Search

This paper explores the following questions: What is reading all about, as our technical milieu becomes increasingly digital and our reading increasingly automated? What is entailed in closely reading a book, in studying and handling the book as an object? And what is the role of philosophy—and in reading philosophy—as we grapple with new technical modes of reading? Guided by philosopher Gilbert Simondon, this paper compares the language heuristics of large language models (LLM) with human reading practices, revealing parallel and diverging technical tactics, with the aim of increasing our understanding of how and why these algorithms are part of our technical reality. This comparison moves beyond concerns with automation and alienation, using Simondon's notions of technicity and transindividuality to philosophically analyze the nature of collaborative reading in a distraction economy, and the extent to which transformer neural network models achieve an implicit embodied or grounded sense of language-use. [ABSTRACT FROM AUTHOR]

In this paper, we expand the Foucauldian question of what is thinking doing? We approach the question in the context of reading as an entirely ontological enterprise. Aligned with the special issue theme of reading as a "long preparation," and prompted by Deleuze's discussion of "reading with love," we link the two to present how reading with love has been enacted in our work, both collective and individual, as transformative and intensive. The feminist philosopher Elizabeth Grosz, and her own readings of Deleuze and Foucault, prompts us to envisage what it is to think like a feminist and read with love after the ontological turn. As ontological, reading is neither consumption nor the acquisition of knowledge but an act of creation, an act of freedom, an act of love. [ABSTRACT FROM AUTHOR]

Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls' access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women's resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded. [ABSTRACT FROM AUTHOR]

Effective social research tapping a broad range of human experiences must employ research paradigms that are consistent with the ontologies and epistemologies of the research participants, community, and contextual scholars. This paper describes the construction of a bricolage, imbricating Islamic and interpretivist concepts for coherence and rigor in engaging 35 Muslim–Canadian educators in interviews on their pedagogies. The act of centering an Islamic paradigm made data visible beyond a narrow secular Western frame, offering analytic precision and interpretive significance within Muslim educational communities. Illustrating this data–paradigm engagement, a collective data excerpt is presented on socio–spiritual development, whereby educators described establishing with young Muslims an overarching conceptual framework rooted in Islamic tradition to situate self, social, and spiritual relationships; embark holistic transformative actions with social, individual, and spiritual dimensions; and engage in continuous self-reflexivity triangulated with divinity (muhasaba). Offering a unique pedagogical approach to socio–spiritual development, this bricolage also challenged methodological singularity. [ABSTRACT FROM AUTHOR]

Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution. [ABSTRACT FROM AUTHOR]

This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools. [ABSTRACT FROM AUTHOR]

This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach is to organize time and experience in a standardized, contradictory, and tense manner; at the same time, we describe a pars construens of the experience of temporality, endowed with a horizon of possibilities: the school as free time that contributes to questioning certain aspects in relation to temporality as a project of progress in education, without failures, without different rhythms. These approaches propose a link between experience of temporality and educational justice that we discuss in the conclusion. [ABSTRACT FROM AUTHOR]

This paper describes the methodological design of a qualitative research strategy that followed the bricolage approach. The research, a qualitative case study, followed the empowerment journey of 12 adult learners in a second chance educational programme, aiming at recording the mechanisms through which the learners were empowered or disempowered. The initial plan to use a single methodology was modified to address the challenges that raised from the study itself. This modification led to the implementation of the bricolage approach. Following the bricolage principles opened a space of a creative combination of different methodologies, theories, and tools and the implementation of all the five types of bricolage, namely the theoretical, the methodological, the interpretive, the narrative, and the political. The paper presents a detailed account on how bricolage was developed as a "custom-fit" construct to serve the goals of the study. Hermeneutic Phenomenology and Critical Discourse Analysis were the two main methodologies combined. [ABSTRACT FROM AUTHOR]

This storied paper reflects my awakening to the notion of interbeing, a core concept of Engaged Buddhism posed by the Vietnamese Zen Buddhist Thich Nhat Hanh. My awareness was heightened in writing about a young Vietnamese child, Dylan, with whom I engaged in an early childhood study in Aotearoa New Zealand. Underpinned by Chen's Asia as Method, interbeing is considered a research orientation for decolonization, an alternative way of knowing and thinking in mutuality and relatedness. In the light of interbeing, the writing is a process of living my lives and the others' lives as well as transforming myself to see with the child. The paper conveys critical moments in my writing path with the potential to integrate non-Western philosophy into qualitative research with young children. [ABSTRACT FROM AUTHOR]

