some hope to how education can meet the challenge through a specific example of critical participatory community education. [ABSTRACT FROM AUTHOR]

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH. The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of the grant of the ‘Scheduled Tribe’ status to the Gujjars of Jammu and Kashmir. We interacted with community members in order to understand their views. The article is based on these responses, supplemented by inputs from published government reports and other secondary studies, and is an attempt to produce a nuanced understanding of the true import of reservation for the Gujjars. We seek to understand whether the affirmative action undertaken to protect the community has produced the desired level of shift in the community’s marginal status in the erstwhile state of Jammu and Kashmir. The paper contends that the efficacy of affirmative action is not ensured by the duration of such measures, but by the presence of a robust political will to implement the same. In the case of the Gujjars, the success of these measures has been minimal on account of the tardy manner of enactment of the same. [ABSTRACT FROM AUTHOR]

This paper examines ChatGPT’s capability in evaluating educational learning outcomes, investigating its effectiveness in assessing SMART criteria alignment and identifying the presence of fundamental components. The hypothesis posits that ChatGPT can proficiently accomplish these tasks, offering potential benefits to educational design and assessment processes. Through exemplar learning outcomes, the study showcases ChatGPT’s ability to discern SMART criteria alignment. Furthermore, it demonstrates ChatGPT’s competence in identifying the fundamental components, substantiated by cogent explanations. The analysis underscores the congruence between ChatGPT’s evaluations and human assessors’ judgements, underscoring its potential utility in educational quality assurance. Implications for educational practice emphasise ChatGPT’s potential to assist educators in formulating effective learning objectives, meeting SMART criteria and encapsulating crucial components. While ChatGPT’s capabilities are promising, human expertise remains vital for nuanced evaluation. In conclusion, this paper illuminates ChatGPT’s role in shaping educational outcomes and encourages further exploration into AI’s potential impact on educational processes. [ABSTRACT FROM AUTHOR]

This paper examines the persistent, growing popularity of Canadian French immersion (FI) programmes. Critics charge that FI programmes are elitist, diverting already limited resources from other areas of the education system. We begin with a brief overview of the benefits of FI in Canada and enrolment trends. Next, sources of FI-related inequality – lack of access, transportation costs, funding issues and types of learners most likely to enrol in FI – are scrutinised. Then, available evidence is weighed for and against the charges of FI elitism. Lastly, demand for FI is viewed through a Bourdieusian social reproduction lens to understand the persistence of socio-economic status (SES) inequalities. The paper concludes that higher SES parents are more likely to have the inclination (parentocratic habitus) and resources (economic, social, and cultural capital) to enrol their children in, and benefit from, FI. The paradox of publicly funded FI education in Canada is that as long as demand outstrips supply the benefits will continue to be unequally distributed. The result is a stalemate between proponents and critics, with each camp's solution – whether it be making FI universally available or removing it completely from the public purse – bound to meet with stiff opposition. [ABSTRACT FROM AUTHOR]

Inspired by Said's concept of exile, Camus' 1947 novel The Plague, and testimonies from our students, this paper explores the striking similarities between experiences of exile and the COVID-19 pandemic. Both exile and the pandemic are seen as intrusive forces causing rupture and discontinuity in one's life at the physical, psychological and socio-cultural levels. This paper demonstrates that for many Palestinians – including us and our students – the pandemic manifests what Freud termed 'repetition compulsion'. That is, many of our students interpret the detrimental and precarious impact of the pandemic as a complex form of exile, a nuanced understanding that blends a historical, communal memory of displacement with a present, universal crisis. This paper further explains that the themes of exile and displacement in Camus' The Plague provide us and our students with a focal point to examine the striking, albeit anachronistic, similarities between the pandemic caused by Israeli occupation and the COVID-19 virus. This uncanny relationship between the pandemic and exile is further substantiated by the fact that the pandemic has provided cover, or at least distraction, for the escalation of oppressive political actions, thus deepening the entrenchment of a physical and psychological 'exile' for Palestinians. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

This paper analyses the Chinese party-state's production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences' identities and insecurities. It focuses this analysis on education texts in China's post-2012 'de-extremification' and 're-education' campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs' own visibility strategies in global advocacy counter the party-state's imagery by centring their lives and experiences. The article shows how these strategies can be used as resources for teaching about Chinese politics and society. [ABSTRACT FROM AUTHOR]

