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There could hardly have been a more influential twentieth-century philosophical essay than Elizabeth Anscombe's 'Modern moral philosophy', in which she condemned the prevailing and competing ethics of duty and utility of her day and urged moral philosophers to abandon the search for any general conception of 'morality' in favour of return to Aristotle's more particular focus on virtue and virtues as powers or qualities of good human character. While moral philosophers have not been slow to rally to this banner—with timely and useful attention to a wide range of character virtues—it was inevitable that moral educationalists would also soon turn towards understanding virtuous character to be a prime if not main concern of moral education. However, without denying that recent moral philosophical attention to virtue and virtues has been worthwhile, it is crucial to appreciate that in and of themselves such qualities mostly fall short of moral status and value and that some independent criterion of the moral cannot, as Anscombe recommended, be renounced. In this spirit, the present paper also attempts to comprehend such moral and educational significance by reference to interlinked concepts of love, knowledge and justice. [ABSTRACT FROM AUTHOR]

We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil's proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration. [ABSTRACT FROM AUTHOR]

This paper considers aspects of local academic knowledge generation in Uzbekistan by focusing on the mentor – mentee relations and the 'ustoz' and 'shogird' mindset of supervisees concerning their mentors. By doing so, it analyses how these perceptions may represent the challenge in improving the research quality among young Uzbek faculty members. Drawing on a survey of young university teachers, this study argues that the obstacles are not just policy-related but also cognitive and culture-related. This study uses a Critical Metaphor Analysis (CMA) to identify metaphors associated with the apprenticeship in Uzbekistan and how these relate to images and expectations of supervisors among supervisees in contemporary Uzbekistan. [ABSTRACT FROM AUTHOR]

This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of education on inequality using the recentered influence function regression and standard inequality measures. Results indicate that between 2005 and 2010, the returns to education declined from the 10th to the 50th percentiles, but increased at the upper tail of the distribution. Inequality is lower in the counterfactual education-equalising distribution, revealing the inequality increasing effect of education in the actual distribution. This implies that educational expansion widens inequality relative to educational equalisation. As such, policies that target disadvantaged groups in terms of educational attainment should be a key focus for policy interventions than educational expansion. [ABSTRACT FROM AUTHOR]

Falls are not a normal part of aging and pose a significant health risk to older adults. Physical therapists have a role in fall risk management. Preparation to manage falls varies across Doctor of Physical Therapy (DPT) curricula. This paper describes how six DPT programs integrated community-based fall prevention through the STOP (Screen one-Thousand Older adults to Prevent) Falls initiative. STOP Falls was collaboration among DPT faculty to integrate community-based fall risk screening into curricula using the Centers for Disease Control and Prevention Stopping Elderly Accidents, Deaths, and Injury (STEADI) initiative. Activities included screenings in nine different geriatric and clinical education courses, one interprofessional activity, and five service activities. Students reported benefits from participation and valued older adult interactions. Seven faculty, 228 students, and 27 community/clinical partners screened 605 older adults. Collaborative community-based fall prevention initiatives can be incorporated into DPT curricula. [ABSTRACT FROM AUTHOR]

This paper reflects historically and contemporaneously on the relationship between 'International Education and Development' actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within 'International Education and Development'. Theoretically, this work is underpinned by a critical application of the 'implicated subject', Rothberg's (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of 'victim and perpetrator' and recognise the way many others are 'implicated' in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as 'implicated subjects'. In the second part we explore two dimensions of EiE actors as 'implicated subjects': Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development. [ABSTRACT FROM AUTHOR]

This paper emerges from a set of questions about what it means pedagogically to undertake the paradoxical and difficult task of unlearning the emotional experience of imperialism. The analysis discusses the notion of ‘emotional imperialism’ and the various forms in might take; to do so, the author draws on concepts from affect theory (Reddy’s notion of ‘emotional regimes’) and decolonial theory (Fanon’s concept of ‘affective ankylosis’) to shed light on what emotional imperialism might involve in social and political life, including education. The analysis concludes with a discussion of the political, theoretical and pedagogical implications of ‘unlearning emotional imperialism’ in educational settings. It is argued that calls for undoing and unlearning emotional imperialism in education are an inseparable part of new onto-epistemological, affective and political imaginaries that aim to transform colonial violence into nonimperial ways of living in our common world. [ABSTRACT FROM AUTHOR]

