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In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

The article examines the current situation of language instruction in higher educational institutions in the Republic of Kazakhstan. Higher educational institutions play a crucial role in providing professional training in the country. The official language strategy focuses on developing the Kazakh language as the language of science. The researchers performed a survey among educators and students from both national and regional universities in the country. They then analysed the findings to identify the issues within this domain. The survey included 122 participants from 16 different universities. An investigation was conducted to analyse respondents' answers using both quantitative and qualitative methods. The results of the study were used to identify the critical problems. The concerns were identified based on the viewpoints and stances of both native and foreign scientists, and implications were provided.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

The purpose of this paper is to explore ways to cultivate learners who can take part in inquiry, discussion, and action toward realizing an equitable society from the perspective of the SDGs and ESD. After confirming the importance of dealing with the concept of and the issues around equity with consideration of the mutual interdependence among all 17 SDGs, the paper notes that the "inclusive and equitable quality education" mentioned in SDG 4 is assumed to be achieved by the integrated improvement and organization of a variety of aspects, such as educational environment, policy, systems, budget, teachers, and competency development. Next, based on the importance of competency development of all learners through ESD, the paper demonstrates the potentials of objective-referenced assessment for ESD. Finally, the paper proposes a tentative idea on a set of objectives for lessons on equity from the perspective of ESD, as a useful way to develop school-based curricula of quality ESD at each school and to promote effective lessons on equity to prepare learners who can attain the necessary competencies and take part in inquiry, discussion, and action toward realizing an equitable society

This article analyses the extent to which German history curricula address aspects of diversity. The curricula are analysed in terms of whether they include diagnostic phases to identify students' individual interests. It also examines whether the historical experiences of minorities and the agency of subaltern groups are addressed. The extent to which the curricula abandon a Eurocentric perspective and integrate global historical aspects will also be considered. Methodologically, the curricula of two main school types in all German states were analysed by means of a qualitative content analysis. The focus was on curricula for lower and upper secondary schools. The results show that diversity is usually addressed only from the perspective of established narratives. A national and Eurocentric history continues to dominate the curricula. Only a few curricula explicitly address the diagnosis of students' performance and ideas. Finally, the paper discusses the evolving nature of curricula, influenced by societal needs and growing sensitivity to social diversity. It highlights the need for future research on diversity in teacher education and the practicality of implementing complex concepts such as postcolonial thought in the classroom. More empirical research is needed on current curricula and the teaching of history in different regions and types of school.

In this reflective essay, I explore learnings and reflections along my doctoral journey and analyze how this journey has been untraditional for an education administrator. As a scholar-practitioner, I include a section on the impact of societal changes since the COVID-19 pandemic. I then document continuing challenges for women of color administrators and refine imposter syndrome theory in my own way. Finally, I offer some thoughts about how to move forward.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

In an era of worsening environmental crises, students may not perceive themselves as able to impact and change the inevitably upcoming futures. Accordingly, a common goal of educational systems has been to develop students' agency beliefs and sensemaking in a complex world. Simultaneously, students are facing unprecedented levels of future anxiety, and educational institutions undervalue the importance of futures thinking. To take on a constructive approach on futures thinking, we examine how students' systems thinking skills develop during a futures education course in which they write their own visions of a hopeful future. By looking at the thematic spheres of society, nature, and technology, we analyse how students develop systemic understandings of the complex system that is the context of the study: the city of the future. The study examines how students' written future visions develop throughout the course, and how those changes indicate development in systems thinking. The results show that the futures education course allowed students to improve their understandings of the interconnectedness of the topics they raised, fostering more complete and active understandings of the futures, here shown through the multidimensional development of systems thinking. Students developed a deeper understanding of the interrelationships of society, nature, and technology, and advanced understandings of the pathways to change and the actions needed to achieve their futures.