In 2015, The Truth and Reconciliation Report (TRC) was released in Canada, outlining 94 Calls to Action which, include pushing Canadian post-secondary institutions to ethically engage Indigenous communities and knowledge systems. This paper seeks to respond to the TRC by offering a spatial analysis of the differences, broadly conceived, between Indigenous and western ontological structures. We consider these differences in terms of 'circles and lines' through a novice, settler understanding of how Mi'kmaw concepts of etuaptmumk (two-eyed seeing), netukulimk (conservation laws) and m'sɨt No'kmaq (all our relations) can be brought to support decolonial teaching and learning about such important and urgent matters as climate change. A related goal in this paper is pedagogic: we hope our own ambivalent learning here can be used as an example to reflect deeply on how settlers like us might/should/can't work with the ethical, political, and practical challenges of responding to the TRC in our research, involving, and considering Indigenous ways of knowing and being. [ABSTRACT FROM AUTHOR]

The Covid-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences of eight Polish complementary school heads, focusing on their response to lockdown and the measures they took to provide online learning through the year. The paper also examines how changing lockdown policies impacted the running of their schools. Key findings suggest a creative approach was taken to learning, and that students were eager to respond. Meanwhile, there was increasing cooperation between different schools and support from external organisations. However, the challenges of online learning were also highlighted. Additionally, heads expressed concern about student retention and recruitment, and the potential long-term effects on their school. There was also discussion about the position of complementary schools within the broader education system. The paper argues that these findings highlight questions of inequality between the complementary and mainstream sectors, which has been exacerbated by the pandemic. [ABSTRACT FROM AUTHOR]

Political impetuses for raising the professional status of the careers sector in England have spanned more than a decade, driving an assiduous pursuit for professionalisation linked to the training and upskilling of its workforce. This paper builds on previous work by the authors and explores the necessity, and integration of theory for practice through the delivery of a training programme for adult career advisers to meet the requirements of units from the Qualification Curriculum Framework (QCF) Diploma 6 in Career Guidance and Development. The findings indicate that successful careers pedagogy should accommodate trainers' reflexivity and their theoretical stance(s). The integration of theory and reflection offers a powerful lens through which practice can be developed, supporting career advisers and trainers to engage in reflexive and reflective learning. The paper offers an original insight into the pedagogic approaches utilised and their effectiveness from both career advisers and trainer's perspectives. [ABSTRACT FROM AUTHOR]

This paper focuses on a specific aspect of the emergence of psychology and psychiatry as scientific disciplines in the late eighteenth and early nineteenth centuries. It examines how psychological knowledge, which was scattered across different fields of knowledge such as philosophy and anthropology, as well as medical subfields such as physiology, pathology and state medicine, was filtered into medical education in three medical faculties of the Habsburg Monarchy: Vienna, Prague and Pest. As education was the primary arena of producing authoritative medical knowledge, the three institutions played a key role in the transfers of knowledge within the Monarchy and in shaping 'official' medical practices acknowledged by the state. These in turn could be used to validate different measures to normalize or optimize its population. Through the lens of education and the underlying tension between the different approaches to psychological knowledge that constituted a type of 'arcane knowledge' in the period, with fluid and often dubious boundaries and questionable applicability, the article points at the epistemological uncertainty and transitory nature of the psychological field. The paper also looks at how it was nevertheless integrated into medical education with varying success by the 1840s as part of the professionalization of psychiatry and with the pronounced aim of training specialists who could cooperate in creating functioning spaces for the mad where they could not only be kept, but also normalized and (re)integrated into society. [ABSTRACT FROM AUTHOR]

The paper discusses repair as valuable for thinking about and acting towards sustainable human development. Repair asks us to take account of intersections of past, present, and reimagined futures; the end is becoming and being full human beings with dignity, attentive to the lives of others and to what Achille Mbembe calls the "living world". We seek to repair that which is valuable to us, while also setting aside what cannot be fixed (for example colonialism and apartheid). The concept of repair is proposed as a lens to think about some disrepair challenges facing development: the enduring effects of history on justice, skewed global knowledge relations, and racism. The ideas are then applied to the space of education. A repair praxis framework is proposed based on four overlapping dimensions: conviviality as incompleteness; advancing epistemic freedoms; fostering transformational learning; and, spaces of dialogue and participation. The paper concludes with an example of renaming the world to repair the world and finally reminds us that we should pay attention to who we are with others, to what we repair, and to the kind of ancestors we choose to be for future generations. [ABSTRACT FROM AUTHOR]

