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This paper, based on the Praxis Lecture I delivered at the National Association of Kinesiology in Higher Education Conference in January 2024, articulates how my experiences at a Danish gymnastic folkehøjskole (folk high school) and højskole pedagogy inform my teaching and service. After defining højskole pedagogy, I discuss how I incorporate its elements to promote greater inclusion, equity, and diversity in kinesiology, particularly around (dis)ability and body size. Højskole pedagogy also provides a way to encourage students to embody their learning and learn about their bodies through course content and experiential lessons. I dedicate this article to Dr. Seymour (Sy) Kleinman, my advisor and mentor, who tirelessly championed human movement as the foundation of kinesiology. He emphasized the importance of teaching, exploring, performing, and experiencing human movement, particularly in the context of increasing efforts to by those within and outside kinesiology to scientize and subdivide the field. [ABSTRACT FROM AUTHOR]

There now exists a sizeable body of work around student voice, predominantly through the intervention of researchers. However, given the critical role of teachers in the fruition of student voice efforts, there is a need to further our understanding of such efforts carried out by teachers themselves, particularly within non-Western contexts. Using a case-study approach within an interpretive paradigm, this study investigates how English Language (EL) teachers in Singapore design and enact classroom-based student voice initiatives. Situating such initiatives within Singapore gave rise to curricular, pedagogical, institutional and socio-cultural complexities, given the importance of EL within Singapore's unique milieu. The findings underscore the need to uncover tacit notions which may otherwise go uninterrogated. While attempts to include student voice within teaching and learning appear riddled with ambiguities and contradictions, this study also suggests that such initiatives present fertile opportunities for teacher praxis to emerge, thereby creating possibilities for teacher development. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a brief account of my journey to implement applied theater in an elective social work education course in New York City, encouraging creativity, risk-taking, and methods for challenging oppression. The experience described supported my process of becoming a creative educator and my pedagogy for teaching critical-radical social work. Critical social work incorporates dialogue and self-reflection to excavate the roots of dehumanization. Radical social work uproots dehumanizing (internal and external) ideologies and practices of dominance (e.g. racism, transphobia, colonialism, white supremacy). Theatre in social work education (TIS WE) an active experiential learning process sets the stage for bringing critical-radical social work education to life by incorporating aesthetic distance, liminal space, intersectionality and embodied practice, scaffolding, and radical imagination. These components develop awareness of micro to macro processes and consequences; and demand holistic problem solving of bio-psycho-social-cultural conundrums, epitomizing critical-radical social work pedagogy. After earning my PhD and becoming a professor, I felt competent as a scholar-activist. However, I developed my identity, designed my practice, and honed my skills as a creative educator while simultaneously playing the roles of student in the Master of Arts in Applied Theatre (MAAT) program and social work educator. [ABSTRACT FROM AUTHOR]

The fourth wave of feminism in Pakistan represents a significant departure from earlier movements, evolving into an intersectional force with widespread participation from younger women. Recent scholarship notes this shift, highlighting how activists are not only demanding equal rights but also critiquing the private/public dichotomy by centreing the intimate spaces where patriarchy is most entrenched. In light of this new phase in the feminist landscape, this article examines the overlooked narratives and experiences of women activists at the Feminist Students Collective (FSC), a student-led collective based in Lahore, Pakistan. It is argued that FSC activists employ a feminist praxis to analyse coloniality and neoliberalism's entanglement with patriarchy in higher education and beyond. Through mediums such as writing, dance, poetry, theatre, and social media activism, they counter Eurocentrism in institutional spaces of learning and forge epistemic connections across class, religion, ethnicity, and social location in activist spaces. [ABSTRACT FROM AUTHOR]

This article takes off from the tiny injuries that accumulate, calcify and shape our academic bodies and which live in university spaces and places. The paper moves analytically with the question: how may we insert our non-normative bodies into the material architectures, places and spaces of the university, and disrupt it by our very presence? Composed in post-authorship mode, we discuss the post-personal autoethnographies, research activations, their diffractive renditions and the speculative fabulations this question generated. Drawing theoretically on posthumanism/feminist new materialism, affirmative ethics and musings on bodily disposition, we propose the slow tempo of nonchalance as a theory-praxis. In telling it slant with side-curved head and curiosity, the article offers ways of imagining otherwise, making an appeal for the university to become a more capaciously hospitable place for bodies excluded by exceptionalist hu/Man/ism and extractive knowledge practices. [ABSTRACT FROM AUTHOR]

This project uses diary writing as a methodology for undertaking research into 11 diaries of women writers. Part autoethnography, part critical discussion, my diary diary charts a month of reading diaries, reading about diaries and keeping a diary every working day. The curated journals are read in relation to each other to try to understand legacies of how the diary form has allowed them to write themselves while also contributing to wider knowledge about women's lives and feminisms. This essay seeks discussion of the diary form and evidence of the lived experiences of women within the journals, charting how societal expectations and conventions around what women's role should be, within a range of historical contexts, is often in conflict with the individual's desire for self-development, creativity and a meaningful life. The diary provides a space for rebellion, for living the desired (private) life of thought and opinion and self-expression. By bringing individual works together into a curated lineage of women's diaries, I seek affinities, connections and the role the diary plays in both writing the self and also understanding the context of women's writings on their own lives, offering my diary diary as part of this ongoing feminist work. [ABSTRACT FROM AUTHOR]

