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This paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010–2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on 'children with SEND having difficulties' to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners. [ABSTRACT FROM AUTHOR]

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.

The concept of policy 'success' has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northern Territory (NT), Australia, conceive the term 'success'. We conducted semi-structured interviews with twelve (n = 12) Indigenous people with expertise in NT Indigenous higher education policy. Our findings highlight that while some of our participant's conceptions of policy success align to those within current policy frameworks, there are also differences due to power and race relations. We reflect on the impact on policy outcomes, and discuss how a critical understanding of such relations can advance Indigenous higher education policy in the NT. [ABSTRACT FROM AUTHOR]

This paper argues for the importance of foregrounding learners' experiences in language-in-education research, particularly in sub-Saharan Africa and other postcolonial contexts where there is an unfamiliar language of learning and teaching. Standing firmly on the shoulders of decades of research that compellingly demonstrates a range of ways in which the use of an unfamiliar language is detrimental to classroom practice and learning outcomes, we suggest that there are yet further negative consequences that are currently under-researched. We argue that combining observation of learners with methods that create space for learners to explain their experiences in their own words enables important new insights into how epistemic injustices intersect with broader structural injustices in learners' lives. Our proposition is informed by our work and research in a variety of contexts but draws most heavily from qualitative research conducted with young people in primary and secondary schools in Tanzania, Rwanda and South Africa. Our conclusions demonstrate how learner-focused research could importantly and beneficially extend the evidence base that is available to support calls for changes to language-in-education policy and practice. [ABSTRACT FROM AUTHOR]

In his seminal paper, Appadurai (2004) introduced the concept of "capacity to aspire" as a cultural capacity that may open routes out of poverty for the poor. He envisions entering a robust dialogue between his conception and the capability approach. The notion of aspirations is attractive for capability scholars since it seems to answer some shortcomings of the capability approach, namely the lack of any theory of preference or value formation, the missing dynamics, the question of countering adaptive preferences and eliciting information on people's values. I analyse capability literature on aspirations and argue that although they relate to these shortcomings, they fail to eliminate them and to enter the dialogue Appadurai invited. For doing this, the collective nature of the capacity to aspire has to be recognised. I suggest that the capacity to aspire rather than remedying one of the above-mentioned shortcomings is best understood as an example of Sen's concept of agency and how poor people can build up, exercise and sustain agency. [ABSTRACT FROM AUTHOR]

According to the UK's Health and Safety Executive (HSE), there has been a 36.5% rise in reported cases of work-related stress between 2018/19 and 2019/20, to over 822,000 individual cases. Europe stress-related absence was second only to musculoskeletal disorders, with estimated work-related stress costing European companies 20 billion euros per year and accounted for nearly 60% of lost working days. This paper focuses on the under-researched area of stress among middle leaders in education. While it is widely reported that teachers face high levels of stress, as a result of organisational pressures, there is a paucity of research on middle leaders. This paper considers whether there will be a significant negative relationship between self-reported levels of resilience and self-reported levels of stress amongst 61 middle leaders. The two sets of data were subjected to cross-correlational quantitative analysis to establish the strength of the relationships between each of the six dimensions of resilience on perceived stress. Among the findings, a key result was that the question in the title was answered, namely that high resilience results in low stress in middle leaders in education. However, it was more nuanced than this and there were factors such as levels of peer support and an individual's perception of their future which did contribute to a reduction in perceived levels of stress. The findings suggest that senior leaders in education have a greater impact on middle leaders' levels of resilience and perceived levels of stress than they may think. [ABSTRACT FROM AUTHOR]

The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism in different disciplines and the body of work that theorizes the cultural politics of affect and emotion – and sheds further light on an emerging concept in education, namely, 'emotional fundamentalism.' Through an examination of the ways in which affects and emotions are entangled with fundamentalism, the paper suggests ways in which educators and scholars may expand the concept of 'emotional fundamentalism' and rethink how we might engage with it in higher education. [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]

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]

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EU containment and Tunisian domestic policies have produced a new, Black migrant, urban underclass. Based on in-depth ethnographic fieldwork among Ivorian migrant women in Bhar Lazreg, a Tunis banlieue, this paper explores how the women navigate and negotiate everyday life. On the urban margins of society, forgotten and far from the border, migrants reinvent ways to keep moving. The paper suggests that their stuckness is still all about movement as encapsulated in the emic term bouger – akin to treading water, involving a constant motion to stay afloat, but without ever getting anywhere. Tension operates across many levels, between the physical, the temporal–spatial, and the existential. Embedded in this tension is a second emic term prison à ciel ouvert (open-air prison). Juxtaposing a space that feels carceral and limiting while simultaneously bursting with potential for movement, the paper contributes to the literature on immobility within mobility. But beyond that, the empirical findings show a far more complex reality, complicating the notion of transit. By exploring the tensions and entanglements between the emic terms it becomes clear that to understand spaces of transit it is essential to understand stuckness and movement as fundamentally intertwined, overlapping, and co-constitutive. [ABSTRACT FROM AUTHOR]