This paper presents Paulo Freire (1921-1997), on the centenary of his birth in 2021, as a global icon in education, whose actions, reflections and writings, as well as dialogues and talks, occurred against the background of an ever globalising world. To quote Martin Carnoy on a text concerning globalisation, published two years following Freire's demise, processes of globalisation have intensified and acquired new meaning through advances in information technology which render production, cultural manifestations and education ever more synchronised on a planetary scale in real time. Drawing on Walter Kohan, I examine the notion of Freire as an itinerant educator, educationist and intellectual. The paper then explores the nature of hegemonic globalisation against which he struggled in his later years, until the time of his death. All this, I argue, renders him a global intellectual in a globalising world. [ABSTRACT FROM AUTHOR]

Intercreativity is a phenomenon with significant social, cultural and educational implications in the postdigital era. Its meaning refers to the fact of solving problems and making a collective production. However –in a historical and philosophical context that has led to the rise and importance of knowledge production– intercreativity is a phenomenon insufficiently analysed. Searching a variety of interdisciplinary databases, this paper summarises a systematic review conducted among 49 scientific publications that mentioned the term intercreativity and associated it to other theoretical concepts. The period of time covered was 2002–2021 and peer-review papers in Spanish and English languages were collected following the PRISMA checklist and flow diagram. The results suggest that applying intercreative strategies in education is crucial in a social context where participation and communication are essential and in which education moves to digital spaces that are by nature open and cooperative. Not restricted only to digital environments, the nature of these spaces tends to support the intercreative practices as well as the values derived from it. Intercreativity in education entails an intersubjective production of knowledge, collaborative strategies and the development of critical pedagogies that position digital education as a vehicle for social transformation towards solidarity and community. [ABSTRACT FROM AUTHOR]

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others' ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads. [ABSTRACT FROM AUTHOR]

Assessment is an essential part of aphasia management. There are many tools available for aphasia assessment, but relatively scant attention has been paid to how speech pathologists carry out their assessment sessions, or how these sessions are experienced by people with aphasia and their families. The evidence that is available suggests that people with aphasia do not always understand the purposes of the assessments they undertake or receive much useful feedback on their performance. Connections between adult learning and aphasia therapy are being made more explicit, such as through the Life Participation Approach to Aphasia, but the potential for a relationship between adult learning and aphasia assessment has not yet been fully recognised. This paper aims to stimulate thinking to improve current aphasia assessment practices. It uses an adult learning lens and explores theoretical approaches underpinning assessment in adult education contexts. In this commentary paper, we summarise the current, dominant practices around aphasia assessment and then briefly review evidence-based recommended practice for assessment in higher and professional education. We explore useful parallels between the two fields and discuss how we might reassess assessment in aphasia rehabilitation. Aphasia assessments have greater potential to be therapeutic than we currently assume. Ideas from adult education are useful to challenge clinicians to reconsider aspects of their practice. Assessments can be a powerful motivator for learning and engagement in therapy. Through a greater focus on formative and sustainable assessment, and changed feedback practices, there are opportunities to capitalise more fully on the potential for learning during these sessions. Attention to the rich development of ideas about assessment in education is a useful way to challenge our assumptions and perhaps prepare our clients with aphasia for a more productive and sustainable learning journey to support their recovery. [ABSTRACT FROM AUTHOR]

Objectives: This literature review seeks to identify based on the current literature how the burden of disease for IBD patients manifests itself as this cohort transitions simultaneously from pediatric to adult care and from secondary to post-secondary education. Methods: This paper reviews the current literature regarding postsecondary students with IBD and provides a summary of research regarding key factors in their quality of experience. The research was conducted through databases including Taylor & Francis, PubMed, as well as searches via Google Scholar. Results: Over the course of this search, thirty-three relevant studies were identified. These studies addressed the themes outlined in this paper, including academic performance, social adaptation, transition of care, as well as overall transition to a postsecondary institution. Each of these is further broken down to identify specific determinants of IBD student experience. Conclusions: Although students with IBD can demonstrate resilience and adaptive behavior, the evidence suggests there are significant limitations impacting their perceived experience. The barriers IBD students face impact their ability to experience postsecondary education as they intend to, forcing them to adjust in adaptive or maladaptive manners. This review also attempts to generate possible solutions to specific barriers identified from current research, generating directions of action for students, physicians, and academic supports. [ABSTRACT FROM AUTHOR]

This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind. [ABSTRACT FROM AUTHOR]

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution – which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach – which entails ways through which access to education can be delivered through the lens of equity – will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential. [ABSTRACT FROM AUTHOR]