This article investigates how critical pedagogy might broaden its purview and cultivate a more symbiotic relationship between formal education and life-long learning through a 'counter-critical pedagogy'. By reconsidering central tenets of Paulo Freire's Pedagogy of the Oppressed through the lens of Bernard E. Harcourt's provocation for a 'counter-critical theory', the article proposes how pedagogy could more effectively respond to circumstances – both personal and global – that are ever-changing and urgently require our intervention. In addition to critiquing the writings of Freire and Harcourt, the article draws on Indigenous epistemologies and the field of artistic research to emphasize the importance of complex and interdependent modes of knowing and holistic approaches to creating community. Key concepts in critical theory and critical pedagogy are repositioned in more active and processual terms that promote a dynamic approach to learning, one that is fully contextualized and situated, embraces greater complexity and intersectional approaches and requires a holistic and ongoing process of reflection and critique. [ABSTRACT FROM AUTHOR]

Educational researchers are increasingly striving on the edge of possibility to re-imagine and realise the future. Activist scholarship requires appropriate philosophical and theoretical bases, what Stetsenko refers to as 'dangerous' – useful in the struggle for a better world. How might praxis, agency and learning be charged with transgressive spirit? This paper considers the Theory of Practice Architectures and Transformative Activist Stance, established frameworks that dangerously address praxis, agency and learning. Adopting a postabyssal approach, contributions from the Global South and East are drawn on to develop an epistemologically plural basis for thinking differently about praxis, agency and learning. Recent Latin American scholarship reinvigorates Freirean ideas through connections with Fals Borda and contemporary feminist pedagogues, centred on a notion of feeling-thinking. Luitel's interpretations of Vedic philosophy provide radically different ideas of negative dialectics, chaos, responsibility and liberation. An open-minded, open-hearted, open-ended approach is crucial to making these ideas more useful in the struggle over alternative, more equitable and just futures. [ABSTRACT FROM AUTHOR]

Knowledge-making in universities is shaped by conventions that neglect and/or suppress less conventional kinds of knowledge that may hold viable solutions to society's problems. Knowledge always has political interests, and close-up research on knowledge-making can liberate marginalized ideas, by exposing how they push against and beyond conventional perspectives and mutations. African feminist theoretical ideas are used to examine three different platforms for knowledge-making: one research project and two courses that were taught. The African feminist praxis is demonstrated through two main processes – reflection and communal knowledge-making – which infuse the methodology and pedagogy of the three platforms. The article shows how they transgress the conventions to bring about inclusive and generative knowledge-making. They provide strategies for future research and teaching experiments, demonstrating ways in which African Feminist ideas can have transformative effects beyond their own margins. [ABSTRACT FROM AUTHOR]

This research investigates the existing structure of Indonesian regulations for constructing bureaucrats' cognitive behavior by carrying out budget ratcheting and praxis. It then analyses the dominant factors influencing Indonesia's Bureaucracy's decision to adopt the ratchet principle. It underlines that the Indonesian bureaucracy prefers praxis due to national styles and regulations. Furthermore, the authors reveal that the Indonesian bureaucrats preserve their outcome to save face by leniently ratcheting the budget for this current one. This article uses a post-structuralist methodology demonstrating that praxis is nested in bureaucrat behavior. Then, we conduct in-depth interviews to capture the thinking behind the Indonesian bureaucrats' cognition. We found four factors influencing the Indonesian bureaucracy's choice to use praxis: commodification, regulatory ambivalence, undecidability, and expediency. Therefore, this study highlights that budget executors never produce optimum performances due to a misalignment between the budgetary measurements and the execution. In short, the budget's executors conduct praxis in their cognitive behavior because they have no other choice. This study's findings have consequences for the political economy, meaning Indonesia's government must re-engineer most budgetary regulations to control all the behavioral agents. Simultaneously, this re-engineering could drive and empower the bureaucrats' behavior by transforming their readiness and commitment to change. [ABSTRACT FROM AUTHOR]

Although research has demonstrated the ecological, public health and food security benefits of community gardens, few studies have considered community gardens in relation to a broader social solidarity economy (SSE), that is, inter-community networks wherein people develop commitments to building just and equitable economic alternatives. In employing a thematic analysis on triangulated data (collected via an interview, participant observation, and a participatory film), the present case study explores how a community gardener from a low-income South African community engages with his community's SSE. We analyse how this community garden fostered solidarity and established alternative micro-economic practices. We also consider the challenges facing community gardens when connecting with the SSE. By way of conclusion, we emphasise the importance of taking a critical, broad-based view of the SSE within research, and how case studies can assist us in understanding the various influences that SSE initiatives can have within and across communities. [ABSTRACT FROM AUTHOR]

