Search

Although K-12 schools have always had gender non-conforming people working in them, it is only relatively recently that education research and scholarship have addressed the experiences of transgender people. Trans teachers were the subjects of news articles long before their lives and work were the subject of education research. Through comic book illustrations, issue 52 of the Occasional Paper Series presents stories about the experiences of trans educators working with children from preschool through high school.

Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.

Issue #49 of the Bank Street Occasional Paper Series, "Indigenous Pedagogies: Land, Water and Kinship," brings together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts. Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. This means that for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to their knowledge systems. The authors worry that forwarding Indigenous pedagogies for educators broadly could result in a romanticization or appropriation of indigeneity, but hope that it will contribute broadly to sustainable and just futures.

Issue #50 of the Bank Street Occasional Paper Series, "Learning With Treescapes in Environmentally Endangered Times Learning with Treescapes in Environmentally Endangered Times," is intended to be hopeful. Articles in this issue contribute to the envisioning of new practices and to an architecture of knowledge to waymark a more sustainable route into the future. Trees are vital for the present and future health of the planet, its inhabitants, and ecosystems. They store carbon and breathe out oxygen. Their leaves filter dangerous pollutants. Their branches provide shade and a shelter for a myriad of other beings, allowing diverse species to thrive. They provide cooling, control erosion, and filter water. Articles in this issue include stories from teachers and their students about learning with trees, and descriptions of how engagements with trees can transform research and ways of thinking, feeling, and being. Across multiple pieces, authors reflect on how connecting with trees facilitates greater connection among humans and between humans and the more-than-human occupants of our planet.

The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was "Intelligent CALL, granular systems and learner data." This theme reflects the newest developments in the field of technology for language learning. Subfields such as natural language processing and machine learning not only enable smoother spoken and written communication between human learners and computers, but also offer ways in which language learning can be tailored to the needs of individual learners. By adding components of automatic speech recognition, text-to-speech systems, automatic feedback mechanisms, and tracking systems monitoring learners' progress and their use of tools, applications are becoming better targeted. All of this is used to optimise the learning experience of individual learners. This volume includes 66 short papers by some of the EUROCALL 2022 presenters and it offers a combination of research studies and theoretical papers reflecting the subthemes of the conference. The articles are ordered alphabetically. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This issue of the Bank Street "Occasional Paper Series" brings together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children's lives, democracy, and the planet. The papers seek to extend and broaden Bank Street College founder Lucy Sprague Mitchell's original conceptualizations by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children's geographies and exploring potentialities of mapping in analog as well as emerging digital forms. The authors also aim to carry forward her commitments to listening to children with curiosity and care, rooted in a belief that young people know a lot about the world already and that they are fully capable of delving deep into complex processes and problems. As such, this collection situates young peoples' here and now within sociopolitical landscapes, the wider nested systems and structures that constitute and reconstitute land, place, and children's geographies. The authors in this special issue extend, critique, and reimagine what it means to center young people's worlds and ways of knowing to make sense of the here and now.

This edited volume presents the latest research focussing on current challenges on the deployment of smart technologies and pedagogies for supporting teaching and learning in the post-covid19 era. This is at the core of studying the evolution of the learning process, the role of technology-supported pedagogical approaches, and the progress of educational technology innovations in the context of digital transformation in education and professional training. A selection of the best papers from the Cognition and Exploratory Learning in the Digital Age (CELDA) Conference, 2022 are included in this volume, bringing together high-quality research on Smart Pedagogies in the Post-Pandemic Era; Smart Learning Technologies in the Post-Pandemic Era; and Case Studies of Smart Learning Environments. The volume contributes to the discussion of current issues in digital education between researchers, practitioners, and policymakers.

This edited volume brings together innovative research in the field of Science Education, fostering scientific citizenship in an uncertain world. The nineteen chapters presented in this book address diverse topics, and research approaches carried out in various contexts and settings worldwide, contributing to improving and updating knowledge on science education. The book consists of selected high-quality studies presented at the 14th European Science Education Research Association (ESERA) Conference, held online (due to the COVID-19 pandemic) by the University of Minho, Portugal, between August 30th and September 3rd, 2021. Being of great relevance in contemporary science education, this book stimulates reflection on different approaches to enhance a deeper understanding of how better prepare the coming generations, which is of great interest to science education researchers and science teachers.