Michael Young’s work has had a significant influence over UK education in recent years, both at a school and policy level, although, as Young’s contribution to this symposium notes, it has often been prone to misinterpretation. In this response, it will be argued that the work Young describes in his paper can be understood as part of a broader attempt to address three very real problems faced by teachers in their day to day practice: the problems of expertise, accessibility and motivation. Where the development of Young’s thinking since the 1970s is often characterized as a ‘turn’, the continuity between his earlier and later work will be highlighted. In the latter part of the response, Young’s use of the word ‘specialized’ will be analysed in order to highlight some of the conceptual confusion that remains around the process of specialization. It will be argued that the clearing up of such confusion is of crucial importance if Young’s vision of all students having access to specialized knowledge is to be realized. [ABSTRACT FROM AUTHOR]

Outdoor painted sculptures (OPSs) are a regular feature of public spaces and private collections throughout the world. Their painted finishes can appear deceptively simple, but their esthetic is a subtle combination of color, texture, and reflectance, making them challenging to care for and repair. OPSs are exposed to direct sunlight, rain, wind, pollutants, human interactions, and biological debris from plants and animals. Conservation of these artworks is a matter of preserving an artist’s esthetic intent, rather than the original paint system, which will inevitably need to be replaced. This paper discusses the development of the Getty Conservation Institute workshop Treatment Strategies for OPS, to develop skills in this specialized area of conservation. The full repainting of an artwork is expensive, laborious, logistically challenging, and includes the use of chemicals and processes with significant carbon footprints: improving the economic and environmental sustainability of these treatments has become imperative. The workshop teaches participants strategies that help stave off full repainting, such as working with specialized painters for lasting localized repairs, removing graffiti without altering the sculpture’s finish, and creating regular maintenance programs that help prevent deterioration. [ABSTRACT FROM AUTHOR]

The disappearance of the social gradient in fertility represents a paradigm shift that has called into question the validity of theories that predicted a decline in fertility with increased access to education and resources. Emerging theories have tried to explain this trend by highlighting a potential change in the fertility preferences of more educated couples. In this paper we add additional elements to this explanation. Using a computational modelling approach, we show that it is still possible to simulate the weakening social gradient in fertility, in the context of steady declines in family size preferences. Our results show that one of the key drivers of the change in the education–fertility relationship can be found in the transition to an increasingly regulated fertility regime. As the share of unplanned births decreases over time, the negative association between education and fertility weakens and the mechanisms that positively connect educational attainment with desired fertility become dominant. [ABSTRACT FROM AUTHOR]

In the post-Apartheid era South Africa's universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country's leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. [ABSTRACT FROM AUTHOR]

This paper details revalidation of a higher-order (HO) version of the Parental Attitudes Toward Inclusiveness Instrument (PATII), measuring parents' attitudes toward curricular inclusivity of gender and sexuality diversity. The 48-item scale includes two HO factors: Supports and Barriers, and one first-order factor: Parental Capability. Responses from parents of government-school students (N = 2093) provided evidence for scale reliability, validity, and measurement invariance. [ABSTRACT FROM AUTHOR]

Over the last decades, ecofeminist thought has moved into a 'fourth stage critical ecofeminism' (Gaard 2017, xvi), based on an understanding that humans are unavoidably part of a multifaceted and interconnected global ecosystem. This paper suggests that ecofeminist theory and practice can now grow further into a fifth stage: an era of expanded intersectionality that moves beyond the dualisms and hegemonies of neo-liberal patriarchal and colonial capitalist structures that can limit ecofeminist theorizing and material practice. This fifth stage must be based on an amalgamation of engaged theory, education, and activism, grounded in ancient wisdom and with the understanding that all material-discursive phenomena are interconnected. For this next era of ecofeminism, the terms intraconnectivism and intraconnective education (Siegel 2022) are proposed. Intraconnectivism offers a bridge that connects past theoretical frameworks with ecofeminist presents. It can build a helpful theoretical pathway through and amongst the non-dualistic educational pedagogies that are needed at this time, as well as expand understanding of the role that gender and other identities can play in education. [ABSTRACT FROM AUTHOR]

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" Educational Management Administration & Leadership 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." Educational Review 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." Management in Education 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." Review of Education 5 (3): 267-307). [ABSTRACT FROM AUTHOR]

The term 'governance' is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance. [ABSTRACT FROM AUTHOR]