Private tutoring participation is increasing in several developing countries, and this expansion has attracted the interest of scholars spanning disciplines of economics, sociology and history. This paper presents a theoretical model of private tutoring demand. The model incorporates the household and school characteristics in a developing country context and demonstrates the source of gender gaps in access to private tutoring. Using a recent database from India and employing a hurdle model approach, the paper also provides estimates of the drivers of private tutoring participation and spending for pre-secondary students. Our results indicate evidence of gender gaps in private tutoring access, and that the socio-economic profile of a student is positively correlated with tutoring demand. Further, school quality indicators are negatively correlated with tutoring participation, suggesting that students at 'better' schools rely less on tutoring. Overall, the findings suggest that tutoring demand is influenced by a mix of demand-side (household, community drivers) and supply-side (school quality and learning environment) factors. The results bring into focus the equity implications of tutoring growth and the need to improve school quality in order to reduce the dependence on private tutoring. [ABSTRACT FROM AUTHOR]

The role of organisational culture in supporting organisational outcomes is well documented in the further education (FE) sector within the UK. The benefits of a strong and unifying culture are recognised as having a positive impact on staff and students. However, a cultural institutional dichotomy has been acknowledged between the business and educational needs of colleges within the FE sector since the advent of incorporation in 1993. This paper utilised an interpretive, hermeneutical approach to analyse the perceptions of principals, middle leaders and teachers, within three general further education colleges (GFECs) in England to determine if that dichotomy exists in their current operating environment. The paper concludes that while there are elements of a clash of business and education ideals, general further education college (GFEC) culture has moved beyond the narrative of being corporate and driven solely by the concept of performativity. The article contributes to the ongoing debate on FE purpose and establishes the importance of aligning macro and subcultures into a set of professional working practices within GFECs to support positive student outcomes. [ABSTRACT FROM AUTHOR]

The author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004–2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors’ regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest. [ABSTRACT FROM AUTHOR]

The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children’s skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from Shanghai-China. Moreover, by considering children’s responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond. [ABSTRACT FROM PUBLISHER]

Due to the proliferation of information available online and through academic libraries, students are increasingly reading from the screen. Academic documents can be long and complex, requiring sustained concentration to read deeply. This paper reviews current literature on the advantages and disadvantages of electronic and paper media for academic reading. Theoretical and empirical research into screen reading in academic institutions falls broadly into the following categories; reading and comprehension theory, the effect of a document’s platform, design and tools on reading, and screen versus paper research studies. These categories inform and provide the structure for this review. This paper concludes by considering how academic librarians can manage their collections and deliver library services in response to recent screen reading research. This overview of the literature on reading theory, the platforms and tools integral to reading electronic documents, and screen versus paper reading research, will enable academic librarians to make more informed collection management and library service decisions. [ABSTRACT FROM PUBLISHER]

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory. [ABSTRACT FROM PUBLISHER]

In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

School inspections are a common feature of many education systems. These may be informed by quantitative background data about schools. It is recognised that there are pros and cons of using such quantitative information as part of the inspection process, though these have rarely been succinctly set out. This paper seeks to fill this gap by presenting arguments both for and against the use of quantitative data in informing school inspections. We argue that while quantitative data provide objective information about important outcomes, their usefulness is limited somewhat by a range of factors including missing data, small sample sizes, the creation of perverse incentives, and the fact that most readily available measures capture aspects other than school quality. We conclude by discussing how the Office for Standards in Education, Children's Services and Skills (Ofsted) – the school inspectorate in England – currently makes the trade-off between these pros and cons. [ABSTRACT FROM AUTHOR]

Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many factors can influence EFL teachers of older adults' teaching performance and its perception. Pre-service (presumably inexperienced U3A EFL teachers) and in-service teachers (experienced U3A EFL) were teaching EFL to selected older adults (aged from 64 to 75 years) at the Karkonosze University of Applied Sciences in Jelenia Góra, Poland, U3A. Their teaching Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many facting performance factors list. By utilizing a critical foreign language geragogy and a strengths-based approach inspired by positive psychology, the research emphasized the role of general teaching experience and/or age-targeted teaching experience. And it led to validating the desirable teaching performance factors as factors that defined U3A EFL teaching performance as successful and positively evaluated by given older adult learners, i.e. on a small scale. Based on a qualitative comparative exploratory study, the paper analyses how to approach teaching EFL to older adult learners at a University of the Third Age(U3A). It aimed to design a desirable U3A EFL teaching performance and to validate it on a small scale. It focused mainly on what role teaching experience and official educational study path play. A comparison is made between pre-service (presumably non-experienced U3A EFL teachers) and in-service teachers' (experienced U3A EFL teachers) teaching performance at one selected U3A EFL course and its attendees (aged 64 to 75 years). The study revealed that positively perceived (and successful) teaching performance needs to involve, among others, the following factors: establishing a friendly atmosphere, adjusting materials to the target group and the tempo, becoming partners with learners, and being sensitive to their limitations and barriers and respectful to their wishes and needs. However, within researched countries, pre-service teachers are not being prepared to teach older adults in their formal education path. The teachers' experience plays high role in the ability to adapt and adjust, however the foreign language enjoyment perceived by older adults is universal. It was perceived at both variants, i.e. at pre- as well as in-service teachers' teaching performance. [ABSTRACT FROM AUTHOR]

