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

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]

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

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

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]

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]

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]

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 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]

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]

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]

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]

The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an Australian primary school classroom. Through an ethnographic lens, observational, journal entry and interview data reveal that learner identity is not a fixed thing; rather, it is contradictory in nature and constantly impacted by curricular and pedagogic regimes. In this paper, I argue that pedagogic practices, which appear to generate affects and open up spaces for embodying a desire to learn, need to be brought to the fore in classrooms. Research on the affective dimensions of boyhood can add to our understanding of boys' experiences with learning and learner identity, so as to positively influence educational practice today. [ABSTRACT FROM AUTHOR]

One of the most important challenges for our society is how we view and organise learning and education. To respond to this challenge the European Commission stimulated a debate in order to generate forward-looking policy ideas. A specific topic addressed is the likely future development and importance of social innovation in education. The basis for this paper is a specific foresight study investigating future trends in education and supporting elements, especially with regard to the Europe 2020 strategy and the 'Future of Learning' agenda. Therefore, the aim of this paper is to provide a vision of the future of social innovation in education and derive implications for the education system and policy. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Comparative Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

This conceptual and theoretical paper seeks to analyze the dynamics and consequences of psychologization and therapization, key mechanisms of the therapeutic turn in education. In particular, it focuses, on how the pathologization of social problems occasions individualization and the production of self-reliant and inward-looking subjects trained to maximize human capital according to the tenets of neoliberalism. Second, it explains the principles of a critical approach to education that is informed by the concept of intersectionality. It shows how this concept might be helpful in interrogating and addressing structurally embedded inequalities and injustices. Informed by the insights of Kimberlé Williams Crenshaw, this approach engenders a contextualized and nuanced analysis of social forces, social identities, and ideological instruments through which power and disadvantage are expressed and legitimized. To further illustrate its importance, insurgent citizenship education, a concept drawn from the experiences of a Philippine school for displaced indigenous groups will be discussed. [ABSTRACT FROM AUTHOR]

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

This paper examines the historical background of the Assumption Sisters of Eldoret (ASE), its Charism and apostolate and the secondary schools run by the ASE. It seeks to understand how the Sisters deal with discipline and performance in their schools. The paper also looks at the role of ASE in the management of the schools especially in financing, staff development and checking the facilities, how they handle the challenges facing the secondary schools that are run by the Sisters. The paper concludes and gives a way forward on how to improve the running of the schools run by the Assumption Sisters of Eldoret. [ABSTRACT FROM AUTHOR]

This paper presents findings from a qualitative evaluation of Caritas' Essence of Learning programme, which provides educational and psychosocial support to children in exceptional living situations. We analyse approaches to community and teacher engagement for: (1) a pilot programme in Rohingya refugee camps in Bangladesh and (2) an established, government-partnered programme serving Roma children in Satu Mare, Romania. The results indicate that ongoing community engagement is a necessary condition. Moreover, local ownership and continuous staff mentorship are key to programme quality. The paper discusses practical approaches to community engagement and how findings can be applied to emergency education. [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]

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]

To fully appreciate the breadth of what 'landscape' means in different contexts requires a continual examination of how alternative approaches to landscape teaching, research and policy are integrated. To better understand such diversity asks us – as landscape professionals – to challenge our disciplinary, geographical, and political views and engage with new ideas, theories, and techniques. This includes reflections on biodiversity, climate change, heritage, and design in considerations of how we teach future landscape professionals to think about these issues in a holistic way. This special issue of Landscape Research addresses these thematic areas via a series of papers developed following the Newton Fund supported 'Rethinking the Green City' workshop held in Brasilia in 2019. Each paper questions about how we locate 'green' ideas in praxis to promote more sustainable forms of planning and asks us to think about the choices we make when discussing socio-cultural, economic, and environmental aspects of landscape. [ABSTRACT FROM AUTHOR]

Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed. [ABSTRACT FROM AUTHOR]

This paper examines Epictetus' use of athletic imagery as a pedagogical tool and what this tells us about his views on what philosophers can learn from athletes. This paper argues that this imagery serves an important protreptic, or motivational, function. By comparing virtue to Olympic victory and philosophical progress to athletic training, Epictetus inspires students to take up a life of philosophy and treat Stoicism as an ethically transformative practice rather than an abstract intellectual pursuit. These comparisons also show that Epictetus considers achieving virtue and athletic excellence to be similar kinds of pursuits, and because of this the philosopher can benefit by learning from the athlete's example. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