Health care in the 21st century has emphasised science and technology-centred practice, which might lead to dehumanisation such that healthcare professionals come to treat patients less like persons and more like objects. A programme of humanities for healthcare professionals has been suggested as a solution to overcome the problem of dehumanisation. The OMNIBUS programme was developed in humanities curriculum for a Catholic nursing programme to foster students to have attributes of a 'Good Samaritan', a model for compassionate professional. This paper describes the effect of a four-year nursing programme with a humanities curriculum on students' compassionate attributes including bioethics awareness, cultural competency, empathy, and spirituality. It was a secondary data analysis using time-series data collected from nursing students. The levels of bioethics awareness and spirituality among the nursing students have improved. They maintained cultural competencies and empathy skills over time. Developing a humanities curriculum can be used as a strategy to teach Christian values to professional students without emphasising religious aspects. Plain Language Summary: The results of this study show that the humanities curriculum can have a positive influence on nurturing nursing professionals modelled on the Good Samaritan. The figure of the Good Samaritan has been presented as an important model for the identity of healthcare professionals since the introduction of Christianity to the West and provided the direction of numerous Christian healthcare practitioners and medical institutions. Given that the dignity of a person and the value of life is the foundation of the nursing profession, this article suggests a way for educators in charge of nurturing nursing students to strengthen the bioethics awareness and spirituality of nursing students through the humanities based on the Samaritan model. It can also help educators to recognise the need in improving empathic and cultural competencies among nursing students and at the same time. This article, showing the importance of a holistic view of the human being and how to foster such a view, can remind the essential identity of healthcare professionals in the modern healthcare service that focuses mainly on knowledge and technology. [ABSTRACT FROM AUTHOR]

This study analysis the provision of Early Childhood Care and Education (ECCE) in Wolaita Zone, southern Ethiopia. To achieve this objective, the researchers used a mixed methods research design followed by Bronfenbrenner's Ecological Systems Theory as a conceptual framework. Parents, preschool teachers, and education experts were chosen using systematic and purposeful sampling. Data were collected through interviews, focus group discussion, a standardised observational checklist, and secondary documents. The study demonstrates that the educational backgrounds and qualifications of ECCE teachers and leaders, physical settings, curricular initiatives, and teaching materials are far below national standards. The findings further suggest that ECCE in Wolaita Zone is neither child-friendly nor child-centred and ECCE fails to satisfy minimum health, safety, and educational standards. The paper recommends that, if true educational equity is to be foregrounded, then official Ethiopian ECCE guidelines and frameworks for ECCE should be cascaded to ECCE schools across the nation. [ABSTRACT FROM AUTHOR]

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the health specific professional development opportunities that exists for primary school teachers internationally. The authors brainstormed a list of search terms and followed the PRISMA guidelines to search EBSCO databases. The findings were screened and sorted. The review found that educators who value and understand health are more likely to teach health related topics. Professional development related to health that was most effective was characterised as being (1) multidimensional, (2) integrated, (3) adaptable, (4) modelled, (5) collaborative, (6) supported by school leadership, and (6) valued. Despite the importance of health, the review found a lack of professional development for teachers. This may in turn create a barrier to students accessing health education. Thus, professional development programmes for teachers that aim to improve their confidence and competence to teach health in the classroom are urgently required. [ABSTRACT FROM AUTHOR]

This is the first paper to comprehensively review worldwide accredited Engineering Management (EM) programs under the Washington Accord (WA). Data on EM programs within the accreditation period are collected from 21 full signatories. Criteria of geographical distribution and discipline attribution at both global and national scales are then analyzed. The results of more than 400 accredited programs have been found in 16 countries. While the US, the UK, and Australia have dominance over other countries in their continents, a balanced distribution among countries is seen in Asia. There has been a fall-off in the number of accredited programs globally (except the US) due to multiple factors. Regarding discipline attribution, it is relatively different among continents, with management in conjunction mostly with industrial engineering in Asia and America, civil engineering in Australasia, and others in Europe. These findings coupled with a deep literature review provides implications for management requirements in engineering education, a benchmark for curriculum development, and quality standard among master of EM programs (MEM) through professional certification. Criteria of the American Society for Engineering Management (ASEM) are suggested for certified master programs. The paper also discusses emerging trends for future programs and practical insights for engineering managers. [ABSTRACT FROM AUTHOR]