Background: Counseling is a part of the scope of practice for speech-language pathologists (SLPs), however training has been inconsistent across programs. Students, clinical fellows, and practicing SLPs alike report feeling under-prepared to address the counseling needs of clients and their families. Research evidence about counseling training and practices specific to addressing the psychological well-being of individuals with aphasia and their families is even more limited. While practicing SLPs feel confident and prepared to address communication-specific interventions for aphasia, they feel ill prepared to address the counseling needs that arise on a regular basis. Aims: The present investigation was part of a two-part investigation that included an online survey to practicing SLPs throughout the United States (US) and follow-up interviews with a subgroup of those participants. This paper addresses the counseling practice interview portion and addresses two research questions: How confident do SLPs feel using counseling with individuals with aphasia? To what extent are SLPs implementing counseling in practice with individuals with aphasia and their family members? Methods & Procedures: Eight practicing SLPs who participated in the part 1 counseling practices survey agreed to participate in the part 2 counseling practices intervention. They varied by years of practice, region of practice, and practice setting (acute, subacute, and chronic). Participants engaged in the Counseling Practices Interview (CPI) via the BlueJeans video conferencing application. Interviews were transcribed and coded qualitatively using open and axial coding methods. Multiple rounds of iterative coding were conducted to ensure rigor and coding stability. Outcomes & Results: Multiple rounds of coding resulted in the following overarching themes: confidence in aphasia-specific skills/ techniques, SLPs encounter emotional and psychosocial discussions regularly, confidence with educational counseling, not prepared for psychosocial adjustment counseling, taking the perspective of individuals with aphasia and their family, referrals/ interprofessional practices and scope of practice issues, and SLP self-care. SLPs reported a clear difference between knowledge and skills for which they feel prepared and confident, versus addressing psychological well-being of individuals with aphasia and understanding practice boundaries. Conclusions: SLPs recognize the importance of counseling skills for working with individuals with aphasia because counseling moments arise regularly. They use a variety of techniques but lack intentionality and specialised training. Academic training was deemed to be inadequate in scope and instructional methods. Postacademic training was identified as hard to access but useful. SLPs reported a lack of clarify on scope of practice, practice boundaries, and referrals. [ABSTRACT FROM AUTHOR]

This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that convivencias− the coexistence necessary for creating relationships in the field − are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the convivencias I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x chidlren's literture and librarianship's history. Convivencias across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. Convivencias across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The conceptualization of convivencias across space and time emerged as a CRFM tool that aims to center seldomly documented narratives of activism essential for fostering connections, cultivating community memories, and nuancing historical educational research. [ABSTRACT FROM AUTHOR]

The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers. [ABSTRACT FROM AUTHOR]

Support for EU membership has long been an important topic of study. Individual-level research shows that winners of globalisation, including the higher educated, express greater EU support as they profit from economic and cultural conditions resulting from European integration. Recent context-focused work suggests that individuals in 'left-behind' places are less supportive of EU integration because of their home regions' weaker long-term economic conditions. This paper brings these two research strands into conversation with each other by examining how the relationship between EU support and individual-level education is contingent on subnational economic conditions. Using harmonised Eurobarometer data from almost 750,000 respondents spanning 2004–2019, combined with subnational economic data from 201 European regions, we find no evidence that subnational economic conditions influence the relationship between EU support and respondents' education level. At the same time, when cross-sectionally comparing long-term differences between regions, we find that EU support is positively related to regional GDP per capita (though unrelated to regional unemployment), among both the higher and lower educated, and especially in the post-Great Recession period. Longitudinally, EU support is positively related to declining regional unemployment, both among the higher and lower educated, but not to increasing regional GDP per capita. [ABSTRACT FROM AUTHOR]

The paper presents a framework for school guidance in the twenty-first century that focuses the guidance approach, on promoting lifelong learning and takes into account the impact of VUCA (volatility, uncertainty, complexity, and ambiguity). It outlines the goals, objectives, and key players involved in guidance approach and provides a structured approach based on six levels: actors, devices, practices, main issues, objectives, and general aim. Four types of practices are defined to address four main societal objectives, which are linked to current challenges facing society. The framework aims to provide a tool for schools to implement and structure an educational approach to guidance. [ABSTRACT FROM AUTHOR]