As an artist/academic, I discuss my pedagogical interventions in teaching Odissi through studio, theory, and praxis courses to populations across university students and professional artists. Through interdisciplinary research, I work at the confluence of historical and contemporary forces. Casteist, fundamentalist, racist, sexist, ablist, and hierarchical modes of teaching and learning plague Odissi as part of the field popularly known as "Indian classical dance." The appellation of "classical" is itself a byproduct of complex social and cultural forces across Hindu majoritarianism, historical nostalgia, and anti-colonial nationalist resistance. While dance scholars have unpacked this historical complexity to some extent, I apply contemporary trends in performance and pedagogy that have received little scholarly engagement. I ground my work in an ethos of community building creating through lines across the diasporic Indian community and academia. This way of working presents questions of access and ownership as it bumps up against historical entanglements. [ABSTRACT FROM AUTHOR]

This study explores the growth and development of restorative justice in Saskatchewan. With key informant interviews and surveys, this study finds that government officials and the community played an important role in the growth of restorative justice (RJ) in Saskatchewan. The data are analyzed with NVivo 10 software. This study finds multiple factors contributing to the growth and development of restorative justice in Saskatchewan. Dissatisfaction with the current criminal justice system, increased awareness of restorative justice, and faith-based organizations such as the Mennonite Central Committee (MCC), Indigenous-led justice organizations and funding support from both provincial and federal governments facilitated the growth of RJ in SK. This study captures a major discussion of government in restorative justice. This study ends with sharing some limitations and areas for future research. [ABSTRACT FROM AUTHOR]

The article focuses on the collaborative praxis of four early-career women of color (WOC) academics as they navigate and support each other within the academy. Topics include the significance of their "Kitchen Table" conversations for emotional and professional support, the impact of systemic racism and sexism in academia, and the creation of a cross-cultural space for community building and knowledge sharing.

In this paper, we build an argument for studying and promoting teacher development in dialectical teacher-researcher partnership, praxis, which is informed by perezhivanie, a dialectical unity of emotion and intellect. We will study the developmental trajectory of an in-service L2 teacher striving to give her learners agency in the teaching-learning process while navigating institutional structures. We guide the reader through this teacher’s development in a year-and-a-half praxis with two researchers, illustrating the joint process of sense-making to resolve tensions stemming from institutional constraints, learner expectations, and own practices. The data come from (a) teacher-researcher discussions, (b) a teacher interview, and (c) data sessions. Perezhivanie informed the design, researchers’ mediation, and data analysis. We illustrate how the teacher moved towards and realised her commitment to enabling learner agency in language teaching. We discuss the implications of making perezhivanie a central concept in teacher education with in-service L2 teachers, realised through praxis. [ABSTRACT FROM AUTHOR]

Existing educational and social inequalities within colonised nations have been amplified by multitudinous health, racial, climate, and social crises. It is a time to act collectively and boldly pivot towards equitable, socially-just futures. This perspective article contextualises schools within a social eco-system contending with the convergence of childhood adversity, pandemics, increasing climate, human-rights, political, and economic crisis around the globe. Profound uncertainty has shaken the expectations and systems that have been relied-on by those communities which they privilege. We call for educators to apply a transformative praxis with critical and cultural pedagogy to disrupt the educational status-quo that privileges Western-colonial epistemologies – knowledge and ways of knowing; the ‘whitewashing’ of schools and curriculums. Leveraging comprehensively applied trauma-informed principles within a social justice agenda is presented as a way of positioning schools to be way-finders and change-makers as they partner with communities. The time is now to (re)construct a fully rights-based school (r)evolution. Humility and courage will be required to lean into the hard questions and challenges; to revolutionise and humanise education. This paper presents schools as potential truth-hearing and historical truth-telling agents of urgent social change building communities of healing and audacious hope, led by communities. [ABSTRACT FROM AUTHOR]

Social work is troubled by long-standing tensions that emanate from its origin as both a practice-based profession and an academic discipline. Social work's core social justice values often run counter to traditional positivist research and academic education. In academia, these tensions appear as educators are called to better prepare students for high quality research as well as to implement anti-oppressive (AOP) content into their curriculum. This article presents the Triad Model, which responds to these dual calls for engaged AOP academia and pedagogy by engaging students in anti-oppressive research and community practice. We begin by identifying three main challenges for teaching AOP social work research. Building on the principles of engaged pedagogy, participatory research, and community-academy partnerships, we then present a Triad Model that merges research, education, and action. This model fosters a holistic approach that entwines the three strands, while honoring diverse forms of knowledge and perspectives to promote social change. We discuss implications and provide guidelines for educators who wish to adopt the Triad Mode in ways that are responsive to their local context and pedagogical goals. [ABSTRACT FROM AUTHOR]

The fast-changing world of work has justified the need for contemporary, accessible and inclusive models of lifelong guidance, underpinned by principles of social justice and equity, that meet a range of needs, and have the ambition of leaving no one behind. While guidance provision is widely available across most education systems, guidance for the labour force is less accessible and often fragmented, varying in quality, scope, evidence-base and practice. For services to be fully effective adult and employment guidance practice must find ways to transfer knowledge and experiences of the daily practice of guidance, to advance professional learning and development, and ensure its assimilation into practice and policy for the benefit of clients. Drawing on qualitative data, this paper illustrates the role of praxis in informing a new model of employment guidance, the MEEG, and the challenges for adult guidance practice within activation-oriented public employment systems. [ABSTRACT FROM AUTHOR]