The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the theory of practice architectures (TPA) may provide a framework for understanding what happens as schools pursue this transformation. We critically examine whether TPA can provide an epistemologically and ontologically appropriate methodology to support change in schools with significant cohorts of First Nations students. A key premise of TPA is to uncover the meanings and impacts of the practices of the people entangled in school sites, and reveal the usually unseen structural arrangements that allow these practices to unfold. We contend that by making these arrangements visible, those involved in schooling are enabled to contribute to the transformative change that will foster culturally nourishing practices. [ABSTRACT FROM AUTHOR]

Over the last two decades, the growth and development of the fields of Dance Science and Pedagogy, as practice, research and area of study, has changed the landscape of 21st Century training and performance. The aim of this paper is to stimulate thinking and initiate dialogue between practitioners and academics in the exploration of new solutions to ongoing pedagogical tensions within the vocational training environment. In recognising the challenge which an interdisciplinary approach brings to dance (integrating the science of content and the art of delivery), this paper explores the integration of coaching pedagogical concepts and practices, to inform an innovative approach to dancer empowerment, placing the dancer central to the learning environment. The paper proposes an empowered dancer focused framework for coaching with the emphasis being placed on the development of the dancer displaying the skills of self-determined, decision-making and are empowered across the life cycle of their career(s). [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 expands the response to Pope Francis' invitation to dialogue on how educators can help shape the future of the planet by focusing on integral human development. This paper expands on the thinking of Warner, Wyttenbach, and McMahon [2023. "Pope Francis' Vision and Whole Child Education: Exploring the Foundational Beliefs of Cura Personalis and Accompaniment." The Review of Faith & International Affairs 21 (1): 15–27. https://doi.org/10.1080/15570274.2023.2177453], who offered a theological examination of two primary beliefs of whole child education—accompaniment and cura personalis. Adding to the theological foundations of whole child education, in this paper we offer further discussion on three additional beliefs of whole child education—Imago Dei (we are all made in the image and likeness of God), magis (striving for more, and seeing God in all things), and Dios en todo (God in all things). These two papers advance Pope Francis' vision for integral human development and a framework for whole child education that practitioners and scholars can attend to in their practice and research. [ABSTRACT FROM AUTHOR]

Consumerism and its associated discourses have long been associated with schooling. Indeed, the curriculum of schooling has been said to produce a consumer citizen. In this paper, we consider the production of the consumer teacher by examining the role social media education influencers play in facilitating the relationship between market ideology and education. Through inquiry into publicly available Instagram posts shared by 18 education influencers comprising the popular United States-based P-12 educator collaborative, Teach Your Heart Out ™, we explore how the discourses used in the figured world of P-12 teaching created by education influencers on Instagram ultimately produce a consumer teacher by emphasizing three key elements of consumerist ideology. We conclude with points of concern for the teaching profession that may arise from these consumer discourses, including the transformation of public education into a neoliberal, private investment. [ABSTRACT FROM AUTHOR]

There is increasing interest in the role sports coaches are expected to play in supporting the mental health of elite and sub-elite athletes. This paper presents the first single-sport, mixed-methods, study of UK athletics coaches' mental health literacy (MHL). We extend previous quantitative survey-based UK studies by incorporating the qualitative lived experiences of coaches into the analysis. We explore coaches' knowledge of mental health and illness, experience of mental health training, and willingness to support athletes with mental illness. An online survey of 184 UK athletics coaches revealed that MHL was highest among women, younger coaches, and coaches with less experience. No statistical differences were found between MHL score and disability, sexuality or region in which coaches worked. Interviews held with a sub-sample of 25 survey respondents revealed a lack of clear consensus about what constitutes mental health and mental illness, and that coaches' everyday views of these did not always correspond with formal definitions or conceptualisations. Coaches' views were instead typically characterised by dominant psychological and psychiatric understandings of mental health and illness, while the significance of social relations and inequalities were often overlooked. There was a general willingness among coaches to support athlete mental health as an aspect of their duty of care, but most lacked the relevant training and understanding to do so effectively because such training was not implemented systematically within their organisational practice. Coaches' call for mandatory athletics-specific mental health training was one strategy thought to better enhance coaches' skills, knowledge and intentions to provide and seek mental health support. Important though MHL training and other sources of support is, we conclude that this is likely insufficient on its own and that there is a parallel need for multi-level, systems-wide, approaches in sport and wider society to better support the mental health of everyone. [ABSTRACT FROM AUTHOR]