This paper aims to foreground the persistent ethical conundrums within the process of engaging children labeled with intellectual disabilities in the research process. I consider what happens when researchers are embedded within and committed to sustaining relationships with disabled children? I explore the possibilities of the enactment of consent as an ongoing negotiation between researcher and research participants. I contend that resisting and transforming unbalanced relations of power within research take seriously the importance of remaining mired in the ethical conundrums of the constant negotiation of research relationships that include making space for participant refusals throughout the research process. [ABSTRACT FROM AUTHOR]

This article aims to provide a record of how the use of the method of photovoice facilitated an enriched teaching and learning experience for graduate students in a Theories of Social Justice in Health class. The course required students from multiple disciplines to learn about social justice theories and then apply them to a health issue/concern. For their final project, students chose a topic of interest and choose to complete a traditional paper or a photovoice project using one (or more) of the social justice theories examined in the course. Our manuscript describes four students' and the professor's experiences to document the positive impact the photovoice project had on their learning of social justice theory. Through this process, the students found the qualitative research method of photovoice to be a successful pedagogical tool for engagement and provided an experiential learning opportunity for co-creating and sharing knowledge. [ABSTRACT FROM AUTHOR]

Te Tiriti o Waitangi (Te Tiriti) signed in 1840 by the British Crown and a number of indigenous hapū (subtribes) collectively named Māori has been widely positioned as the foundation document for the colonial state of Aotearoa New Zealand. Devastating consequences of breaches of Te Tiriti form an injustice perpetuated through overt and covert institutional racism. Such racism undermines Māori sovereign status, harms the wellbeing of contemporary Māori, contradicts a justice aspired to among democratic nations, and diminishes the justification of ourselves as a just people. As authors the demand to eradicate such racism is influenced by many Māori leaders whose efforts to honour Te Tiriti have never waned. We describe Decol2020 as a creative collaboration among community and scholarly activists intent on transforming racism. We offer this paper as a contribution to how such collaborations may be invigorated wherever any institutionalized injustice requires redress. [ABSTRACT FROM AUTHOR]

This autotheoretical paper exploring a collaborative project we engaged in during the early days of the COVID-19 pandemic (March–May 2020) is structured as two intertwined stories. The first, a series of autotheoretical vignettes, expresses our process of sense-making about affect as well as multiple affective productions that spurred learning, personal and relational growth, and becomings-otherwise. The second delves into posthuman methodology, autotheory, affect, and affirmative ethics. Together these highlight the ways that our collaborative work of attending to affect helped us enact an affirmative ethics by tapping into traumatic lived experiences of COVID-19, isolation, and academic work, and transforming them into knowledge-producing, connection-creating, hopeful encounters. These encounters gesture to ways that enacting affirmative ethics as a collaborative critical posthuman praxis can help us collectively thrive in neoliberal conditions. [ABSTRACT FROM AUTHOR]

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students' anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry. [ABSTRACT FROM AUTHOR]

Indigenous Australian young people comprise over 50% of the total Indigenous population (Australian Bureau of Statistics, 2017). Yet, the voices of Indigenous young people are seldom centred in policy or scholarship (Shay & Sarra, 2021). This paper shares findings from a three-year national transdisciplinary, qualitative study that explored the identity and well-being of Indigenous young people in diverse school settings. The data told counter-stories through the lens of Indigenous young people currently absent in mental health and educational wellbeing scholarship. This article illustrates how the theoretical/methodological approach and data provide a strengths-based alternative to trauma-informed and medicalised mental health frameworks that dominate policy and practice approaches. This paper shares key findings from Indigenous young people who articulated their identities as underpinned by respect, pride and collectivism and shaped by culture, where you are from, physicality and role models. These expressions are clearly at odds with broader deficit discourses on Indigenous identity and have implications for health and schooling settings. [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]

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves. [ABSTRACT FROM AUTHOR]