Girls' education has for many decades been central to the global development agenda, due to its positive impact on girls' health and wellbeing. In this paper, the authors revisit boys' attitudes, behaviours and norms related to girls' education, following the Samata intervention to prevent girls' school dropouts in Northern-Karnataka, South India. Data were collected from 20 boys in intervention villages before and after the intervention, and analysis was undertaken using a thematic-framework approach. Findings suggest that while boys did hold some attitudes and beliefs that supported girls' education and delayed-marriage, these remained within the framework of gender-inequitable norms concerning girls' marriageability, respectability/family-honour. Participants criticised peers who sought to jeopardise girls' respectability by teasing and community gossip about girls-boys' communication in public. Boys who rejected prevailing norms of masculinity were subjected to gossip, ridicule and violence by the community. Boys' attitudes and beliefs supported girls' education but were conditional on the maintenance of gendered hierarchies at household and interpersonal levels. Social norms concerning girls' honour, respectability and the role of boys as protectors/aggressors appeared to influence boys' response to girls' school dropouts. Future interventions aiming to address girls' education and marriage must invest time and resources to ensure that intervention components targeting boys are relevant, appropriate and effective. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between citizen satisfaction with the functioning of democracy and ideological congruence. We focus on how this relationship may vary by government type, paying attention to the conditioning effects of coalition governments' ideological make-up and individual-level education. Our analyses rely on harmonized survey data covering one million respondents in 28 countries over a 40-year period. We find limited evidence that the relationship between citizen satisfaction and ideological congruence is conditional on national government type. All coalitions are not, however, created equal. Comparing single-party governments to multi-party governments with different ideological compositions, we find striking differences, but only for the higher educated. While the negative relationship between citizen satisfaction and ideological incongruence is similar for lower-educated citizens in single-party and multi-party coalition settings (irrespective of cabinet composition), for the higher educated, the relationship weakens as a function of the ideological diversity of the coalition cabinet. [ABSTRACT FROM AUTHOR]

This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and planning (ELPP), and technological, pedagogical, and content knowledge (TPACK) framework to look into practices of one preschool teacher, Mrs K, in her quest to enact the mother tongue policy. Despite her 26 years of experience in teaching preschoolers, Mrs K had not received adequate training on teaching ICT, a new subject in the ECD curriculum. While at first glance, she appeared to be abiding by the policy, some of her lessons proved to be teacher-dominated, and the classroom dialogue formulaic thus undermining the all-pervading learner-centred pedagogy on which the new curriculum edifice was premised. The paper thus explores the complex interplay of knowledge of content, technology and pedagogy; experience; cognitive and other contextual factors in impacting teacher sense-making and enactment of the mother tongue policy in teaching ICT to pre-school learners. One major factor which appeared to be influencing teacher understanding of policy was lack of ICT content knowledge and knowledge of how to teach ICT using both English and MT. The policy reformers seemingly rushed to implement the curriculum without capacitating teachers on how to use the mother tongue to teach ICT at ECD level. The study thus proposes strategies for teacher professional development in ICT, particularly for resource-constrained environments. [ABSTRACT FROM AUTHOR]

The students’ socioeconomic background effect on the educational outcomes makes it more difficult to find real equality of opportunity within the educational system. In this paper, we analyse the relationship of career guidance at school with cognitive skills, and also with expectations and motivation for a sample of more than 188,000 15-year-old students in 29 different countries, using the OECD PISA 2018 data. We apply a propensity score matching procedure with a novel multilevel second stage. We provide novel evidence of the positive influence of career guidance on the variables of interest, but only for disadvantaged students. [ABSTRACT FROM AUTHOR]

This study reviews empirical studies on applying Multimodal Interactions in Virtual Reality (MIVR) environments in education. We selected 25 papers and reviewed them based on (1) educational research domains, (2) MIVR modalities, (3) MIVR devices/tools, and (4) the methodology and major findings. The results suggest that MIVR focused on language and mathematical science. The common modalities were Visual + Haptic and Visual + Auditory. The mature haptic feedback devices and Virtual Reality (VR) app have advantages in devices. In methodology and key findings, the participants were primarily from middle school and university; the duration of the studies commonly less than one day, and the number of participants were mostly less than 50; the research design more used quasi-experimental; the research methods were quantitative and mixed; the common data collection approaches were tests and questionnaires; scholars evaluated learners’ knowledge, skills development, learning experience, learning attitude, and opinion about the MIVR system. The advantages of MIVR in education include natural and real learning experiences, flexibility and efficiency in obtaining information etc., disadvantages were availability issues, cognitive load and personalized insufficiency. [ABSTRACT FROM AUTHOR]