Paulo Freire's concept of 'inédito viável' or untested feasibility, refers to the exploration of possibilities to transcend limiting situations and transform realities. In this paper, we examine how this idea is related to the counter-hegemonic pedagogical proposal of popular education by the Florestan Fernandes National School (ENFF), an organisation founded by the Landless Workers' Movement (MST) in Brazil. We argue that the ENFF is not just a set of techniques and methodologies but a formative process that runs through the concrete reality of the subjects involved in the struggle for societal change. We conclude by proposing that the 'inédito viável' that constitutes the ENFF gains meaning from a broad, collective, and dynamic vision of concrete utopia involving a clear and mobilising orientation towards the future, a strong sense of agency, reflection, experimentation, and praxis. [ABSTRACT FROM AUTHOR]

Antisemitism is one of the oldest forms of prejudices. It is hatred against Jewish people based on stereotypes that leads to persecution and oppression. As such, it threatens social justice and the security of people and community. Social work with its focus on social justice and promoting diversity has an obligation to confront antisemitism which, unfortunately, continues to increase. However, it is seldom included in social work education or in DEI programs. This paper reports on the findings of a national survey of social workers that details their experiences with antisemitism in school, in practice, and in the community. The findings show that Jewish respondents were more aware of antisemitic incidents in the community and in schools than the non-Jewish respondents. However, both groups very strongly believed that antisemitism was a significant problem and that it should be a concern for social work. Recommendations based on these findings are presented. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

To increase the prosperity of nation states and the availability of skilled labour for the global economy, many countries have encouraged students with low socio-economic status (SES) and minorities to enrol in colleges and universities. In Israel, a significant effort was made starting in 1995 to create more colleges and to provide more access to higher education for students within the mentioned groups. Yet the question arises concerning what was achieved by this effort. This paper analyses the relationship between (i) wealth and higher education in population clusters, (ii) higher education and geographical areas, and (iii) higher education and ethnic subsets in Israel. The evidence indicates a strong correlation between the SES of a locality and the number of students per residents in that locality. This correlation, however, is affected by the existence of an affordable local college. After the correlations are presented and explained, recommendations for enabling low-SES students to be successful in higher education are explored, including developing a new curriculum for middle and secondary students, creating transitional 'discourse communities' for first-year college students from low-SES, and investing in local colleges in Israel. [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]

The Swedish gender-neutral pronoun (GNP) hen has been in popular use since its (re)introduction to the public in 2012. Earlier research, analysing newspapers, academic papers and blogs, shows two uses of hen: when gender is unknown and when gender is irrelevant. However, there is a lack of studies of verbal, situated, uses of hen. In this article, we analyse recordings of year-eight students using hen when discussing a Nemi comic. Drawing on discursive psychology, we explore how students negotiate the gender of two unknown characters, and co-construct hen as the proper pronoun use. Adding to previous research, the analysis shows how students make both gendering as well as not gendering into accountable, repairable actions, and how they verbally use hen as a norm-critical other-repair, specifically as an action promoting GNP use. Thus, this exploratory case study contributes knowledge on the situated use of hen, something hitherto unexplored. These results are in turn important to research on gender-neutral pronouns, and our knowledge on their situated use, as well as norm-critical work in schools. [ABSTRACT FROM AUTHOR]

This paper examines how the expansion in schooling infrastructure of girls as part of India's Education for All program has increased female literacy and reduced gender gaps. To identify causal effects, I exploit the variation according to the targeting scheme of the programme which involved classifying subdistricts as either educationally backward or not. Using a regression discontinuity method, I find significant expansion in the number of girls' schools and residential schools for girls, but no significant positive effect on either female literacy or the gender literacy gap. Cost-effective methods other than an untargeted, large-scale infrastructure programme should be explored. [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]

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]

We investigate the long-term relationship between conflict-related migration and individual socioeconomic inequality. Looking at the post-conflict environment of Bosnia and Herzegovina (BiH), a former Yugoslav state most heavily impacted by the wars of the early 1990s, the paper focuses on differences in educational performance and income between four groups: migrants, internally displaced persons, former external migrants, and those who did not move. The analysis leverages a municipality-representative survey (n ≈ 6,000) that captured self-reported education and income outcomes as well as migration histories. We find that individuals with greater exposure to conflict had systematically worse educational performance and lower earnings two decades after the war. Former external migrants now living in BiH have better educational and economic outcomes than those who did not migrate, but these advantages are smaller for external migrants who were forced to move. We recommend that policies intended to address migration-related discrepancies should be targeted on the basis of individual and family experiences caused by conflict. [ABSTRACT FROM AUTHOR]