The author invited two teachers affiliated with their graduate program in literacy to explore how children's social identities impacted students' reading process. The teachers, Taylor and Dana, worked in urban elementary charter schools in New York City, at the time. The participants agreed to share samples from their classrooms to illustrate how they used their knowledge of children's sociocultural contexts and social identities to impact their teaching of literacy. Both teachers anchored their teaching in the recognition of the need for community. Both teachers highlighted the role literacy plays in sustaining one's connection to community. According to the author, young people need a pedagogy of hope and care, where each child can feel welcomed, seen, and heard, where each teacher nurtures all children's full humanity through an integrated, purposeful and responsive approach to literacy.

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula -- and STEAM curricula into the humanities -- for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

This article explores the potential for martial arts to support transformation and community building for women. Findings indicate women can derive many individual benefits from learning martial arts. Yet, the benefits must extend beyond the individual level to create social change. Based on an evaluation of literature on women's experiences learning martial arts, I use my perspective as an adult education researcher and a feminist lens to propose creative approaches to supporting women in learning martial arts. Supporting women in learning martial arts requires promoting creativity and invention in practice. Feminist new materialism, transformative learning theory, and communities of practice are the theories that guide the direction of this article. The major contribution of this article is to offer creative approaches for imagining a feminist praxis through martial arts that could foster learning environments that encourage self-determination and build social support and resistance to hetero-patriarchal power and gender inequity, which has relevance to broader educational settings and communities.

By using the feminist imaginary as a pedagogical tool for resistance and change, an experience of activism within the university context in Naples, Italy is explored. The article focuses on the potential transformative power of art as catalysis for deeper level emotional and spiritual learning transformation. The aim is trying to inspire critical conversations to rethink spaces and practices that allow community care, and conditions that include authenticity, resonance, reflection, and freedom. Engaging in the arts, aesthetics, and creative practices can contribute to a sense of hope, agency, and possibility with the potential to provide avenues for creative expression and innovation. Sharing narratives of possibility and engagement with the arts can promote community connections. This article highlights the way artistic practices contributed to the creation of a dynamic and inclusive creative landscape that challenges established norms while encouraging creative and critical thinking.

Training the next generation of public health practitioners to promote health equity requires public health graduate programs to cultivate students' skills in community partnership. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to produce a high-quality written product as part of their culminating Integrative Learning Experience (ILE). Because CEPH recommends that ILE written products be useful to community partners, ILEs can draw lessons from the field of experiential education, especially the social justice aligned principles of critical service-learning (CSL). However, the current literature lacks descriptions of how to operationalize CSL's principles within graduate-level culminating experiences. To help fill this gap, we discuss a CSL ILE for MPH students, called Capstone. We describe CSL's key components and explain and assess how each is operationalized. We hope Capstone's model will help educators engage more deeply with CSL practices to advance health equity.

Background: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain. Aim: The study aimed to understand how principals experience the lasting effects of apartheidera segregationist policies in primary schools and to document principals' solutions. Setting: A meeting of principals who work at primary schools in the Western Cape province. Methods: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings. Results: This study finds from principals' perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children's education and principals' abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents' efforts to work with principals to secure and equalise young children's schooling. Conclusion: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era. Contribution: This study contributes to primary school principals' ideas for improving primary schoolchildren's education.

The Dong Pipa, a traditional Chinese musical instrument, is a significant element of the Dong ethnic group's cultural heritage. The objective is to investigate the historical development of the Dong Pipa, a traditional Chinese musical instrument, in literacy functions and educational occasions. The research was conducted in Liping, Congjiang, and Rongjiang counties in Guizhou Province, Tongdao County in Hunan Province, and Sanjiang in the Guangxi Zhuang Autonomous Region. Two key informants and four casual informants, including national transmitters and experts in Dong Pipa music, were interviewed, and data were gathered through fieldwork, interviews, and observations. The analysis focused on the integration of the Dong Pipa into educational settings and its role in fostering cultural literacy. The results indicate that the Dong Pipa has played a dynamic role both historically and in contemporary times, contributing significantly to cultural transmission and education. The study suggests that incorporating traditional instruments like the Dong Pipa into modern educational practices can enhance cultural literacy and support preservation efforts.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author's contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education. Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women's participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women's empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape.

In the context of an established research-practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.-born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other's unique perspectives and life experiences as well as recognized each other's shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change.