Cognitive information processing theory was born in response to a realisation the traditional method of individual, one hour counselling appointments prevented many college students from receiving needed support for their career decision making. Frustrated by this lack of access to career services, researchers, theorists and practitioners came together to create and provide the differentiated service delivery model. Thirty years and over 250 empirically-based articles later, CIP theory continues to synergistically inform research and practice across various venues, locations and populations. In this article, the authors, consisting of a team of CIP theorists, researchers and practitioners share practical examples, challenges, strategies to address those challenges, and recommendation on building a community of practice to address the praxis among these important elements. [ABSTRACT FROM AUTHOR]

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

The article discusses the importance of applied communication research in addressing major social challenges and promoting social change. The author emphasizes the need for scholars to connect their research with action in order to respond to urgent problems such as environmental crises, social inequality, and technological change. The article also highlights the role of applied scholarship in addressing crises within academia and promoting inclusivity and diversity. The author outlines the editorial practices of the Journal of Applied Communication Research (JACR) to support engaged research and foster an ethic of care. [Extracted from the article]

To teach about race is to recognize how there are communities whose worlds are shaped by violence, death, and resurrection, such as Trayvon Martin, Michael Brown, Emmett Till, George Floyd, and the many unnamed. Resurrection invokes the zombie figure. Zombies are iconic, and as implemented in an interdisciplinary course, a means to foster opportunities to engage with a social figure whose multiple meanings are cultural, historical, and political, and also notions of race and racial meaning-making. Through the figure of the zombie, this autoethnographic revisiting of a course takes up what Lugones calls playful "'world'-travelling." To unpack "'world'-travelling" we examine how it was facilitated through the "world café," a teaching modality. This article examine an educational environment where students engaged in the complexities of race relations in the US by hacking learning rituals that foster understanding racism. [ABSTRACT FROM AUTHOR]

Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly 'celebratory' stories emerge. Yet, the process of changing practices is complex and challenging. By sharing some of our own' uncomfortable truths,' we reveal the often-hidden realities of action research as spaces of contestation and negotiation, where uncomfortable truths are shared, examined, and sometimes silenced. This engagement in the form of 'reflexivity of discomfort' helps shed light on the need for Action Research to be (re)considered as more than a project and instead as a praxis-orientated approach that requires balanced reporting. [ABSTRACT FROM AUTHOR]

Thirty-nine years ago, Bain and Poindexter (1981) implored higher educators of kinesiology to develop curricula that prepare students to use what they learn in practical ways. Lay resource material, however, often fails to meet metrics for adequate-to-optimal readability, regardless of who produces them. Research suggests that many people trained in kinesiology are not trained to communicate its content to lay adult audiences. Thus, the purpose of this study was to advance knowledge about this academic-practice-divide in kinesiology concerning plain language communication. Methodology for a critical interpretive synthesis was used to qualitatively synthesize readability research in kinesiology. Twenty-four peer-reviewed research articles met the study inclusion criteria, all published between 1992 and 2020 (M = 2010.1, SD = 8.8). There were 1550 materials studied across the articles. It was typical for these materials to run counter to plain language guidelines (i.e., low readability in one-or-more critical areas). Most materials were unsuitable for adults with basic health literacy or less – about half of the U.S. adult population. Following their presentation of results, the article authors often suggested one of six ways for improving lay material readability. Two major themes emerged from the qualitative synthesis of the articles: (a) how article authors discussed readability issues and what they proposed to be done to fix them, and (b) critiques of the research articles included in this study. The findings of this literature review shine light on the need to use readability research in kinesiology in programs that train people in an area of the discipline. [ABSTRACT FROM AUTHOR]

In the context of Posthuman Studies, attention towards education is gaining increasing significance to address the anthropocentric axioms embedded in contemporary worldviews. What is posthumanist education? This paper addresses this question affirming the importance of embodying posthumanist theory in practice. Attention will be dedicated to three original keywords: selves-care; flex(st)ability; com m Unity. They will be investigated as possible posthumanist focuses to respond to current educational needs. This paper is not purely theoretical; it is anchored in material experiences that are being explored by posthuman communities worldwide. We will reflect, more specifically, on the Posthuman Summer Camp, a collaborative event organized by the Italian Posthuman Network (Italy, August 10–13 2023). In this essay, the realities and possibilities that emerged during the first edition of the Camp are embraced as embodied and embedded, experiential and experimental – clearly, existential – praxes, enlightening our vision quest on posthumanist education. [ABSTRACT FROM AUTHOR]

Professional learning is increasingly understood as vital for the development of educators, and for the development of a strong educational system. We argue that the most essential purpose of professional learning is for the development of critical praxis. Critical praxis is related to action that is morally, socially and politically informed. This action is undertaken with an awareness of possible consequences together with the intention to make positive contributions to society and to humankind. Critical praxis in education is an intentional action (or associated reflexivity) informed by critical questioning related to the social, moral and political purpose of education. Critical praxis is tightly connected with learning experiences. This article looks at three examples of the development of critical praxis through professional learning, across three different educational settings. We explore the practice architectures that enable and constrain critical praxis in professional practice and identify three key themes in relation to the development of critical praxis: agency, power and relational trust. We argue that the potential power of professional learning is in supporting and developing the capacity to question institutionalised habits or educational practices that may be in conflict with values, purpose and moral intentions, in order to create positive change. [ABSTRACT FROM AUTHOR]