The developing structure of Omani higher education sector depends upon a culturally diverse group of international academics who outnumber their Omani colleagues. This creates a unique group composition that is inconsistent with the largely Omanising workplace context. Drawing on data gathered from a case study, this paper explores the reasons and the effects of group instability resulting from faculty's national diversity on establishing a group's social identity, the latter being an antecedent for establishing an intellectual capital. The findings of the study suggest that national diversity is associated with a number of factors that impede longevity within work groups thus affecting identification with a common group prototype. These include human resources management practices, such as outsourcing recruitment, inconsistent recruitment standards, low faculty agility and a number of personal factors that emphasise individual identity. The paper concludes by arguing that the absence of social identity in higher education hinders establishing an intellectual capital that represents a cornerstone for establishing a knowledge-based economy that fuels the realisation of Oman 2040. The findings have implications to the GCC1 contexts that are characterised by depending on largely nationally diverse workforce. [ABSTRACT FROM AUTHOR]

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes. [ABSTRACT FROM AUTHOR]

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root. [ABSTRACT FROM AUTHOR]

This article examines the processes of educational ethnography and questions the traditional use of the field notebook and research relationships. It forms part of an ongoing collaborative study analyzing university students' learning trajectories. Guided by inclusive ethics, the study proposes that researcher–participant collaboration is fundamental in defying traditional research methodologies. Post-qualitative inquiry enables an inclusive ethics perspective by providing a critical view of the usual ways of conducting research. The paper presents three cases of collaborators taking a field notebook and self-observing their learning. Participant agency facilitates our immersion in different worlds and produces new, non-standardized perceptions that enable the transformation of educational ethnography. [ABSTRACT FROM AUTHOR]

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial in further understanding students' experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists' reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study. [ABSTRACT FROM AUTHOR]

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

At the heart of the neoliberal university, affective energies linked to roles, responsibilities, expectations, policies, and bodies impact the atmosphere of university life. Associate professors report the highest levels of dissatisfaction among all ranks, as they find themselves entangled in affective knots. To understand these knots in associate professor lifeworlds, we solicit their accounts and reveal affective pain points in the neoliberal university. In this paper, we illuminate the affective knots of melancholy, stasis, and death, giving voice, feeling, and texture to associate professors' dissatisfaction within the neoliberal institution. However invisible, these affective knots threaten the university's teaching, learning, scholarship, and social transformation. [ABSTRACT FROM AUTHOR]

Stories of children moving in and out of refugee camps are not uncommon yet are often overshadowed by the dominant narratives of oppression, political failure, and war—the stories told of rather than told by refugees. Dominant narratives on refugees largely shape perceptions about children and youth in displacement as vulnerable, voiceless, and passive. Instead, stories told by these populations highlight their identities as capable and determined. Employing a narrative approach to inquiry in relation to agency, this study seeks to understand how lived experiences of female refugee youth are shared through storytelling. Written narratives of 55 adolescent girls in Kakuma refugee camp in Kenya revealed not only the complex and complicated circumstances of their educational journey but also their agency. This paper concludes by emphasizing the importance of storytelling, which enables us to better understand the needs of the displaced populations, but also their capabilities, aspirations and agency. [ABSTRACT FROM AUTHOR]

Featuring the experiences of 14 LGBQ+ college students at U.S. institutions across the country, this paper centers on photographs participants took and reflected on as they described expressions of grief relative to their sexual identity development (SID). Drawn from an interview-based narrative inquiry study focused on how LGBQ+ students detail ambiguous loss in SID by considering stories and photos, we employed narrative analysis to examine their photos and data gathered through two individual interviews with each participant. Guided by a conceptual framework integrating literature on SID and scholarship on the social constructionist model of grief, we identified four thematic expressions of grief: Navigating External and Internal Conflicts Shaped by Oppressive Structures, Articulating Varied Emotional Responses in SID, Processes Associated with Coming into Queerness, and Engaging with the Future as Unknown, Yet Filled with Hope. We provide implications for research, as well as for practice targeted at educational and counseling professionals. [ABSTRACT FROM AUTHOR]

As scholars, teachers, and researchers within academe we have, at times, felt the gravity, nuance, and depth of Black feminist theories and epistemologies have resulted in articulations and manifestations so flat they are rendered illegible and almost always universally synonymous. While there are certainly deep and rich connections among and between Black feminist theories, and while their proliferation has been often mutually facilitative, they are worthy of distinction. Our paper explores how the genealogy of Black women's theorizing has survived through its varying conceptualizations through explicating Womanism; Black Feminist Thought; and Endarkened Feminisms. We illustrate the genealogy of Black women's theorizing and suggest moving away from the singular meanings that, ultimately, reduce their public force and utility in higher education research and practice. [ABSTRACT FROM AUTHOR]