While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers' pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.

Societies cannot destroy the old system of faith while accepting a new religion. Human begins to transform the new belief system within the old belief system. One of the things they have to convert is the terminology of religion, which they accept. The change process of this new religious terminology can give concrete findings about the learning, adaptation, and transformation of a society to the new religion that it accepts. It takes a long time for the terminology of religion, which comes with the new religion, which is not entirely from its own language, to settle in the language of society, learning and the transformation takes place in certain stages. Determining the location of the language of the old texts in these stages will allow the dating of unspecified works and the identification of the author of the work. "Dede Korkut Stories" are important works of Turkish Language Literature. In this study, the religious terms in the Dresden and Vatican copies of "Dede Korkut Stories," which are thought to have been written after the 15th century, and the Turkistan/Turkmen Sahara copy found in 2019, were determined. I examined the determined religious linguistic terms comparatively in terms of their integration into the community language and also specify the stage at which the change and transformation of religious terminology took place.

This study focuses on the evolution and literacy transmission of the Suona ensemble in Southwest Shandong Province, China, which encompasses a rich tapestry of traditional and modern educational methods spanning familial inheritance, master-apprentice relationships, selfstudy, and formal training schools. Drawing on interviews with key informants and historical analysis, this study delves into the intricate web of practices that have shaped the evolution and preservation of Suona music over the centuries. From the oral traditions of family transmission to the structured curriculum of training schools, each method has played a vital role in sustaining this cherished cultural heritage and facilitating literacy transmission in music education. Despite facing challenges such as limited access to formal education and the scarcity of written scores, Suona artists have demonstrated remarkable resilience, adapting to societal changes while maintaining the essence of their craft. As economic growth and cultural shifts reshape rural communities, the demand for Suona ensemble music continues to grow, prompting innovations in teaching and learning methods. Through a blend of tradition and innovation, Suona ensemble music remains a vibrant and enduring expression of Chinese folk culture, enriching the lives of both practitioners and audiences alike.

Individuals from diverse minority backgrounds in the United States represent a one-of-its-kind collaboration in understanding diversity, equity, inclusion, and belonging (DEIB) challenges in workforce staffing and representation per Equal Opportunity norms. This study involved primary and secondary research in the realm of DEI to develop an implementable model from lessons gleaned from the findings of the research and gaps found in contemporary hiring and staffing practices. The study and model development are grounded in Rawls's 1971 theory of justice and predicated on the premise that opportunities are usually based on merit, and are generally well-intended, although often constrained by the frailties of human nature. The United States is in dire need of practical solutions, for despite well-intended U.S. laws and mandates on employment, equitable hiring practices are far from satisfactory. In a changing world order, many employers in the United States, and even to some extent globally, acknowledge they are duty-bound to ensure a harmonious, equitable, and safe work environment, devoid of any form of discrimination, harassment, or intimidation. Although easier said than done, achieving this equality requires a systematic approach to investigative organizational/institutional auditing, mapping, and diagnosing the ills that constrain collaboration and reduce productivity. The model is based on research and strategic practitioner design in its orientation, with practical implementation utility, flexible and customizable specifically for DEIB initiatives change, and suitable for educational and other industry settings. A skilled and scientific approach is needed to ensure equitable practices in professional and academic spheres.

Ethical intelligence is the strength of a transformational society. As a change agent, the school leader is expected to be a representative figure of ethical standards. Unfortunately, they are criticized for their unethical activities. Therefore, drawing on the concept of ethical leadership, this study aims to construct the meaning of ethics as they have lived with it, thereby exploring the transformational influences of ethical strengths. Adopting a narrative inquiry research design, lived narratives were generated from four principals of secondary level (Grades 9-12) selected purposively. The narrative data were analyzed and interpreted using Starratt's (2004) theoretical framework of ethical leadership of care, justice and critique. This study explored ethics as the mutual value of individual, institutional and social institutions. Human potentiality is the power of ethical intelligence that derives toward transformation. This finding shed light on the importance and execution of ethical abilities. It shares ethical knowledge, values and skills among individuals, schools and communities. It also portrays ethical sensitivities, which are the core foundation of a transformative society with rational personalities.