There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question 'how do we carry on?' We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environmental dimensions of learning using the concepts from Hannah Arendt and John Dewey, in a higher-education context in Sweden. The first-cycle (undergraduate level) course in which these activities are conducted—Teaching sustainability from a global perspective - engages students in a range of pedagogical activities designed to encourage greater awareness of sustainability issues in diverse educational settings. In this paper we reflect on pedagogical practices as praxis in a sustainability focused course, and use the theory of practice architectures to question what people do in a particular time and place. We explore how educating for the future using multimodal and arts-based pedagogies could be a strategy to support new ways for reconfiguring environmental sustainability education in the Anthropocene. [ABSTRACT FROM AUTHOR]

Social work education in Canada has struggled to identify and disrupt systems of oppression and marginalization, rooted in a history of colonialism and slavery, that continues to reverberate through neocolonial policies, pedagogy, and practice. Universities and social work programs remain white spaces that uphold white supremacy, while actively excluding nonwhite members and their ways of knowing and being in the world. It wasn't until the deepened retrenchment of anti-Black racism during the pandemic, punctuated by the killing of George Floyd, that a group of educators seized an opening to teach an anti-racist and anti-colonial praxis course for the Bachelor of Social Work students in spring of 2021, the first one of its kind in our faculty. Students were encouraged to engage with Indigenous and racialized community youth to imagine and integrate anti-racist and reconciliatory actions as part of their assignments. This paper shares our experiences co-designing and co-teaching this course together with community partners. We emphasize lessons from the applied pedagogical approaches as well as its implications for social work education and social work practice. [ABSTRACT FROM AUTHOR]

Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as well as by practice theory, it is argued that it is difficult to understand and address what enables and constrains pedagogical practices as praxis if academics fail to put themselves at the centre of a feeling-based reflection process. From this perspective, this study revealed two enablers and four constraints of five pedagogical practices as 'feeling-thinking' praxis, which emerged from dialogue as praxis in a group of eight academics from four Colombian universities. Feelings of exhaustion, sadness, disappointment, indignation, annoyance, gratitude, anxiety, confusion, and relief were key so that their ethical-political actions could contribute to rehumanise higher education. [ABSTRACT FROM AUTHOR]

This article contributes to the growing literature bringing together environmental justice (EJ) and abolition, offering the Charles Roundtree Bloom Project in San Antonio, Texas, as a case of abolitionist EJ praxis. I argue that the Bloom Project disrupts capitalist and colonial relations, even if only provisionally, through radical space- and place-making that allow alternative worlds to emerge. "I can't breathe" has been an embodiment and structure of feeling that reflects the historical patterns of policing and pollution across racialized geographies in the United States and connects historical patterns of racial capitalism and colonialism. I suggest that the Bloom Project is a model of how we can move from "I can't breathe" to imagining and growing worlds where we can breathe. By foregrounding the work of the Bloom Project, this article moves away from analyses primarily focused on highlighting the ways that low-income communities of color are toxic and toward the ways that communities are imagining and practicing alternative ways of being, embodying the worlds they desire. I demonstrate how abolitionist EJ praxis contributes to the liberation of carceral geographies and toxic ways of relating to ourselves, each other, and the more-than-human world by providing alternative relationalities based on affirming and sustaining lifeways. [ABSTRACT FROM AUTHOR]

Dominant policy discourses in Australia define teacher professionalism as a technical accomplishment. Within this technical framing, teacher learning is largely understood as the acquisition of skills, with teacher practice helping students meet pre-determined outcomes. Despite the dominance of such discourses, teacher professionalism and learning have not always been thought of in these reductive ways. This paper reports on an intergenerational, dialogic inquiry into the careers of 12 long-serving English teachers, presenting two cases from the project. The study used life history methods to interview retired or late career English teachers in the state of Victoria, Australia. An analysis of the interviews indicated that professional learning was vital in sustaining generative careers. Many of the professional engagement activities described by teachers in the project involved acts of stewardship or care for the teaching profession itself. The paper advances ‘care of the profession’ as a concept that makes visible the many acts of professional engagement and learning beyond individualistic and performative understandings of teaching and that invest in education as a ‘going concern’. We argue that practices constituting ‘care of the profession’ are sites for democratic participation in the teaching profession and are essential elements of a critically engaged and agentive professionalism. [ABSTRACT FROM AUTHOR]

This essay explores four different versions of visual sociology – and a fifth that centers on their relatedness – that scholar-practitioners frequently have to navigate, acknowledge or otherwise attend to in their own research and teaching. Over the past five decades, the first four became familiar to me through my own engagement in visual sociology, and the fifth emerged while writing this essay. Taken together, these different versions of visual sociology can be perplexing. Passing through them over the course of a somewhat atypical academic career, however, led me recently to rediscover visual sociology once again, not only as a mode of sociological inquiry, but also as a form of recursive praxis that can enrich understanding of culture and social life for both academic and folk communities. [ABSTRACT FROM AUTHOR]