This paper investigates the impact on Culturally and Linguistically Diverse (CALD) communities in Australia of government and community responses to the coronavirus pandemic of 2019 in the domains of education, employment, housing, social connectedness, and public health communication. Most of the examples are drawn from the state of New South Wales. In Australia, CALD refers to people from countries not classified as main English speaking. Most CALD communities reported in this article are from refugee backgrounds, are recently arrived migrants or do not use English in most of their communication. Inadequate, and in some instances, inappropriate or absent support, adversely impacts CALD communities. We used a multidisciplinary bricolage approach that draws on media, government, and community support publications and concluded that CALD communities experienced heightened pressures due to lower resource availability and poor communication. This led to disruption of support services, exposing gaps and vulnerability. The results reported here challenge Australian government, schools, community agencies, researchers to include proactively CALD community perspectives when planning and responding to such crises in future. Improving communication, pandemic response planning, addressing needs and ensuring participation are key considerations. [ABSTRACT FROM AUTHOR]

Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths’ perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions. [ABSTRACT FROM AUTHOR]

In today’s highly disruptive business environment, the development of a new set of specific key competencies is crucial for career and organizational success. Based on a survey study carried out within the context of the hospitality industry of Cyprus, this paper proposes a novel framework for competency development, grounded in the insights of hospitality industry professionals. The study addresses the gap in existing competency frameworks in light of recent technological advancements and sectoral restructuring. The proposed model encompasses six key core competency categories: communication, operational knowledge, cultural diversity, human resource management, leadership, and information technology; each integral to organizational performance and individual career success. The resulting framework offers invaluable guidance for educators, hospitality industry managers, and government institutions in designing effective educational programs, thereby equipping hospitality management graduates with the necessary competencies for a successful career in a turbulent digital globalized economic realm. [ABSTRACT FROM AUTHOR]

Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is growing recognition that educational institutions could do more to promote full flourishing for students, teachers, staff, society, and planet, but there has been relatively little attention to the role played by such social and moral ecologies in fostering this desired change. This paper argues that ecosystem stewards can inspire and lead educational institutions in this direction by loving more fully into being a cultural climate that promotes morally good forms of ecosystem-wide flourishing. This includes an exploration of a systems perspective in order to encourage a more intentional and skillful integration of healthy social and moral influences. [ABSTRACT FROM AUTHOR]

The world-wide COVID-19 pandemic significantly disrupted education, with school closures leading to a shift to remote learning. Existing and emerging research has shown that even a relatively short period of missed school has negative consequences for academic and social outcomes among children and young people, especially for those from more vulnerable families. While emerging research drawing on cross-sectional data has focussed on how the pandemic has affected immigrant youth, there is a paucity of longitudinal studies in this field. In this paper, we used the longitudinal Growing Up in Ireland study to investigate and analyse the wellbeing of migrant-origin 12-year-olds in Ireland during the COVID-19 pandemic. Our research shows that compared to their Irish peers, immigrant adolescents had poorer wellbeing, partly related to differences in family support for remote learning, in experiences of poor-quality interaction with peers and in levels of family strain. [ABSTRACT FROM AUTHOR]

The importance of Critical Thinking (CT), as a set of central competences for future and present citizens and as a prerequisite for a participative democratic life, is today beyond question. However, teachers seem relatively poorly equipped to teach CT, having both theoretical and methodological needs.In this paper, we examine how teachers’ practices and conceptualizations towards the implementation of CT have evolved during the first three years of an EU-financed collaborative teacher development project named CLAE (Critical Literacies and Awareness in Education (2017–2022)). We investigate a series of two interviews with 5 primary school teachers working in Norway (grades 5–7).Research findings show that teachers consider pupils’ involvement as a central prerequisite for the implementation of CT in practice. They also highlight two different ‘teaching paths’ among teachers when implementing CT. The first one emphasizes the development of dialogical activities, whereas the second one facilitates the development of metacognitive skills and awareness. These respective teaching paths do not oppose each other but constitute real complementary strategies through which teachers try to shape the class (the group of pupils) into an effective dialogic epistemic space. [ABSTRACT FROM AUTHOR]

