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Children's picturebooks present meaningful opportunities for thinking through life's important questions. In this article, the authors outline the process and benefits of using picturebooks to support philosophical inquiry amongst preschool and elementary aged children. We discuss how philosophical inquiry can promote critical thinking in children, considerations in the use of culturally responsive and abolitionist feminist curriculum and pedagogy in teaching philosophy, and we highlight the utility of multiple stakeholder collaboration for successful philosophical inquiry projects in schools. The article closes by discussing key recommendations for the implementation of philosophical inquiry programs in preschool and elementary schools.

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura's Social Cognitive Theory, to understand self-efficacy, and Seligman's PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators' professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators.

This article documents weaving as a decolonizing epistemic tool for feminist futures that emerges from the work of our collective -- the Feminist Imaginary Research Network. As a collective of feminist adult educators who work in both the academy and women's museums, weaving challenges the centrality of rationality over other ways of knowing and being. Following the teachings of Indigenous women thinkers and artists, including the work of some of our members, we frame weaving as an epistemic tool and aesthetic language for future-making. Weaving acts upon us as a mirror of our history, as an antidote against the supremacy of rationality, and as a tool for collective projects of transformation. As a decolonizing tool, weaving gathers us around Indigenous women's traditional knowledge, but also confronts us with the question of our obligations when the teachings of weaving have been offered to us -- what is our responsibility to the work, to each other, and to this emergent knowledge?

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

This piece offers a conceptual framework for collective care as pedagogy in higher education, and a proposition of how to theorize its orientations within anticolonial and feminist work on affect in education. First, I spotlight work that helps to define collective care. Next, I call on the concept of affective individualism as a way to describe what is: the taken-for-granted affective governmentality (Zembylas, 2021) that shapes how we often come together in our classrooms. Finally, I ground collective care as pedagogy as the building of affective solidarity, an affective conceptual framework for what could be, grounded in the feminist work of Clare Hemmings (2012).

Drawing from the literature and the historical fiction-based feminist antimilitarist research I conducted in writing my debut novel, "A Sea of Spectres." This article discusses the what and why of fiction-based research. I detail how to: (a) move from inspiration to fiction-based research; (b) frame the research; (c) develop research questions; (d) and embed theory and data in the story through applying the craft of fiction writing. My aim with fiction-based research is to create compelling characters situated in historical and contemporary settings in order to draw readers into engaging and accessible stories that help them learn about themselves, their understandings of others, and their relationships to society. I conclude with recommendations for conducting fiction-based research; delve into the methodology of fiction-based research; study the craft of writing fiction; read in related genre(s); abide by the ethics of fiction and fiction-based research; and learn about the fiction publishing process.

The purpose of this qualitative participatory research study was to explore what happens when English language arts (ELA) preservice teachers collaborate to develop multimodal, intersectional, and critical feminist empowerment literacy curricula. This study centered on the following research question: How do ELA preservice teachers make sense of how pop-cultural, multimodal texts such as VSCO stickers frame girlhood and womanhood? Multiple data were collected: audio and video recording transcripts of monthly Saturday workshops, artifacts, such as curriculum writing and workshop photographs, researcher journals, analytic memos, and a shared Google Drive of written student thinking. The constant comparative method was used to analyze and triangulate the data. Analyses of data revealed that preservice teachers were able to critically analyze consumerism relating to VSCO stickers and girlhood and were able to notice how stickers typecast and reify individualism while also navigating authenticity during self-selection and categorizing stickers. Additionally, data analysis demonstrated how critical literacies played a role in the preservice teachers' understanding of how several groups, communities, and individual voices were not recognized in the marketing and consumption of VSCO sticker packaging as well as providing additional gender biases in society.

Purpose: This study considers the pedagogical dimensions of an event concept ]that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. "Public social pedagogy" would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent in social pedagogy or citizenship education. The autopsy of the participatory theatrical events provides perspectives for similar artistic interventions.