This paper advocates reading philosophy and using its concepts in educational and social science research. The lengthy engagement with the various concepts and conceptual orders of poststructuralism required for post qualitative inquiry exceeds the scope of reading required for a conventional literature review at the beginning of a typical empirical research project. Reading that spans many years of an academic career does not serve the epistemological project of stabilizing what is known through recognition, representation, and summary but attends to an ontological project of re-orienting thought through experimentation, invention, and creation to enable what does not yet exist but might. [ABSTRACT FROM AUTHOR]

This paper considers reading a hermeneutical co-respondence with understanding's becoming. It describes how understanding's plurality is caught up in the dialogical interplay of reading, rhetoric, and rhythm characteristic of hermeneutic engagement. Reading positions a reader in relationship with a text1 seeking participation in the matter under consideration. As such, its potential for creating new understanding lies in a reader's ability to attend to unfamiliar forms of expression and engage with the speculative nature of sense and sense-making. Rather than reduce hermeneutic practice to an unmoored relativism, reading hermeneutically fosters a radical responsibility that comes with the uncertain and difficult labor of speculative thinking. [ABSTRACT FROM AUTHOR]

Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especially concerning empirical studies within English classrooms. Based on an anti-oppressive GCE framework and the research question, "what does anti-oppressive theory look like in practice in English classrooms and how can this be woven into GCE?", this paper explains the results of a project which used a portraiture methodology to collect and analyze approximately 6 hours of semi-structured interviews, detailed impressionistic records, and several lessons collected with one secondary school English teacher in Ontario, Canada. The portrait showcases how the educator implements a three-pillar approach to anti-oppressive GCE language education and the need to shine light on minoritized identities, create healthy soil for the foundation of learning about systemic oppression, and give the proper amounts of water/support to each student. [ABSTRACT FROM AUTHOR]

Early childhood schoolbooks designed to teach children to read, have been shown not only to shape gendered identities in a limiting, binary format, but to lend the written word the appearance of unquestionable, and restrictive truth about the way the world is. Texts written for adults, too, may similarly limit what can be known, reining in the world's emergent efflorescence. Extending the concept of emergent listening, this paper develops the concept of emergent reading, a form of reading that is intimately and diffractively related to emergent listening and emergent writing. Emergent reading is relational, intra-acting with the emergent efflorescence of written words and with the materiality of the human and more-than-human world. [ABSTRACT FROM AUTHOR]

This paper provides an overview of a Critical Race Feminista praxis-oriented methodological framework in development called FilmCrit, and a critical race method expanded into filmic form called Cinematic Critical Race Counterstorytelling. Critical Race Feminisita Praxis informs this work by drawing on a Critical Race Theory in Education framework and Chicana Feminist theories and epistemologies. In discussing two FilmCrit studies, a qualitative documentary study, No Somos Famosos (We Are Not Famous), and my dissertation study, From the Classroom to the Screen: Experiences of Women of Color MFA Film Students, I detail the theoretical, methodological, and analytical development, as well as the scholarly significance, of FilmCrit and (auto)biographical and composite Cinematic Critical Race Counterstorytelling. [ABSTRACT FROM AUTHOR]

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

The intersection of childhood and sexuality is a relatively less researched topic in India. This paper presents teachers' narratives and explores cultural beliefs concerning childhood sexuality. The investigation attempts to understand ways in which the cross-cutting modalities of religion, caste, gender, and sexuality of the teacher and the student shape students' sexual subjectivities. The "Domains of Power" as outlined by Patricia. H. Collins is used to analyse teacher interviews to understand how dominant sexualities are privileged and attain their power within schools. Further, a descriptive analysis is provided for how power relations inform interactions between students and teachers and how such interactions shape teachers' expectations of students' sexual knowledge, experiences, and expressions. [ABSTRACT FROM AUTHOR]