Ubuntu has become a galvanising concept that brings African and Diasporic peoples into dialogue with one another and its aspirations for both. However, the space of the university and the prescriptions of academia often reflect colonial logics and engage in complex re-enactments or perpetuations of colonial erasure of Black female bodies, voices, and practices. Using our shared experiences of engaging Ubuntu at the Ubuntu Dialogues conference in Stellenbosch, South Africa, we experiment with the process of writing as a form of disruptive academic praxis of care work informed by spirituality, creative expression, and spatial embodiment. We engage in collective reflexiveness and writing on the exclusion of care practice in higher education and how Black feminists' care subverts these subtle and overt forms of erasure of Black knowledge, contributions, work, practice, and intellectual thinking. Furthermore, a Black feminist ethics and poesis of care attends to the physical ableist heteronormative, patriarchal space that requires complicity in colonial violences. We show that inserting our voices and bodies into the work at the intersection of care, praxis, and knowledge generation is a collaborative act of care cultivation done by Black women for Black women and benefitting all peoples/bodies. Our reflective essay foregrounds care at the contours of a Black feminist conception of Ubuntu. [ABSTRACT FROM AUTHOR]

Critical reflection and transformative action in a cyclical rhythm are the fundamental features of the process of praxis (Freire, P. [1970]. Pedagogy of the oppressed. Continuum). A self-study methodology was used to explore the lead researcher's pedagogical experiences teaching at a youth development center (YDC) while utilizing praxis as critical reflection. Those pedagogical experiences included both teaching physical education to the students at the center, and instructing a cohort of Physical Education Teacher Education (PETE) students as they participated in a field experience there. The research question that guided this study was: how have the lead researcher's pedagogical experiences at a YDC prompted praxis? Data were expanded upon in recorded interviews with an experienced colleague who probed and interviewed the lead researcher. Interview data were interpreted using qualitative methods. The findings of this study are derived from the lead researcher's critical reflections and are organized into two major themes: (a) unexpected success prompting praxis: a vignette ... and (b) praxis prompting pedagogy as an early teacher educator. The first theme describes the lead researcher's initial experiences while teaching physical education at the YDC. The second theme outlines the lead researcher's critical reflection and pedagogical experiences while teaching preservice teachers using the YDC as a context for a field experience. Lastly, the implications of his pedagogical experiences at the YDC are discussed. [ABSTRACT FROM AUTHOR]

This article analyzes the potential for anti-capitalist politics to 'translate' among food sovereignty proponents in Canada. I argue that a crucial tool for advancing food sovereignty and agroecology in the country will be radical pedagogy—and specifically political education efforts that advance both critical analyses of capitalism and prefigurative (post-capitalist) socio-economic arrangements. I offer a vision of a 'praxis-pedagogy triad' that illustrates how instances of agroecological prefiguration may relate to critical theories of capitalist political economy and the agrarian question, as well as radical pedagogies that will help a counter-hegemonic food sovereignty translate in a capitalist context. [ABSTRACT FROM AUTHOR]

The Atlanta Shootings spurred worldwide discussion about anti-Asian hate incidents in the U.S., which eventually evoked the #StopAsianHate movement on Twitter. Based on the theory of praxis, this study extended Walton et al.'s (2019) social justice heuristic of the '4Rs,' which mainly focuses on actions of praxis, to include an additional 'R' to represent Reflection. A content analysis study was performed to explore how activists strategically employed the '5Rs' social justice practices within tweets shared during the #StopAsianHate movement. This study further examined the chronological trends of the five social justice practices evident in the hashtag narratives. The results indicate that the public should pay more attention to the actions spurred by the hashtag movement while also reflecting on how its effects can be optimized to promote social justice. [ABSTRACT FROM AUTHOR]

Doreen Massey's academic repertoire, as a human geographer and political thinker, is almost unmatched. This review essay catalogues my experience of 'meeting' Massey through the eyes of David Featherstone and Diarmaid Kelliher, the editors of this collection of selected political writings. Highlighting Massey's contributions to theories of relationality, space, place, politics and praxis, I show how the collection captures her ability to synthesise everyday struggles and global political-economic processes. We also meet Massey in her various, intersecting guises: academic, political organiser, person. Where the book brings forth a vision of Massey as scholar and as public intellectual, I further comment on how her contributions are framed within geography and particularly her influence on feminist geographies. [ABSTRACT FROM AUTHOR]

This paper explores the interactions between theory and practice and between discipline and profession in the public administration and management community. It argues that it is unhelpful to seek hegemony for either concept or domain in these dyads. Rather it argues for a praxis ecosystem approach that explores the interactions between these elements. It argues that tension and conflict within the praxis ecosystem is natural and to be expected—and may well drive forward both theory and practice and the discipline and profession. The key task with the ecosystem is thus to govern these tensions rather than seek to eradicate them. It ends by exploring what this approach means in practice for praxis ecosystems. [ABSTRACT FROM AUTHOR]