The paper examines whether India's rapid economic growth and improving access to education has enabled young people to realise their aspirations and achieve social mobility. It critically evaluates the findings of various comparative studies on youth social mobility in India and elsewhere to understand the 'wall' or the barriers on movement into the upper levels of the labour market. It particularly notes the role of caste in reproducing class inequalities and enabling the hoarding of opportunity among the very few at the top in the urban economy. Upper caste membership enables educational, social and cultural capital that is used to claim merit and the castlessness of those that enjoy such caste privilege. It concludes by reflecting on how youth would respond to the 'wall', reflected in the limited nature of social mobility, and the possible ways in which they would cope with these challenges. [ABSTRACT FROM AUTHOR]

Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of 'ESD' did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and Erich Fromm's idea of 'to be' and argues that the focus of ESD needs to change from narrow behavioural outcomes to emancipating learners to ask critical questions, decide (without the influence of anonymous authority of capitalism) and engage in activities that allows them to develop an authentic relationship with their world. The article suggests that consistent opportunities (inside and outside the classroom) to reflect and question the 'having' mode and taking steps towards 'being' mode will address the problem of 'otherness' and contribute towards a more sustainable world. [ABSTRACT FROM AUTHOR]

This paper addresses the necessary complementarity between a translanguaging and named language-perspective by critically examining risks of 'overshooting' when a translanguaging view is theoretically posited as the ultimately superior (sociolinguistic) theory of language use and learning in today's multilingual world. [ABSTRACT FROM AUTHOR]

The present paper explores approaches to the classification of ethnic identity. In the framework of research on comparative classifications, we analyse the contextual factors that influence classification in Hungarian education. We compared the number of students who self-reported as Roma with the respective number reported by the school heads (as experts) and examined the discrepancies between the two indicators. We also examined whether there was a correlation between the estimation by the head of the school and the views and attitudes of the teaching staff and school heads. One important finding to emerge was the more than the twofold difference between the external classifications reported by individuals belonging to the majority population, and the students' self-identification. In other words, the school heads tended to overestimate the proportion of Roma students in their schools compared to the students' own self-identification, which was related to their pedagogical practices, beliefs, and commitment. In particular, school heads overestimated the proportion of Roma students in schools where teachers perceived that there were lower expectations and where teachers attributed school failure to cultural differences. [ABSTRACT FROM AUTHOR]

In this paper, we explore the use of Lego® Serious Play® (LSP) to support the mental health and wellbeing of children and young people (CYP) in an educational setting. It investigates how best to manage anxiety and facilitate a better understanding of the transition process whereby pupils move either between year groups, or to new schools. The study adopts a creative multi-sensory methodology whereby the focus is upon the Lego® and not the child. Data were collected in a UK junior school from four workshops, comprising sixty-four children, ranging between seven and eleven years old. Using the Lego® Serious Play® (LSP) method, preliminary results highlight four key overarching themes associated with child anxiety surrounding the school transition process. These are (i) places, (ii) pathways, (iii) programming and (iv) people. Wider implications for other age groups and other transition scenarios are explored. A series of remedies and solutions are proposed, and recommendations for further development of the method within an educational context are highlighted. In the leisure context, this study contributes to knowledge through a playful lens by using Lego® Serious Play® (LSP) as a creative methodology to highlight the unique interaction between leisure, education and mental health and wellbeing. [ABSTRACT FROM AUTHOR]

Formal education has all too often been portrayed as a means of achieving social and economic mobility, there is a need to address the unequal footing for adolescents in the Global South attempting to achieve social mobility through education. Drawing on ethnographic research conducted in Sri Lanka, this article considers the impact of upward mobility-driven discourses of the North on the type of aspirations formed by adolescents in the Global South, and the social implications that arise as a result. Through observation, interviews and focus groups carried out at a secondary school for girls and a private tuition centre in Sri Lanka, the paper considers the value given to private tuition compared to government-funded schooling. In doing so, it examines the implications of mobility-driven discourses on the schooling experiences of adolescents in the Global South, particularly the heightening of educational and social inequalities. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between conflict trajectories and years of schooling in India for girls and boys. It adopts propensity score matching methods on panel data from the India Human Development Survey (2004/05-2011/12) merged with conflict data from the South Asia Terrorism Portal. Conflict is measured according to the dynamic trajectory of Naxal violence-related fatalities at the district level, distinguishing areas of chronic conflict with those experiencing dynamism in conflict intensity over time. ATT estimates indicate that conflict is associated with a reduction in years of schooling for both genders, though relatively high for girls (by a quarter of a year for girls and by 0.16 of a year for boys), driven by large reductions in school accumulation for girls living in areas of chronic conflict. Results are consistent when adopting different methods, alternative measures of conflict fatalities, and accounting for other conflicts and selective migration. Examining transmission mechanisms suggest that household spending on girls' education may be de-prioritised amidst conflict, while conflict may also weaken or destroy school infrastructure. Results suggest that policy responses should prioritise girls' education in areas of chronic conflict, not only in 'fragile states' but in countries where conflict remains a subnational concern. [ABSTRACT FROM AUTHOR]