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the 'new' Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states. [ABSTRACT FROM AUTHOR]

In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the 'Double-Reduction' policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy's rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event's complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy. [ABSTRACT FROM AUTHOR]

This paper reports on qualitative interviews of gender-diverse youth (n = 17) about their educational experiences. Using transgender studies and grounded theory research methods, I examine how schools produce and reproduce policies and practices that harm transgender individuals. This paper identifies specific actions, practices, and policies the participants experienced were helpful, purposefully harmful, and unintentionally harmful regarding their gender identities and expressions. [ABSTRACT FROM AUTHOR]

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method. [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]

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]

With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people's social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students' aspirations relating to 'being a "good" student' and being able to 'soma kwa bidii' or 'study hard', this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for 'being' in education in conjunction with future aspirations for 'becoming'. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam's ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion. [ABSTRACT FROM AUTHOR]

Over the last five years, the Excluded Lives team has been examining the patterns and processes of school exclusions across the UK in order to identify those factors which may exacerbate or reduce exclusions. One of most the striking aspects is the contrasting accounts of the causes of exclusion provided by professionals and pupils. Drawing on interview data from 29 school-based professionals and 16 excluded pupils in Wales, the paper analyses the different discourses which underpin their respective narratives. Professional accounts draw on discourses of vulnerability – seeing their pupils' behaviour as symptomatic of some underlying malaise, typically as victims of adverse socio-economic and familial circumstances. Pupils' accounts, on the other hand, are not about underlying 'causes', but about the specific circumstances of the 'offence'. In their accounts, they are neither vulnerable nor victims. Indeed, they present their actions as rational – sometimes even heroic – responses to their situation. In drawing out this contrast, the paper does not seek to privilege one type of narrative over another – for both contain 'truths'. However, it concludes that the hierarchy of credibility might need to be rebalanced in favour of the pupil if pupil-professional dialogue is to progress and trust be fostered. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been widely explored across the world over the past decades. A particularly emerging topic is the application of AI in e-learning (AIeL) to improve the effectiveness of teaching and learning in precision education. This study aims to systematically review publication patterns for AIeL research with a focus on leading journals, countries, disciplines, and applications. In addition, a co-citation network analysis was conducted to explore the invisible relationships among the core papers of AIeL to reveal directions for future research. The analysis is based on a total of 86 core AIeL papers accompanied by 1149 citations in follow-up studies obtained from the Web of Science. It was found that a majority of AIeL studies focused on the development and applications of intelligent tutoring systems, followed by using AI to facilitate assessment and evaluation in e-learning contexts. For field researchers, the visualized network diagram serves as a map to explore the invisible relationships among the core AIeL research, providing a structural understanding of AI-supported research in e-learning contexts. A further investigation of the follow-up studies behind the highly co-cited links revealed the extended research directions from the AIeL mainstreams, such as adaptive learning-based evaluation environments. Implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the uptake of education and training by Irish dairy farmers and how they perceive their training needs to be evolving as their farm business grows and they become employers. Design/methodology/approach: A quantitative survey was conducted with 315 dairy farmers, who were randomly selected based on herd size and location to be representative of dairy farmers in Ireland. Findings: The results demonstrate the number of people working on the farm influence farmers' educational and training requirements. The results of this study show the need for specific human resource management advice and training for dairy farm employers. Practical implications: This study provides an understanding about the type of education or advice farmers need when transitioning into larger-scale businesses, which require more hired labour. Theoretical implications: This paper demonstrates that dairy farmers' experiences of education and training is dependent on where individuals are within their transitional experience, highlighting the importance of change management research in terms of life-long learning. Originality/value: Uniquely this study provides an understanding of how dairy farmers' education and training needs are evolving as their businesses develop. [ABSTRACT FROM AUTHOR]

Promising lines of scholarship have emerged on how International Organisations (IO's) deploy anticipatory techniques aimed at colonising the future as a means of governing in the absence of sovereignty. It follows that securing hegemony over a vision of the future is important strategic work for IOs, and a source of legitimacy derived from authority beyond procedure and performance. This is called promissory legitimacy. Yet what happens when this promised future arrives and is problematic? How does an IO creatively strategise this shortfall? In this paper, we identify five strategies deployed by the OECD in its Future of Education and Skills 2030 programme aimed to re-negotiate a failed present and anticipate a new future. We also reflect on the ideational underpinnings of the OECD's new futures programme, and argue it is being mobilised to, on the one hand, get beyond the limitations of data governance, and on the other to help selectively shape a new cognitariat subjectivity engaged with immaterial labour in emerging post-industrial capitalism. [ABSTRACT FROM AUTHOR]