Although critical participatory action research (CPAR) has been cited as a means to cultivate more equitable systems in education, its promise has not been fully realized as a mechanism to enhance the experiences of minoritized cultural groups in U.S. higher education. As outsiders within academia who are multiplicatively marginalized, Black women's engagement in CPAR demonstrates unique potential to address this gap. In this paper, I introduce an agentic diversity, equity, inclusion, and belonging strategy embedded in a critical action research methodology known as a participatory action research counterspace (PARC). After situating the proposed methodology in existing literature, I describe a PARC study involving a group of Black women students, faculty, staff, and administrators at a predominantly white institution (PWI), as well as the defining contours of the methodology. A discussion outlining the benefits of the PARC methodology for Black women enrolled and employed in higher education is also included. [ABSTRACT FROM AUTHOR]

After the fall of the communist regime, Romania launched the first multi-systemic reform in the education sector in 1995. The reform was largely financed through a World Bank loan and closely followed the neo-liberal ideology promoted by Bank officials. It aimed to privatize and to implement private sector management principles in the public education sector. This paper argues that in order to introduce neo-liberal policy models, the Bank first created a structure of knowledge around the Romanian system of education, which diagnosed it as inefficient and underperforming. Specific representations of domestic institutions, bureaucratic processes, and actors were used to legitimate the forms of intervention proposed and the role of the Bank in internal governance. I argue further that the main stake of the project was reforming governance in education as new mechanisms for power distribution and money allocation were set in place. By manufacturing their role as impartial, apolitical "experts," and by ignoring the political nature of government, they created a niche in governance and imposed neo-liberal understandings in education. [ABSTRACT FROM AUTHOR]

Diffracting a research project in a UK primary school, this paper concerns feminist materialist orientations to odd-ness as a relational, distributed, and affective form of "thinking-feeling". It suggests that attuning to affect as it moves through a context resistant to disruption, involves becoming "bad researchers"; bad for composing an unruly research problem, for embracing a transgressive methodology, and for writing in willfully inconclusive ways. It comments too on the dangers of embracing badness as an identity if used to conceal rather than acknowledge ongoing inequalities between researchers and children and between privileged researchers and others routinely marginalised. [ABSTRACT FROM AUTHOR]

In this paper, I draw from an in-school music research-creation project to consider the complex, racist-ableist politics of failure in the early childhood classroom. I theorise failure as it unfolds through anxiety, which I conceptualise as an affect of failure, to discuss both the perverse possibilities and perilous precarities of (neuro)queer failure. I examine two samples from an in-school research-creation project, which fail in generative yet risky ways: (1) a vocal improvisation by "Kwodwo," whereupon I consider failure as mobilised through the racist-ableist politics of neurotypicality, disproportionality in special education, and refusal; and (2) research-creation's transdisciplinary courting of failure through my "critical use" of electrodermal activity. Drawing from these two samples, I suggest that, in considering this special issue's call for "bad research," educational researchers must not only attend to those failures that sit within the successful confines of what is defensible in the academy (i.e. failure without failing), but also to the intersecting ethico-political complexity of failure. [ABSTRACT FROM AUTHOR]

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace diffractive, decentring and performative perspectives, and effectively do so at a content level. However, we might unwittingly reproduce representational, dichotomous, centring and identitarian ways of relating to ourselves, others, our work and so on. These ways of relating are often unacknowledged. I offer my concept of performative meta-reflexivity to interrogate which ways of relating are implicitly operating and to think about what they are producing. I suggest that this practice can be helpful to become response-able for the ways of relating that we find ourselves engaged in and what they generate. [ABSTRACT FROM AUTHOR]

This paper considers the social role of collaborative ethnographic research amid our current intersecting social, political and ecological crises. It investigates how the multi-sited, arts-based, ethnographic study, Global Youth (Digital) Citizen-Artists and their Publics: Performing for Socio-Ecological Justice (2019–2024), adopts drama as a tool to at once respond compassionately and imaginatively to crisis, and envision alternative social, political and ecological futures in its wake. A "metho-pedagogical" paradigm is mobilized as a framework to consider how drama is put to work, methodologically and pedagogically, at a time of climate emergency and pandemic. This framework is illustrated across two vignettes, which attend to the social challenges and impacts of emergent drama-based ethnographic research across two years of the study, in varying geographic locations with different cultural orientations, in live classrooms and in virtual theatre spaces. Attention, risk, desire, trust and reciprocity emerge as important proposals for engaging in arts-led research with youth in these times. [ABSTRACT FROM AUTHOR]