The work of the practitioner voice educator has changed dramatically over the past decade. Inclusive and accessible education and training requirements have made new paradigms essential. It is no longer assumed in UK higher education and conservatory actor training contexts that the student experience will be subordinated to the pedagogical leadership of the tutor. To the contrary. Pedagogical design has increasingly engaged with the idea of re-situating the student/tutor learning dynamic to give value to multiple positions of knowledge in the training studio and to reflect diverse student experiences around race, class, gender, sexuality, and neurodiversity. The work to expose and reflect upon the impact of the re-positioned personal and professional knowledge of both trainer and student in the voice studio, is the focus of this article. The author argues that student interests are best served by practices informed by transparent and intersectional principles of engagement. The author discusses several ways in which to regard the social construction of vocal materiality as a baseline for work in the experiential studio. The account offers a critique of existing voice pedagogy and practice and suggests a theoretical framework by which to develop innovative and socially responsive voice praxis. [ABSTRACT FROM AUTHOR]

Colonial history has deeply influenced the structures that govern global health. Though many curricula promote equity, few focus on developing competency in understanding and dismantling colonialism, and the structural barriers to global health equity. To dismantle colonial structures and create equitable collaborations, learners must be able to recognise how colonialism permeates global health practice. We propose a praxis cycle in education that asks learners to actively engage with these concepts. The praxis cycle includes: Theory: Learners explore the principles of decoloniality to understand how attitudes and practices are shaped by biased social structures influenced by colonialism. Reflection: Learners reflect on their work in LMIC settings through a lens of decoloniality and positionality. Action: Learners work in LMIC settings where they apply and actively engage with these concepts and insights. During implementation of this curriculum, we encountered several challenges including the cognitive dissonance of the learner to changing mental models of global health practice, existing systemic barriers to changing one's practice and the development of accountability mechanisms for learners in this type of curriculum. Intentionally incorporating a praxis cycle helps learners recognise their role in disrupting the structural forces that promote inequities, and actively dismantle the forces upholding systemic oppression. [ABSTRACT FROM AUTHOR]

This essay begins with the assumption that "allies" can be and do more than that which is normatively pre-determined by institutionalized definitions of "allies." As a result, this essay implicates ally subjectivity in relational terms. Specifically, we turn to developments in queer relationality to reconceptualize of "ally" beyond the narrow confines binaristic mimesis demands. We argue normative framings of "ally" as an exclusively cisheterosexual identity modifier effectively dismiss the ways intersecting oppressions function. In turn, we articulate "ally" as a praxis-oriented posture that desires critical cultural communicative means of belonging across intersections of difference. The result is a heuristic framework used to focus relational forces animating "allies" for their potential in enacting queer worlds in and through what we term "praxis-oriented ally subjectivity." [ABSTRACT FROM AUTHOR]

This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy. [ABSTRACT FROM AUTHOR]

The annual What's Hot in Literacy survey was conducted to determine what topics are currently receiving attention, and how they are being addressed effectively within schools and in the emerging research. Twenty-five literacy experts served as panelists and were interviewed to determine which of the 30 topics were a focus of current attention. The survey results included several topics being classified as "very hot" including: Science of Teaching Reading/Science of Reading, dyslexia, social justice/equity/anti-racism in literacy, cultural and linguistic diversity in literacy, digital literacy, assessment and accountability, and early literacy. Other topics received less attention in 2022 both in the classroom and in emerging research. The included discussion of results and their potential impacts on P-12 classrooms is relevant to teachers, specialists, coaches, administrators, and higher education faculty alike. [ABSTRACT FROM AUTHOR]

As Paulo Freire's education theory for social change and emancipation is being continually studied and disseminated in East Asia, it has faced skepticism as some educators are unfamiliar with its critical pedagogy or education for freedom concepts. In light of this, scholars have attempted to compare Freirean philosophies with concepts in Chinese philosophy of education as a way of bridging East and West. Diverging from previous studies that use popular Chinese philosophies (such as Confucianism) to connect with Freirean theory, this paper introduces an understudied but compatible Chinese philosophical thought, Mohism, for comparison with Freirean theory. Mohism is a political philosophy for the working class that expanded into grassroots movements for people's welfare in ancient China. The Mohist bottom-up approach echoes the grassroots emancipatory pedagogy that underlies Freirean philosophy. A comparative analysis of education concepts in both philosophies reveals that despite differences in the educational content of Freirean theory and Mohism, there are similarities in their conceptualization of education for anti-oppression and praxis for social change. Implications for utilizing Mohist philosophy to contemplate Freirean philosophy within the East Asian educational context are also explored. Ultimately this paper revives educational concepts of Mohism that aligns with Freirean philosophy to a broader audience of scholars and educators. [ABSTRACT FROM AUTHOR]

Tongan people in Aotearoa New Zealand experience higher rates of mental health challenges than Tongans born in Tonga. Engagement with services is lower for Pacific Island groups than it is for the dominant population in Aotearoa New Zealand. Meanwhile, the Pacific population is growing in Aotearoa New Zealand year after year. This paper explores how services could use evidence to support more appropriate responses for Pacific Islanders, in particular, Tongan communities. It takes recovery in mental health and explores the relevant concepts that would better support engagement and response for Tongans in Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