In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction ethics which modern schools perpetuate and a new grammar of living in which education and politics are processes of re-learning, co-learning, decision taking, limit testing, and conflict resolution in relation to an uncertain future. To achieve this, we outline a set of open and 'unplanned' commoning activities that would take place within local social infrastructures focused on re-politising learning itself and practicing the care of oneself, others, community and the environment. The proposal for a different education as common(ing) activities undertaken within social infrastructures, is about reimagining political and environmental relations, and co-creating a sense of collective ownership of and responsibility for the environment. A form of community that it is practical, rather than utopian, and that would be both the means and ends for such an education. [ABSTRACT FROM AUTHOR]

This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests. [ABSTRACT FROM AUTHOR]

This paper asks if there is deficiency of investment in people in Japan. To answer this question we examine comparative and historical data, as well as the reasons behind the data. We then look at public policies of recent administrations, particularly the Kishida administration, since one of its core policy agendas is 'investment in people'. We find that there is a deficiency of investment in people, by governments, companies and people themselves, for a variety of reasons, and that the Kishida administration has to date only proposed temporary measures without long term solutions. The paper concludes with policy implications and some proposals for additional action. [ABSTRACT FROM AUTHOR]

Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to (anti)fascism as a historical phenomenon. Focusing, in particular, on the Italian scene, a distinction is established between antifascist education and education for antifascism. While understanding the concern of the scholars who appeal to a more strictly historical use of the category "(anti)fascist," the article vindicates the significance of the idea of antifascist education broadly understood, by drawing upon Umberto Eco's notion of Ur-fascism. In this endeavor, some key tenets of two Italian thinkers—Aldo Capitini and Guido Calogero—are marshaled and three main ideas are pinned down as representing the tripod of antifascist education: "openness," "the ulteriority of Thou" and a "non-imperial understanding of truth." The engagement with Capitini's religious—but non-confessional—approach indicates a view of antifascist education in religious and existential terms, this perspective possibly being more topical than ever in contemporary scenarios. [ABSTRACT FROM AUTHOR]

Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study, students (N = 279) received teacher feedback on a practice exam paper, and a few days later we assessed the amount and type of feedback information they successfully remembered. Overall, students performed relatively poorly, recalling on average just 25% of the coded feedback comments they had received. We found that students were more likely to remember critique comments over praise, and more likely to recall critique that was process-focused rather than task-focused. In contrast with recent laboratory studies, though, we found minimal evidence of a memory advantage for evaluative critique over directive critique. We call for greater understanding and measurement of learners' cognitive processing of feedback information, as a means to develop more robust scientific accounts of how and when feedback is impactful. [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]

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]

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]

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]

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]

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]

Discussions of involution – a culture of overwork in China – have grown especially rife on the Chinese Internet, reinforced by a dismal outlook on employment. Translated from an academic term 'involution,' 'neijuan' references a contemporary structure of alienation experienced primarily by college students: a sense of being entrapped in a society without opportunities, yet having to endure an endless series of stressful competitions to carve a respectable life. Drawing from fieldwork and interviews, this paper examines the culture of involution through self-study rooms, places where people pay to study. Rapidly expanding in number since 2019, self-study rooms have become a popular tool used by youths to cope with involution. Modulating attentional capacities through design, these rooms assure users that they could study better, and excel in competitive exams and certification processes to find progression in life trajectories. However, in doing so, self-study rooms also normalize an alienated learning and work culture in China, framing the attentional discomfort of forced learning as gain, and the privacy of self-study rooms as forms of individualistic therapy. Users learn not only to push their bodies within these rooms, they also use it to weep privately, expelling pressures to return to 'gainful' behavior. [ABSTRACT FROM AUTHOR]

We investigate the evolution of intergenerational educational mobility in Poland since 1920. We use a novel empirical method allowing for the measurement of mobility at a constant rank in the education distribution, not among education levels. This paper finds that intergenerational mobility increased after WWII. This increase was only temporary. When the new social system stabilized, intergenerational mobility decreased. The transition to a free market economy decreased intergenerational mobility but it recovered after the first 15 years of the transition. Despite these identified fluctuations, intergenerational mobility has been rather stable over time [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 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]