This study investigates the patterns of promoting physical activity among residents in Mueang District, Mahasarakham Province, Thailand. It explores the impact of contemporary societal shifts, such as increased reliance on technology and decreased physical labor, on public health. The research identifies the rise of chronic diseases due to lifestyle changes and the need for preventive strategies emphasizing physical activity. Utilizing a questionnaire, the study analyzes residents' knowledge, awareness, motivation, and practices regarding health promotion through physical exercise. The findings reveal high general knowledge and awareness of health benefits but low levels of physical activity practice, influenced by lifestyle and societal changes. The study emphasizes the importance of tailored health promotion strategies and the role of digital platforms in enhancing physical activity awareness and participation. This research contributes to understanding effective methods to promote physical activity and addresses the health challenges faced by the local population, promoting sustainable physical and mental health.

The digital economy, which boasts general technology, intense penetration, platform ecology, and low marginal cost, is a product of advanced digital technology. This new engine has become a driving force for high-quality economic development. From the three aspects of development momentum, efficiency, and structure, this paper profoundly explores internal mechanisms to lead the high-quality growth of the regional economy. By constructing an econometric model, the influence effect and means of the digital economy on the high-quality development of the regional economy are empirically tested. The digital economy and its three sub-dimensions can significantly promote the high-quality development of the regional economy. However, industrial digitalization has the most vital role in promoting it. The digital economy has shown a more vital promotion role in the central and western regions and provinces with low total factor productivity, and it can indirectly impact high-quality economic development by promoting dynamic, efficient, and structural changes.

Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people's images of the future has shown how technology plays a central role in how we imagine the future and the changes that shape it. This suggests a need to address the role of perceptions of future sociotechnical change and agency in students' thinking, as it may instruct the development of action-oriented critical scientific literacy. Thus, in this study, we examine how images of the future reflect students' perceptions of sociotechnical change. Employing abductive qualitative content analysis on 58 upper secondary school students' essays describing "a typical day" in the future, we focused on how students' depictions of future sociotechnical change vary along three dimensions: from static futures to radical transformation, from nonproblematic change to issues deeply relevant to societal deliberation, and various framings of who, if anyone, has agency. We found that students' images of the future contained wide variation in the discussed range of sociotechnical change, while technology was discussed typically in nonproblematic and sometimes in more critical, problematised ways. Indications of agency were mostly vague, but students occasionally attributed agency over sociotechnical change to the general public, specialised experts and themselves. We conclude by discussing the potential implications of the results in regard to recent definitions of scientific literacy as well as future-oriented pedagogies in science education.

This article is dedicated to find out the impact of social changes and their crisis manifestations on the dynamics of family relations, which is manifested in situations of child-parent interaction in the learning process, as well as to analyze the impact of social changes on manifestations of violence against children. A comparative analysis of joint learning situations in junior grades during the COVID-19 pandemic and under martial law was carried out. The article analyzes the dynamics of changes in parents' assessment of the learning process and results, the behavior of parents and children in the learning situation. An important task of the research is to identify the dynamics of changes in the risks of violence and the level of violence against children by parents in the joint learning situation. These social changes affect family dynamics and manifestations of parental violence against children.

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.

Society and education are inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of color has required educators to design antiracist curricula that explicitly address racial inequality. Here, we explore parallel antiableist approaches to bioscience education in an essay coauthored by a disabled bioscience student and able-bodied faculty member in bioscience. Our work is underpinned by Critical Disability Theory and draws on disability and pedagogical scholarship as well as our own experiences. The biosciences has a unique need to confront its history in the discredited pseudoscience of eugenics, which has led to discrimination and human rights abuses against disabled people. We provide a brief history of the relationship between biological sciences research and eugenics and explore how this legacy impacts bioscience education today. We then present a recommended structure for antiableist biology education. Our approach goes beyond providing disability access, to a model that educates all students about disability issues and empowers them to challenge ableist narratives and practices.