Dyslexia is likely one of the most misunderstood conditions impacting on educational outcomes at all levels, in and across all practice and intellectual domains. This paper discusses a project carried out by two qualified social workers, one an academic involved in teaching and assessing social work students, the other a doctoral student with a formal diagnosis of dyslexia and dyspraxia. The research involved nine social work students from three different universities who identified as having dyslexia. Semi-structured interviews were held in order to identify challenges experienced by participants as well as any strategies they used to ameliorate them. The data from the interviews were coded and analyzed, and the findings indicated a range and variety of experiences. Participants described feeling anxious and questioned their ability to study social work, both at university and on placement. Feelings of exhaustion were noted, which indicated the need to examine and potentially to rebalance educators' expectations across academic and practical roles, and to provide support for students to meet workload requirements particularly when on placement. Findings from the interviews were shared with academic staff and practice educators. Additionally, a "good practice" guide was produced to support educators in placement as well as in universities [ABSTRACT FROM AUTHOR]

This paper investigated the impacts of education on women's empowerment in Kenya using six waves of nationally-representative KDHS data. Our study utilizes the change in educational structure in 1985 as an instrument and finds that women under the new system enhanced their schooling by approximately two years. One year of education prolongs women's timing of the first birth, decreases female genital mutilation for the first daughter, reduces intimate partner violence, and improves women's household decision-making. Our findings are robust to several robustness checks. We examined different paths to explain these results, including information exposure, partner matching, and labor market engagement. [ABSTRACT FROM AUTHOR]

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains. [ABSTRACT FROM AUTHOR]

A substantial body of literature documenting the "school-to-prison-pipeline" identifies the adverse effects of punitive school discipline policies and how they have increased the contact students have with the juvenile justice system. This literature tends to position school policies and the broader education system as a significant contributor – both directly and indirectly – to incarceration. Relying on data from California, our paper first argues that there is little evidence of a direct "school-to-prison pipeline," as school discipline policies are rarely directly responsible for juvenile incarceration. Drawing from an extensive secondary literature on mass incarceration and data on incarceration and crime rates, the paper then argues that there is little reason to believe that school policy is a substantive indirect driver of incarceration rates. Finally, we show that activists and policymakers have adopted the STPP framework in ways that incorrectly suggest that changes in school policy are key to addressing incarceration. While the metaphor has proven to be morally evocative and catchy, attracting the attention of activists and politicians across the political spectrum, it ultimately obfuscates the complex realities of what drives punitiveness in schools and in society writ large. [ABSTRACT FROM AUTHOR]

This paper describes the current situation of the provision of speech-language services in East Africa. An overview of the educational opportunities, workforce density, communication rehabilitation planning, caseload, and ethical and/or cultural challenges is provided. A narrative review was performed. All papers referring to communication disorders in East African countries were identified from EMBASE, PubMed, ISI Web of Science: Science Citation Index Expanded, and ISI Web of Science: Conference Proceedings Citation Index-Science using the following search terms: speech therapy, speech pathology, speech-language pathology, speech-language rehabilitation, speech-language therapy, logopedics, East Africa, communication disorders, communication difficulties. Two concepts were combined with a Boolean operator 'AND'. At present, there is an alarming shortage of speech-language pathologists in East Africa. This issue is mainly related to the limited availability of educational programs in speech-language pathology. Although more and more universities are beginning to offer such educational programs, the number of available speech-language pathologists is still too low to meet the needs of all children with communication disorders. In addition, speech-language pathologists are often faced with different cultural and ethical obstacles when they provide intervention to East African children with communication disorders. These speech-language pathologists are therefore challenged to take a broader view of their role as a therapist. These alternative roles often include training of other individuals in the context of community-based rehabilitation. In the future, it will be important to carefully consider the development of sustainable learning opportunities in East African contexts. Initiatives, for example, "train-the-trainer" workshops, are needed to support the speechlanguage pathologists. Existing models like the communication disability model can aid to create holistic frameworks for the development of sustainable speech-language services in the East African countries. [ABSTRACT FROM AUTHOR]

Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

Over the last two decades, research in children's geographies and governmentality studies have contributed significantly to the study of children's experiences in neoliberal educational contexts. This paper furthers this debate by examining the ways children govern and are governed within the neoliberal governmentality at the educational transition to Gymnasium: the only school that offers a direct path to university education within the state-funded school system in Switzerland. Drawing on an ethnography with eight students aged 13-15 during their preparation for the selective entrance examination to Gymnasium in Zurich, this article makes two points: Firstly, it demonstrates how Zurich's education system thrusts students into taking individual responsibility for their educational success at this transition. Secondly, the article draws on Foucault's later work to explore the particular 'technologies of the self' that children adopt coping with this individualized responsibility. This paper argues that these technologies reveal insights into the neoliberal governmentality of this educational transition. Finally, the article argues to critically examine children's technologies of the self to understand their relationships with the education systems they navigate. This line of inquiry serves as a pathway to answer and expand earlier calls to grant children an active voice in research on education. [ABSTRACT FROM AUTHOR]

The 'problems' and 'solutions' of modern education are overwhelmingly produced and tailored by the modern episteme, institutions, truths, and powers of the Global North. To find new ways of thinking and doing sociology, this paper will explore the outlines of a new Global Sociology of Education Imagination (GSEI) inspired by pre-modern epistemes selected precisely because of their distance from modern European standpoints: the ancient lost matriarchal societies and commons-based societies organised around shared goods in pre-modern Europe. Using Foucault's archaeological methodology, this paper finds inspiration in these epistemes to outline a new GSEI capable of questioning certain tenets of the modern sociological episteme regarding science, knowledge, truth and its order, roles, voices, commitments, and 'places'. It concludes with an invitation to experiment with a new GSEI inspired by these pre-modern epistemes, as a tool to openly challenge modern (education) domination and make it intolerable. [ABSTRACT FROM AUTHOR]

In recent years, the number of studies examining resilience in relation to mathematics teaching/learning (or mathematical resilience, according to some), increased significantly. This paper is a systematic review of 78 studies published between 2010 and 2021, and investigates (a) conceptualisations of mathematical resilience, (b) demographic characteristics of participants in the papers identified, and (c) factors that influence the development of mathematical resilience. Our analysis indicates that mathematical resilience is conceptualised in two ways: as the coexistence of disadvantage and high mathematical performance; and, as part of one's mathematical identity. Participants in related studies belong to one of the following categories: disadvantaged pupils; "typical" pupils; disadvantaged university STEM students; "typical" university students; prospective teachers; in-service teachers. Mathematical resilience is found to be influenced by both psychological and social/environmental factors. Finally, we discuss implications and how the field can move forward. [ABSTRACT FROM AUTHOR]

This paper traces the development of the European Sectoral Social Dialogue in Education since its launch in 2010 and situates it within the context of European Union (EU) governance. The paper adopts a public policy perspective and Ashley Jochim and Peter May's framework for analysing boundary-spanning policy regimes. Based on critical discourse analysis of social dialogue documents and interviews, we argue that the European Sectoral Social Dialogue in Education, as a distinctive institution, has been profoundly shaped by EU's boundary-spanning policy regime of education and employment and at the same time has contributed to its reinforcement. In particular, we demonstrate that the sectoral social dialogue committee since its creation has been embedded in wider institutional arrangements, that it seeks to mobilise education employers and workers on a large scale across Europe, and that it aligns with central issue framings and ideas of EU's boundary-spanning policy regime of education and employment. Thereby, the paper contributes to understanding how institutions, by mobilising interests and channelling attention towards specific issues and ideas, play a central role in structuring and legitimising contemporary EU governance. [ABSTRACT FROM AUTHOR]