As the territory's sole public service broadcaster and a government department, Radio Television Hong Kong (RTHK) bears a dual responsibility for disseminating information to the public and in assisting in constructing how the public understands emerging issues and marginalized social groups. This paper analyzes how neurodivergent individuals are (re)presented in A Wall-less World, RTHK's decade-long television series dedicated to promoting social inclusiveness. We find that by using different filming genres, plots, and narratives, the series exposes and negotiates different understandings about disability and perspectives about the lived experience of neurodivergent individuals. Given RTHK's unique position in the industry, and more generally in Hong Kong, we argue that the series perform a social service function to inform their viewers by engaging and shaping the public discourse gradually towards the neurodiversity paradigm. We also suggest future directions for practitioners and researchers to continue to engage and advocate for the neurodivergent community. [ABSTRACT FROM AUTHOR]

In this paper, I share the process of designing, implementing, and analyzing a community-based methods course alongside youth organizers, adult allies, and teacher candidates (TCs) through a critical qualitative research project. Informed by intergenerational grassroots community organizations, community-based pedagogy is a praxis to center the strengths and needs of local people, places, and ecosystems in the classroom. I discuss the framework and use of community-based pedagogy in a teacher education methods course as informed by youth organizers and adult allies of two local youth-centered grassroots organizations. To further the development of community-based pedagogy, I examine how the facilitation of adult ally trainings by youth organizers in a methods course informed their community organizing endeavors and also encouraged TCs to conceptualize community-based pedagogy in PreK-12 classrooms. The findings and implications identify community-based pedagogy as a possible strategy for schools, communities, and teacher education programs to collaborate for transformative social change. [ABSTRACT FROM AUTHOR]

This article addresses the implications of intersectional qualitative interviews across identity categories of gender, race, ethnicity, and immigrant status. Responding to the research gap on the intersectionality in qualitative interviews and informed by the intersectionality framework, this reflective critical discourse study shares an analysis of two interviews conducted by a female minority researcher. Using the analytic methods of critical discourse analysis, the study examines how the interviewer and interviewee enacted, resisted, and negotiated diverse positionalities and power imbalance within the interview space. Particularly, the analysis demonstrates the researcher's challenges, vulnerability, and mitigating efforts in resisting the powered position taken by the interviewee in light of gender, race, and immigrant status. It also reveals how identity convergence allowed the participants to inhabit the space as collaborative insiders despite the tension in other layers of intersection. Methodological dilemmas and implications for intersectional interviews will be discussed. [ABSTRACT FROM AUTHOR]

This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools.

Indigenous Australian young people comprise over 50% of the total Indigenous population (Australian Bureau of Statistics, 2017). Yet, the voices of Indigenous young people are seldom centred in policy or scholarship (Shay & Sarra, 2021). This paper shares findings from a three-year national transdisciplinary, qualitative study that explored the identity and well-being of Indigenous young people in diverse school settings. The data told counter-stories through the lens of Indigenous young people currently absent in mental health and educational wellbeing scholarship. This article illustrates how the theoretical/methodological approach and data provide a strengths-based alternative to trauma-informed and medicalised mental health frameworks that dominate policy and practice approaches. This paper shares key findings from Indigenous young people who articulated their identities as underpinned by respect, pride and collectivism and shaped by culture, where you are from, physicality and role models. These expressions are clearly at odds with broader deficit discourses on Indigenous identity and have implications for health and schooling settings.

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes.

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root.

The developing structure of Omani higher education sector depends upon a culturally diverse group of international academics who outnumber their Omani colleagues. This creates a unique group composition that is inconsistent with the largely Omanising workplace context. Drawing on data gathered from a case study, this paper explores the reasons and the effects of group instability resulting from faculty's national diversity on establishing a group's social identity, the latter being an antecedent for establishing an intellectual capital. The findings of the study suggest that national diversity is associated with a number of factors that impede longevity within work groups thus affecting identification with a common group prototype. These include human resources management practices, such as outsourcing recruitment, inconsistent recruitment standards, low faculty agility and a number of personal factors that emphasise individual identity. The paper concludes by arguing that the absence of social identity in higher education hinders establishing an intellectual capital that represents a cornerstone for establishing a knowledge-based economy that fuels the realisation of Oman 2040. The findings have implications to the GCC1 contexts that are characterised by depending on largely nationally diverse workforce.

Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls' access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women's resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded.