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Türkiye with its multifaceted soft power, it aspires to strengthen its influence throughout the surrounding countries of the Arabian Gulf. Türkiye is applying the maximum prominent cultural and educational diplomatic strategies for boosting knowledge and cooperation to preserve its impact inside the Gulf location. By establishing the Yunus Emre Institutes (YEE), the implementation of cultural and educational activities, the ties between Türkiye and the member states of the Gulf Cooperation Council (GCC) has been reinforced. As a result of the world's rapid change soft power has become essential in the international arena. This article significantly assesses Türkiye's soft power tasks in the GCC area and its implication on the Arabian Gulf regional dynamics. It examines Türkiye's public diplomacy initiatives in the GCC through cultural and educational diplomacies on domestic and regional attitudes.

Drawing on the survey data from 259 students enrolled at American universities, the study explores how recent tensions between China and the U.S. and issues of public safety would affect Chinese students' perceptions and aspirations for American education. The findings of the research identify significant correlations between the effects of U.S. policies regarding Chinese students, concerns about U.S. public safety, and the impact of U.S. foreign policy toward China on Chinese students at American universities. Students' responses reveal how the pursuit of an American college education remains deeply intertwined with broader societal dynamics and geopolitical realities, which challenge the aspirations of Chinese students for education abroad in an increasingly deglobalizing world.

Migration has been a constant in human history, presenting various economic, social, and cultural challenges. The integration of immigrants into society, particularly in terms of language and education, plays a crucial role in fostering social harmony. While Turkey has made progress in its integration policies, challenges persist, including socio-cultural and economic disparities among refugees. This study aimed to explore the perspectives of education faculty students on the refugee situation in Turkey, revealing insights into foreign policy, sustainability, territorial integrity, and safety concerns. The study was conducted using the qualitative research design of a case study method. 55 teacher candidates participated voluntarily, and their views on refugees living in Turkey were obtained through focus group interviews. Participants emphasized the need for stable foreign policies and highlighted language education as essential for successful integration. They expressed apprehensions about the potential security risks associated with refugees and advocated for greater societal awareness and proactive measures. Ultimately, addressing the refugee issue requires both policy adjustments and heightened societal sensitivity. [This article was presented as an oral presentation at the ICRES conference held in Antalya on 27-30 April 2024.]

This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions -- UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL's Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module's origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change.

The Fulbright Program is the United States' flagship educational exchange program. Since 1946, the program has been heralded as a program that promotes mutual understanding across cultures. However, the Fulbright Program's role as a U.S. Department of State initiative warrants further examination of how this educational exchange program functions as a foreign policy effort on behalf of the United States. This mixed methods study uses data presented in five years of data available in the Fulbright Foreign Scholarship Board's Annual Reports of the program. The study finds seven themes present in the written content of the annual report: Human rights, peace and security; access, diversity, and opportunity; collaboration and partnership; mutual financial investment; excellence as a result of Fulbright; program impact; and solving global problems.

This article examines the structural disparities between the archives at the University of Nigeria Nsukka (UNN) and Michigan State University (MSU). While Nigerian archivists work to preserve their institutions' local content, they must contend with cultural and infrastructural constraints foreign to their American counterparts. To elucidate these differences, this analysis builds upon Stoler's 'archival turn' framework which shifts the gaze on archives to consider them as subjects of inquiry rather than mere sources of data. Reflecting on my own experience working with physical archives at UNN and MSU, along with digital artifacts from these institutions' websites, I analyze the contents and accessibility of hardcopy and digital collections at both universities. In conclusion, I argue that the ongoing and uneven footprint of imperialism, both socio-cultural and infrastructural, results in an unequal distribution of Trouillot's 'archival power' amongst global institutions like UNN and MSU. Additionally, I highlight means by which some Nigerian scholars have contested imperialism to reclaim ownership over their own archival contents and narratives.

Deception is a misrepresentation of reality that attracted many researchers examining it from various perspectives. However, no due attention has been given to the discursive deception strategies in the work of think tanks. This study aims at exposing the deception strategies deployed in the conservative American think tanks' discourse which concern itself with the (re)production of socio-political realities. The study holds the significance of the detection and explication of argumentative and pragmatic discursive deception strategies which impose ideological hegemony and socio-political polarization of the positively presented "Self" against the negatively presented "Other." This study attempts to answer a twofold question: what are the discursive deception strategies involved in the work of think tanks, and why/how these strategies are applied? To this end, eight political texts from three think tanks were analyzed adopting an eclectic model based on van Dijk (2000) and Yule (1996). The analyzed data mainly focuses on four political themes namely (1) terrorism in Islam, (2) Russian role in the Middle East, (3) the Israeli-Palestinian conflict, (4) the U.S. policy in the Middle East. The results demonstrate the pervasiveness of discursive deception strategies in the think tanks' discourse which endeavor to communicate an ideological polarization of a positive presentation of the "Self" against a negative presentation of the "Other" and reinforce a hegemony of particular socio-political realities. Findings can be beneficial for students of (critical) discourse analysis, media, communications studies, and English for special purposes.

This article analyzes the experiences of two preservice English language teachers within their bachelor's degree and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as a contributing agent to the field of English language teaching and address issues such as methodologies, mentor teachers, native speakerism, colonial ideologies, and decolonization processes. Findings suggest that preservice English language teachers should be allowed to reflect, analyze, and thus contribute to understanding the social dynamics of what it means to teach and be a language teacher. Preservice English language teachers are not passive agents but builders of knowledge, capable of transforming their vision of education, making visible the critical aspects of education, and resisting imposed colonial pedagogical processes.

During the period 1922-37, both the British and Italians launched institutes for educational cinematography and collaborated in the creation of the League of Nations' International Educational Cinematographic Institute. Their leading newspapers dedicated entire sections to the advertising of educational campaigns through cinema. Comparing official documents and the print apparatus about the establishment and the activities of two institutes for educational cinema in Europe gives us a perception of how similarly and differently the British and Italians used their educational films to convey imperial sentiments and rhetoric into civilian life during fifteen years of colonial rule.

This paper examines how international education (IE), as an important tool of public diplomacy (PD) and soft power (SP), faces unique challenges as issues of national security (NS) become more prominent in this era of new geopolitics. It presents a model to understand the relationship between PD, SP and NS and then applies this model to a comparative study. The contrasting histories, approaches and perspectives of IE as it operates as a component of foreign policy and at the nexus of PD, SP and NS in both the U.S. and Canada are analysed. The paper concludes with three challenges faced by IE in the contemporary context: first, the diminishing role of the university as a distinct and valued non-state actor; second, the weakening of foreign policy as an outward looking, distinctly international investment; and third, the problem with choosing isolation over engagement as a strategy.

In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims' concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China's exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment longstanding assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.

We provide a case study of how Carnegie Foundation grants to the University of Alberta (Western Canada) during the Great Depression impacted the university's community engagement practices. Previously unutilized archival sources contribute to a historical survey of the university's Department of Extension as Carnegie philanthropy enabled the establishment of a Fine Arts Division within this department. The many benefits to the wider province, however, were laden with imperialist assumptions around race and the European "canon," and thus contributed to the concurrent development of settler institutions and erasure of Indigenous people's cultures and livelihoods. As Alberta's economy shrinks, unemployment increases, and university funding is cut, it remains unclear whether the desire for new and innovative forms of outreach and engagement seen in the Great Depression still exists today. Concluding, we ask what alternatives to philanthropy we can, as scholars, university employees, and citizens, make available.

Recent consciously curated conditions of political polarisation have prevented English schools from taking even the first tentative steps towards decolonising the curriculum. Since returning to power in 2010, successive Conservative Secretaries of State for Education have resolved to restore traditional learning methods to English classrooms, championing the need for children to passively accept content chosen for them by government appointees who are answerable to political rather than to pedagogical priorities. This had already created an unsupportive political environment for transforming what children might learn, before such difficulties were magnified following the Brexit referendum of 2016. Decolonisation has increasingly been identified by Conservative Party strategists as one of their beloved wedge issues, something that can be used to stoke electorally expedient anger against 'the Remainer elite' among Leave-voting communities. Hopes for a serious debate about the principles of decolonisation were frustrated by the Johnson government hijacking the very mention of the word to use as evidence that the 'woke' brigade was running hopelessly out of control. The case for decolonising the English school curriculum has been subjected to a full-frontal populist culture-war attack on an educational establishment accused of refusing to allow children to see the good in their country.

This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices.

Arguably New Zealand's best loved picturebook author/illustrator, Gavin Bishop invariably challenges populist power structures in his fiction and non-fiction. As such, his books are ideal vehicles for teaching children about such broad topics as race relations, colonisation, migration, class conflicts, gender relationships, environmental issues and spiritual beliefs. The fact that Bishop often addresses several of these simultaneously, and draws on found texts to do so, paves the way for the teacher to encourage the child to read not only the lines and images but between and beyond these in order to construct a fuller meaning. This article will discuss Bishop's (2018a) picturebook, "Cook's Cook: The Cook Who Cooked for Captain Cook," which qualifies as "faction", a genre that mixes fact and fiction, with Bishop reproducing historical events and characters whilst investing them with an imaginative dimension. Most obviously, the selected book portrays migration, including the colonisation of New Zealand and the Pacific, and its longer-term effects. Hence, it focuses on the subjugation of the indigenous people, culture, flora and fauna to those that are imported, as well as the domination of the working class by the upper class. However, Bishop is too skilful an author/artist to suggest that everything is black and white. Rather, through paralleling and fusing the aforementioned foci, and in the ways in which the print and pictures work separately, together, sometimes against each other, and in interaction with fore texts, he suggests that dichotomies are mixed. The article will examine those portrayed as minions and masters (whether human or non-human), their conflicts and conflations, and Bishop's use of verbal and visual techniques and fore texts to challenge dominant power structures. It will also argue that, while emphasising dichotomies, Bishop, the master storyteller and artist, creates structures that ensure his picturebook is balanced and whole and that, rather than treating the reader as a minion, allow him or her to become a master of meaning making.

New Caledonia is a French overseas territory in the South Pacific with a long history of differing attitudes towards independence (Fisher, 2019). The local government aims to challenge French cultural hegemony by building a "New Caledonian School" (Gouvernement de la Nouvelle-Calédonie, 2016). That is, a school in which students are exposed to resources that reflect the realities of the country and allow for marginalised groups to become more visible in the curriculum. It is through this context that this article investigates how children's literature, in particular picturebooks, began developing in New Caledonia. Children's literature in New Caledonia is a relatively new phenomenon. Using Gramsci's theory of hegemony, the paper explains the history of picturebooks in New Caledonia and their role in the curriculum. The official language of New Caledonia is French, but there are also 28 Kanak languages. Surrounded by Anglophone nations, such as Australia and New Zealand, education policies were put in place on this island to introduce English to students from primary school (Bissoonauth-Bedford, 2018). As a result, this article describes and analyses a bilingual picturebook written in French and English by Stephane Moysan (2017), entitled Yana's Treasure: An Amazing Trip in New Caledonia. In particular, it reviews how this picturebook provides opportunities to bring to consciousness essential elements of Pacific French culture and identity both within and beyond the New Caledonian context.

The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as "normal", while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more. [Note: The page range (5-19) shown on the first two pages of the PDF are incorrect. The correct page range for this article is p5-20.]

This article asks media educators to consider how the assumptions and values we hold are reflected in our reception and circulation of youth-produced texts in ways that colonize youth interests, sensibilities, and aesthetics. Drawing from experiences facilitating youth media workshops and focusing on two videos produced by teens in foster care as case studies, I demonstrate how youth media programs overlook the value of "just for fun" youth-produced media texts. Although media educators value play as part of the media production process, I argue that the media we choose to circulate and celebrate are texts that resonate with and reflect adult values; this is because playful media texts are less likely to legitimize adult institutions and pedagogies. I propose that a youth-centered reading of playful youth media requires us to: acknowledge that the adult reading is not the dominant reading, validate memetic literacies, and legitimize embodied playfulness and pleasure. Circulating illegible youth media shifts how media educators read and articulate the values of playful texts.

Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union, and how Russian occupation changed it? (2) How well is the ethnic composition of the occupied territory of Abkhazia reflected in language schooling? (3) What type of language education policy is used in Abkhazia? The research revealed that the opportunity for mother-tongue education is restricted for minority as well as majority ethnic groups in Abkhazia. Based on this finding, a new language education policy approach emerged. The language education policy in de facto Abkhazia is classified as an "Invasional Approach, " implying Russian language domination. All other languages, including the language of the majority ethnic group, are ignored. Based on this finding, the new language education policy framework is identified, including Reconciliational, Oppressional, and Invasional approaches.

The aim of this scoping review is to investigate the language policy's ideological basis which mandates the learning of English as a foreign language in secondary schools all over the Democratic Republic of Congo (DRC). It also aims to reveal the current state of affairs with regard to English as a foreign language in the Congolese curriculum. Using the approach proposed by Arksey and O'Malley (2005), several published articles, books, journals and dissertations were consulted for our scoping review. Spanning a period between 1960 to 2020, the main focus was on educational language planning and policies in the DRC. After analyzing the selected publications, the results indicated that until today there is no language institution to regulate linguistic practices and teaching. The DRC's state-owned schools still use the old national curriculum, which was left by the Belgian colonizers with some modifications. Foreign language teacher education and production of academic materials need to be integrated in the budget planning and implementation processes to accompany the policy regarding the teaching of English language at secondary schools. There is also an expressed need for a language institution engaged in research and training of different languages such as French, English and recognized national languages.

US education is hardly divorced from systemic societal inequalities. Utilizing the cases of the English-speaking Caribbean and post-apartheid South Africa decolonization efforts, we engage the settler coin concept to interrogate the popular notion that we can achieve systemic change in the US without fundamentally transforming the education system. What lessons might the US glean from other decolonization efforts in the Caribbean and South Africa? How have the instrumental ideas and work of Caribbean and South African scholars and educators shaped and advanced a decolonization vision? Answering these questions requires considering the overall goals of the US education system relative to advancing a larger decolonization project.

Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology. Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula. Setting: South African universities offering Criminology as a degree and/or academic subject. Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling. Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers. Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.

In the present study, the issue under scrutiny is the meaning and current policies of the internationalization of higher education (HEI) in Turkey. This research is a descriptive case study and the data were collected through document analysis. The documents analyzed within the scope of the study are as follows: "Internationalization Strategy Document in Higher Education 2018-2022 (CoHE, 2017)"; "Research Project Report on Making Turkish Universities an Attraction Center for International Students in the Framework of Internationalization of Higher Education (Kadioglu & Özer, 2015)"; "Growth, Quality, Internationalization: A Roadmap for Higher Education in Turkey (Çetinsaya, 2014)", "10th Development Plan 2014-2018 (T.R. Ministry of Development, 2013)" and "11th Development Plan 2019-2023 (T.R. Presidential Strategy and Budget Department, 2019)". The content analysis method was used to analyze the data. The available evidence seems to suggest that the internationalization of higher education in Turkey has academic meanings in the sub-dimensions of education/training, institutional quality, research/publication, and human resources; cultural meanings in the sub-dimensions of cultural ambassador, diversity, and integration; political meanings in foreign policy, soft power, political closeness sub-dimensions and, finally, economic meanings in the sub-dimensions of human resources, growth, global competition, and economic mobility. There is overwhelming evidence corroborating the notion that the policies of recognition and visibility, mobility, internationalization, strategic planning, and student opportunities have been applied to the internationalization of higher education in Turkey. Overall, this study strengthens the need for the Internationalization of Higher Education Working Committee, which comprises all the stakeholders under one roof. The current data highlight the importance of continuous efforts to make the faculty members, students, and administrative staff competent in foreign languages.

In this article, we review the process of building relationships around education and international development at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). The analysis looks at how hierarchies linked to colonialism were inscribed in initial structures, and unevenly and disparately contested by students, staff and a range of interlocutors around the world over one hundred years. The article considers how this history shapes practice in the present and perspectives on the future. In describing and reflecting on processes for change, the article considers some of the questioning, discussion and new forms of relationship that are emerging as part of trying to develop an orientation away from a colonial past. Efforts to decolonise education have raised questions and actions associated with reimagining practice. We reflect on what we have learned and unlearned from our efforts to promote decolonial, socially just alternatives.

This study reviews the literature on the evolution of distance learning in Barbados and Canada's higher education systems in the context of their unique geographies and colonialism. First, postmodern concerns about what is "good" in education (Slaughter, 2001) are considered, followed by a brief discussion of the role of distance learning in neo-colonialism. Next, the evolution of Barbados and Canada's higher education systems within the colonial context is described, setting the stage for the development of distance learning. Both countries' roles within the Commonwealth of Learning organization are compared and used to locate neo-colonial patterns. This analysis highlights risks and benefits of working with external organizations to meet higher education needs in Barbados and Canada, the neo-colonial complexity of a Commonwealth educational organization, and opportunities for strengthening the local while embracing the global in both of these regions.

While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism, decolonization of knowledge production, and curriculum design, this article discusses how plurilingual approaches can be combined with critical and transformative pedagogies in a TESOL curriculum for the purpose of training future EAL teachers to empower their adult EAL learners globally. These curriculum suggestions are relevant to TESOL curricula to illustrate how plurilingualism and decolonizing theory can be put into practice.

This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nehiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.

Pakistan has been engaged in the project of madrassa reform since the early days of its nationhood. Since gaining independence from Britain in 1947, successive Pakistani governments have introduced a series of reforms aimed at regulating and reforming the madrassa sector, but the repeated failure of these efforts suggests the presence of some systemic barrier to reform. This article looks at the history of the madrassa in South Asia under British rule, and raises the question of how this colonial experience has shaped madrassa reform in post-colonial Pakistan. It highlights three key policy interventions of the British in the education sector, namely the 1835 Minute of Lord Macaulay, the 1854 Educational Despatch of the Court of Directors of the East India Company, and the formal institutionalization of higher education, to show that the cumulative effect of these policies was the creation of an ideological binary which bifurcated the education system. It argues that by institutionalizing a singular conception of education, this colonial legacy has impacted key madrassa reform efforts undertaken by Pakistan in 1962, 1979, and 2001/02. The article concludes with a discussion of the necessity of decolonizing future reform efforts such as the national curriculum reform--the introduction of the Single National Curriculum--that Pakistan is currently embarking upon.

Prior to the arrival of Europeans in the 15th century, education existed in the Gold Coast (now Ghana) with the goal of introducing young people into the society by teaching children the traditions and values of the community, as well as the meaning of life. However, Great Britain, during colonization, implemented their own form of education within the Gold Coast. Great Britain thought it was their responsibility to bring the Gold Coast into the modern world by using education to lift the natives to a higher level of civilization. The Christian missionaries' eagerness to propagate their faith through education and the British colonial governments' educational policies, character-training curriculum, and desire to civilize natives, instead became a tool to achieve social control over the people of Gold Coast-Ghana which resulted in cultural annihilation, religious, and linguistic hegemony.

Educational leadership scholars are unanimous in their appreciation of the importance of context. As a concept, however, context is not unproblematic and, while being scarcely theorised, the recent growing interest around the topic has shown fundamental differences in the way that it is approached with repercussions on how the field progresses. The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.

The dominance of Western research methodologies and epistemologies has come under intense scrutiny. However, the recognition that knowledge is produced and packaged differently cannot override its fluid, unbounded and comparative nature. That said, researchers are yet to outline the case for a decolonising comparative educational leadership knowledge base. This first linked article, therefore, introduces 'comparative research concept' (CRC) as a viable paradigm to navigate ontological, epistemological, and cultural messiness when carrying out cross-context (educational leadership) research. In particular, the article discusses and provides a repertoire of arguments on how CRC can be operationalised through a narrative research approach that cultivates difference out of amalgamation and vice versa through given research methods, constituencies and analytical perspectives.

This research compares the accounts of two experienced urban primary headteachers based in Kinshasa (Democratic Republic of the Congo-DRC) with two others based in Sheffield/Doncaster (England), in order to make sense of their leadership pathways, challenges and approaches. Engaging these school leaders through leadership conversations within a narrative research tradition, the extracted data were analysed thematically and using phenomenological interpretive analysis. Despite differences in their stories of actions regarding the researched themes, a comparative theory of context(s) emergences which adds to how school leaders can think and act locally and globally and, in the case of African school leaders, decolonise their practice of any dominant normativity as they define what is best for their schools. This involved headteachers being attuned to their personal, professional and comparative dimensions of 'the gospel according to the headteacher' metaphor and ultimately deploying their connect comparative core values to rise above the subjective or objective scope of one's context in order to bring about change that primarily benefits children.

This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are the contours of the shifting boundaries which define the 'global curriculum' in HEI contexts? How do academics navigate and make sense of this fluidity in an uncertain and disputed landscape? Using reflections on practice emanating from the redesign of educational courses to respond to a rapidly changing student cohort, this inquiry takes an auto-ethnographic approach, offering the perspectives of five academic staff from a UK-based HEI through the lens of their lived experiences, and acknowledging the emerging shifts in identities that they experience and the need to confront tensions in this curriculum space. We conclude that our own scrutiny of, and critical reflections on, our identity and positionality as teachers and education practitioners represent a form of decoloniality, enabling us to find ways to share what we know without excluding knowledge outside it and to welcome contributions and possibilities beyond our own experiences. In terms of how we should act, we recognise that it must be through a dialectic that does not seek cultural supremacy or sovereignty.

In 1887, the British colonial masters in the Gold Coast implemented an Arts education reform that prioritized the faithful representation of everyday objects in still-life artistic works. This was known as the Hand and Eye curriculum, an Arts education which was geared towards industrialization and functionality rather than innovation and creativity. This study assesses the educational code of 1887, the art during that period, what the legacy offers for creativity in art-making, and how colonialism impacted the Ghanaian art scene. Using a mixed-method approach and drawing on diverse data sources such as audio-visual materials, school visits, archival studies and exhibition histories, the study finds that the intellectual legacy of copying what one sees is still a significant component of the Ghanaian curriculum and educational practice today. While there are examples of exciting developments in Ghanaian artistic education and practice, the country's basic and secondary art education is still steeped in the still-life paradigm of colonial art-making and education.

The aim of this article is to dominate the educational aspects of historical level by examining the relationship between Rome and the Etruscan cities of Veii and Caere. Rome and Veii fought constant wars for control of the trade routes passing through the Tiber and its tributaries, which was necessary for the development of both states. In this struggle, Rome and Veii sought allies for themselves both among the Etruscans and among the Latins. Ultimately, Rome won over the Veii in 396 BC, thus the Roman tribes were founded on the land of the Veii, and the city fell into desolation. The relations with Caere developed in a different way, since there were no economic contradictions between the Romans and the Caerites. The relations were built on a peaceful basis, and Caere even helped the Romans during the Gallic invasion at the beginning of the 4th century BC: they received part of the population who fled from Rome, and their shrine, which was most important for the Romans. At the same time, Roman expansion at the end of the 5th-4th centuries BC. Led to the war between Rome and Caere, after which the Etruscan city was subordinated to Rome. The results of such research, above all, highlight the need to increase the level of educational knowledge in the field of history.

The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.

We function in an increasingly politicized environment, hostile to Socratic discourse and the pedagogies of education abroad. The classroom has become a battleground in which ideologies of right and left collide, making debate and dissent problematic. These pressures have distorted the ways in which we talk about our endeavors. We believe that international education is a social good with benefits that transcend individual interest and those of any single country. Yet, if we scratch beneath the surface of the rhetoric of education abroad, we unearth ideas that, inadvertently and unconsciously, mimic neo-conservative elitism and ultra-nationalism. The intent of this essay is to deconstruct those notions and to suggest that an urgent imperative is to revise our agenda, to use language that better reflects the principles that have motivated us to commit to education abroad. The issues analyzed here suggest that, in short, we do not believe what we say, nor do we say what we believe.

This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.

Colonial education worldwide has relied on various concepts, from trying to mirror the content of the sovereign country to developing unique content pertaining to the colonies themselves. In this paper, we examined the nature of colonial education for the Japanese in northeast China ("Manchuria") during the colonial period from the viewpoint of the kinds of plants that were the subject of science textbooks. We categorized land plants based on their distribution range and/or usage and quantitatively evaluated their appearance frequencies. We found that useful plants appeared most frequently in the textbooks, suggesting a specific agricultural policy intent. From the perspective of species distribution, plant taxa that are distributed across both Japan and Manchuria frequently appeared, whereas only three Japanese endemic species were cited. Our study suggests the goal of educating students who were likely to be accepted in both the colony and the sovereign state.

Recognizing the need to prepare elementary education teacher-candidates to implement state-mandated curriculum, a Genocide Studies Unit was developed. This study evaluated the effectiveness of the Unit in building preservice teachers' knowledge-base and efficacy levels with a mind toward preparing teachers to implement difficult content more effectively. Participants reported increased content knowledge about genocide studies, and expressed confidence in teaching sensitive and challenging topics in their classrooms.

The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems, as well as structural legacies of colonial relations.

The number of International Branch Campuses (IBCs) is increasing at a striking rate in Global South nations; however, structures that privilege colonizing countries arguably continue. On one hand, IBCs are considered by some scholars as a neocolonial expansion. On the other hand, IBCs are welcomed by many Global South shareholders since IBCs are considered a new model of world-class education that can contribute to local contexts. Nevertheless, Western knowledges and values can also be difficult to resonate with the receiving countries due to different social and political environments. In this paper, I first argue that a neocolonial attitude is embedded in the nature of Western IBCs in China through the framework of mimicry and resistance. Then, I raise questions concerning how shareholders in China legitimize IBCs as a supplementary form of Chinese higher education. Finally, I argue that IBCs risk the reproduction and reinforcement of coloniality and Western privilege in global contexts.

Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their "heter"archical ensemble mentorship serves to decolonise and advance a shared vision of reconciliation for university teaching and learning. As Indigenous and non-Indigenous educators, we are buoyed by those developing decolonising and Indigenising strategies in formerly colonised regions. Seen as a promising interruption to a neoliberal approach to education, the authors embrace the possibilities of imagining and creating an ethical space in universities where relationality is prioritised in service of social justice. While the complex nature of reconciliation within a Canadian context begets tension and highlights what are often conflicting value systems within academe, we maintain that innovations in teaching and learning are possible in what is now a globally disrupted terrain as students, faculty, administrators, and university leadership contend with the unknown, encounter collectivist Indigenous traditions, and tentatively explore decolonisation as an ethical avenue towards inclusive and empowering education. In imagining what is possible, we build upon Indigenous knowledge traditions and the work of leadership studies scholars to propose 'ensemble mentorship' between students and faculty as a collaborative and decolonising teaching and learning practice. [The incorrect page range (177-194) on the .pdf is incorrect. The correct page is p177-192.]

Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While "decolonization" entails dismantling colonial forms of knowledge, including practices that racialize and categorize, "diversity" is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department's reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured disappointingly little theoretical diversity, with very little coverage of feminist, critical race or queer theory approaches, for example. We therefore used the standard methodologies and approaches of our discipline in order to point towards the silences and gaps that a decolonizing approach would seek to remedy. In this article, we explain our approach and findings. The project has been educational in the best sense and has disrupted hierarchical relationships between staff and students. It has helped us think more deeply about how data and research inform, and sometimes limit, change, as well as how the process of learning about how knowledge, including reading lists, is generated can support decolonization in itself.