In this article, a social movement lens is applied to examine the dynamics of an urbanbased language revitalization movement in the Autonomous Community of Galicia (North-western Spain). The potential of Resource Management Theory is explored as a way of systematically analysing the dynamics of urban-based language revitalization movements. It does this by identifying factors which both helped fuel the emergence and growth of this Galician grassroots movement as well as those constraining its potential development. Drawing on in-depth interviews and observations collected over six months of ethnographic fieldwork in one of Galicia's main cities, social movement theory is used to analyse the role of Galician social movement activists as social agents in shaping the success of their language revitalization initiative. We argue that a social movement lens provides a useful analytical toolkit to focus on the grassroots efforts of social agents involved in peripheral ethnolinguistic mobilization in minority language contexts such as Galicia. Ultimately, we aim to show that these social movement revitalization initiatives go beyond language as an object and are centred around language-based struggles which not only address strategy dilemmas but also scaffold social relations and ties among speakers as they mobilize within particular institutional fields.

Despite the national impact on students due to COVID-19, for Black students living in the state of Florida, the disruption of their social, emotional, psychological, and academic normalcy was complicated further. At the height of the pandemic, Florida consistently ranked in the top three states in the U.S. for total COVID-19 cases; moreover, even before the onset of COVID-19, over 33% of Black youth under the age of 18 in the state (the highest for any group in Florida) had faced trauma, also known as adverse childhood experiences (ACEs). Black Floridian youth with ACEs residing in urban-situated neighborhoods have been overwhelmed by COVID-19. Yet little is known about Black youth and their experiences with COVID-19 beyond average achievement on national assessments. Particularly, we do not understand how Black youth made meaning of what was (and still is) transpiring in their communities with COVID-19 and how they made meaning of their schooling, amid a pandemic. Nor do we understand how the pandemic will affect the educational futures of Black youth. The salient goals of this study were to (a) leverage youth voice amid COVID-19 to add to the discourse about re-envisioning the educational futures of Black students within schools to inform educators and school districts in supporting an educational environment that is prepared to address the post-traumatic growth of students, and (b) promote micro-level policies in schools that enhance equitable educational and mental health practices among youth.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision-making. Drawing from "pedagogies of acompañamiento", I describe how the mothers responded to decision-making challenges and leveraged reflections on their struggles to co-create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change.

Identifying a society's perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample's shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements' messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.

In this study, we examine the concept of social justice to provide greater clarity about how higher education might help students achieve more understanding about social justice and develop behaviors consistent with social change. We measured three dimensions of social justice: students' recognition that inequality exists, their determination to do something, and their willingness to engage in actions that reduce inequality. Mean differences in scales tapping these views between students in introductory and capstone courses in six liberal arts disciplines--social work, sociology, psychology, criminal justice, gender studies, and communication--suggest variations in how students in these programs commit to social change. Capstone students consistently showed greater commitment to social justice compared to freshmen students. The most significant differences occurred in their willingness to take action. Patterns differed significantly within the six disciplines, and consideration is given to the emphasis placed on social justice within the six disciplines, as partially explaining the differences. These results suggest some modification to the notion in the literature that a 'principal-implementation' gap exists among adults in their commitment to social justice that tends to increase with maturation.

In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and "explaining" how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.

Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under-represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under-represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research-practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

Despite efforts to foster a more equitable gender representation, Australia's higher education sector and workforce continue to be highly segregated. This article focusses on the gendered experiences of first-in-family (FIF) students--many who are from low-socioeconomic communities--transitioning to Australian universities. In terms of the gendered nature of widening participation, we know students who are FIF will often study disciplines which align with traditional gender norms. Drawing on the "First-in-Family Project" (n = 48), we present the analysis of our findings in two parts. First, we provide an overview of the cohort where we analyse the gendering of degree choice of FIF students. Second, underpinned by theoretical work focussed on student gendered and classed subjectivities, we address how FIF young people negotiated classed and gendered norms during the transition to university. Our data suggest that young people engage in 'gender work' and 'class work' which informs their identities and how they make choices about their futures. Based on our research, we argue that to achieve social justice there is a need for a renewed attention to gender within the widening participation agenda.