This intervention considers how the writings of María Lugones, a philosopher of feminist decolonial theory, might shape a callejera [streetwalker] feminist decolonial methodology and what such a methodology might look like in practice. I describe how a callejera methodology foments deeper relationality by highlighting as methodological tools three of Lugones' concepts: resisting ↔ oppressing, the collective and tantear en la oscuridad. To ground the theory and illustrate possibilities of deeper relationality offered by a callejera methodology, I reflect on on-going research with Colombian collectives actively negotiating experiences of indigeneity and womanhood in relation to histories of colonial and more recent armed violence, as well as ongoing state disinvestment. I make three contributions. First, I suggest that integrating an intersectional analytic of 'both/and' with the complex fluidity between Lugones' concept of resisting ↔ oppressing permits scholars to better understand the negotiation of multiple, intermeshed identities and oppressions, social inequality and power relations in relation to colonial histories and presents. Second, I encourage geographers to embrace a decolonial lens attentive to the relationality between and among collectives, from which many acts of resistance begin. Finally, I consider how a callejera methodology considers coalitional work as central to the research process. Such work embraces difficulty, discomfort and messy relationality often negotiated as if walking blindly through the dark (tantear). I conclude by arguing that geographers' relationally-based research can strengthen feminist decolonial thought in our attention to spatial and temporal scalar differences of place and our commitment to understanding contextually differentiated navigations of identity. [ABSTRACT FROM AUTHOR]

Based in the 1977 Tbilisi formalization of Environmental Education (EE), this memory-work study of contemporary silences in Environmental Education Research (EER) emphasizes an embodied∼materialist theorization and activist conception of ecological experience in EE (eco)pedagogy. Relevant empirical-conceptual research drawn from EER Special Issues (SI) provides an evidence-base for re-storying numerous post-Tbilisi silences. Of central importance in critiquing various policy transitions in EE and frequent theory turns in EER are the enigmatically 'lived' practices of educative experience (human-culture actions and felt other-than-human-Nature interactions). Ecological experiences within experiential and interdisciplinary EE curriculum are inadequately researched in relation to action. Forty-five years after Tbilisi, the power and promise of its "Recommendations" are re-sounded. Tbilisi's potentials to reconstruct mainstream education policy have been muted for the past two decades of EER. Evidence-driven critical histories of the praxis of key Tbilisi principles are needed if the narrative continuity of the field is to be radically reclaimed. [ABSTRACT FROM AUTHOR]

Womanist, Black women, worship, liturgy, disruption, praxis, theology, resistance, embodiment, protest Keywords: Womanist; Black women; worship; liturgy; disruption; praxis; theology; resistance; embodiment; protest EN Womanist Black women worship liturgy disruption praxis theology resistance embodiment protest 35 39 5 11/28/22 20221001 NES 221001 Toward Womanist Liturgical Scholarship To look back on the journey of womanist scholarship within liturgical scholarship is to be radically honest about the lack thereof, abundantly grateful for the work that has been done, and actively hopeful for what is to come. Womanist liturgical scholarship challenges normative views of liturgy by prioritizing resistance, embodiment, and esthetic disruption as critical markers of womanist liturgical scholarship. [Extracted from the article]

The production of meat and other animal-sourced foods, especially in their industrialized form, entails significant exploitation of animals, labor, and the natural environment. However, concern with animals is often sidelined in left and progressive politics, and veganism is often derided by leftists as a liberal project. Many contend that veganism is fixated on consumerism, asceticism, identity, and deontological ethics, and is insensitive to the oppressions perpetrated by Western, capitalist epistemologies and economic structures. Responding to these charges, this article argues that veganism conceived as a boycott aligns with existing Left commitments to social and environmental justice, and also those concomitant with a trans-species anti-exploitation ethic. The authors elaborate a specific definition of veganism as a boycott, situate it as a tactic within the broader political horizon of total liberation – schematized as a three-tier model for political action – and explain why it offers an effective form of eroding capitalism and other systems of domination. The authors conclude that refusing to consume animal products has tangible economic and social impacts, increases solidarity between human and nonhuman populations, and sensitizes individuals and communities to the socio-political effects of their consumer behavior. [ABSTRACT FROM AUTHOR]

There has long been international consensus amongst policymakers and researchers that schoolteachers need to pursue professional learning throughout their careers. While researchers and educators continue the rich conversation about what forms of professional learning are valuable and why, policymakers are intent on prioritising only those forms of teacher learning whose value can be easily measured, thus rendering teachers more accountable. That is contributing to the widespread standardisation of professional learning, which ignores the backgrounds, needs and existing knowledge of teachers. This transnational case study investigates a non-prioritised form of professional learning praxis, called 'writing-based professional learning in communities.' The authors analyse a selection of praxis writing produced by teachers in Israel and Australia, in which they reflect on their work as educators in heavily standardised professional environments. The study provides a counterpoint to standardised forms of professional learning, arguing instead for a praxis approach that promotes teachers' agency, collegiality and identity. [ABSTRACT FROM AUTHOR]