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be possible to think education differently. Here, in that space, we are hoping to 'get lost' in some unexplored spaces of possibility. We sketch some starting points, some 'lines of flight' for such thinking. To do this, we identify a concatenation of three crises and discuss briefly their inter-relationship. But the paper focuses primarily on education. The first of these crises, COVID, offers a moment, a space, in which we might think of ourselves, others, and the world differently. The second, climate, brings to bear a pressing urgency for change in the way that we think of our relation to the world in practical, political and epistemological ways. The third, education in relation to crises, is an opening within which some thinking might be undertaken about what it means to be educated, and in which the relation between education, community and sustainability, in a variety of senses, might be pursued. In the final sections, using concepts from Foucault, Olssen, Lewis and others, we seek to find inspiration from and an accommodation between Foucault's self-formation and commoning – a practice of collaborating and sharing to meet every day needs and achieve the well-being of individuals, communities, and environments – as a new way to think education beyond modern episteme. [ABSTRACT FROM AUTHOR]

Climate change threatens hard won progress in the education and life outcomes of adolescent girls in low- and middle-income countries (LMICs) by compounding the harmful effects of gender inequality and poverty. In recent years, there has been a rise in global advocacy for gender transformative education for climate justice that addresses the underlying gender inequalities driving climate vulnerability for adolescent girls in LMICs. But, has the international development and education community responded to this call? This paper seeks to establish a baseline for answering this question through a landscape analysis of actors working on issues of gender and climate change with youth, especially girls, as well as a landscape analysis of publicly available curricular materials on climate justice and gender equality. We find that although there are many nongovernmental efforts focused on different entry points into the nexus of gender, education, leadership, and climate change, there is much more room for aligning gender equality and climate justice programming for girls. This paper highlights the gaps and opportunities for doing so and offers a taxonomy of programming approaches to guide actors and their collaborators toward more intersectional educational programming. [ABSTRACT FROM AUTHOR]

This paper presents a reconsideration and more in-depth discussion part of some the findings of the Home Office funded Sibling Sexual Abuse (SSA) project (King-Hill et al, 2023). The focus of the paper on the role of family systems, especially dysfunctional family systems, in the sexual abuse. The research is based on 17 semi-structured interviews with survivors of SSA (n=17 female), which were thematically analysed. This resulted in the research team being able to identify 10 commonly identified markers of SSA and family dysfunction. The 10 markers highlight that the family structure, systems, processes, and functionality all contribute to the conditions that enable Sibling Sexual Abuse to occur. The paper goes on to discuss the importance of understanding family systems, ACE's, and trauma in preventing and responding to Sibling Sexual Abuse. The paper concludes that the family system is a key player in Sibling Sexual Abuse and needs to be considered in prevention and treatment as the child who id harmed and the child that harms. The impact of this paper is both clinical and professional. It provides insights into the role of family systems in sibling sexual abuse cases and by result feeds into discussions around the effective prevention of and response to this form of sexual abuse. [ABSTRACT FROM AUTHOR]

This paper examines how the COVID-19 pandemic impacted the everyday lives of young women living in Aotearoa New Zealand. Engaging a feminist intersectional and youth studies approach and drawing upon interviews and focus groups with 45 young women (16–25 years) from diverse socio-economic and cultural backgrounds, we reveal how culture, ethnicity, socio-economic and living conditions impacted the gendered and emotional labor expected of young women (i.e. caring for younger siblings, vulnerable family members, various chores, part-time work), and how the practices of care for others impacted young women’s capacity for their own educational, social and career development. Ultimately, this paper highlights the remarkable agency of young women during the pandemic, their compassion and empathy for others, their learnings and reflections, and how this period of radical social disruption impacted their future imaginings for themselves. In so doing, our analysis raises important questions for youth-focused pandemic educational, social and employment policies, calling for more intersectional approaches that consider how COVID-19 is continuing to significantly and unevenly shape the identity development and life trajectories of young women. [ABSTRACT FROM AUTHOR]

This paper analyses adolescent active transport (AT) to education in Ireland. In Ireland, there is broad consensus that commuting by walking and cycling can be advantageous to health, learning, and reducing traffic congestion and transport emissions. Thus Irish decision-makers, building on academic literature that claims that AT follows population size and density without considering the placement of schools, frequently propose ‘behavioural change’ among urban children as the primary means to overcome low AT. However decision-makers rarely investigate children's actual behaviour as commuters to education, consult children's commuting data, or consider the impact of school provision on AT. This paper challenges these approaches. Employing data reported by Irish teenagers to Census 2016 and 2011, it shows that AT does not follow population size or density but does follow educational provision including the provision of inclusive schools not segregated by religion, gender, or ability to pay. [ABSTRACT FROM AUTHOR]