This article discusses a participatory action research (PAR) team's response and adaptation to the COVID-19 pandemic amid multiple crises in Puerto Rico. Drawing on an ethnographic study of a PAR collaboration, the article: 1) examines four key dilemmas that emerged during the study, 2) emphasizes the significance of reciprocal partnerships anchored in solidarity, and 3) underscores the vital role of a decolonial feminist approach in sustaining and maintaining the projects at the onset of the pandemic.

This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality, scholar activism, solidarity building, and attention to borders and boundaries--to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how "racial equity" and "racial justice" can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.

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

In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege -- such as race, ethnicity, religion, and sexuality -- intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called "Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms." Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.

Based on a study of five women's studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women's studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy.

The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio-video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.

Psychological studies of the denial of prejudice and discrimination have suggested that although members of target groups are sensitive to episodes of discrimination, they may deny episodes of discrimination to maintain a positive self-image. Here, through two studies, we investigated the role of the perceiver and target gender in shaping perceived barriers to education from a transnational feminist perspective. The participants were 132 Japanese university students (Study 1) and 1143 students from four Asian countries (Bangladesh, China, Myanmar, and Japan) (Study 2). They read three vignettes depicting different types of obstacles to higher education and rated the extent to which each example constituted a barrier to education. Our results support the sensitivity hypothesis. Regardless of their cultural background, the female participants tended to perceive more barriers to education than their male counterparts. However, the denial hypothesis was not consistently supported. The authors discuss the meaning of denial of educational barriers among female students and future directions.

Scholars in critical masculinities studies argue that we need men involved and engaged in gender equity movements for gender justice to be realised. Yet we need to know more about how different groups of men are understanding gender equity and what the barriers might be. Amidst significant media interest in elite private boys' schooling and its possible (re)production of sexist cultures, this paper explores how 13 men who attended such schools in Australia between the 1970s and the 2000s understand gender justice, revealing a diversity of positions and practices across the different generational groups. We argue the men's engagements with gender justice are shaped by a broad 'curriculum of privilege' including school and non-school based experiences that mediates their lives. Further research with both elite boys' schools and their alumni is needed to better understand generational change in their engagements with gender justice.

Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy.

This project report describes a community-engaged, extra-institutional, out-of-school Wikipedia editing project focused on the digital literacies of Black girls. The project was located in a systemically under-resourced neighbourhood of Pittsburgh, PA, USA. Given the under representation of Black women editing Wikipedia, and continued concerns about gaps in Wikipedia's content, this project made a critical intervention towards information justice. We report on the project's process in brainstorming, community engagement, set up, digital and analogue interactions, and reflection. Our approach was heavily informed by Black feminist pedagogy and critical information literacy.

The potential of social media to create open, collaborative and participatory spaces allows young women to engage and empower themselves in political and social activism. In this context, the objective of this research is to analyze the polarization in the debate at the intersection between the defense of feminism and transsexuality, preferably among the young population, symbolized in the use of the term "TERF". To do this, the existing communities on this subject on Twitter and TikTok have been analyzed with Social Network Analysis techniques, in addition to the presence of young people in them. The results indicate that the debates between both networks are not very cohesive, with a highly modularized structure that suggests isolation of each community. For this reason, it may be considered that the debate on sexual identity has resulted in a strong polarization of feminist activism in social media. Likewise, the positions of transinclusive feminism are very much in the majority among young people; this reinforces the idea of an ideological debate that can also be understood from a generational perspective. Finally, differential use between both social networks has been identified, where TikTok is a less partisan and more dialogue-based network than Twitter, which leads to discussions and participation in a more neutral tone.

One of the challenges in substantiating deliberative democracy as a normative theory is the educational challenge of how to cultivate civic virtue, especially mutual respect and civility, in children. The cultivation of civic virtue is not limited to school education, but is also an activity related to family education. However, liberal theorists who advocate the theory of deliberative democracy, based on the dualism of public and private, have limited their discussions to the issue of civic development in the field of public education. This article proposes to understand and compare the many competing theories on public-private dualism, particularly in liberal and feminist spaces. Beginning with an analysis of the work of liberal theorists such as David Archard as well as Harry Brighouse and Adam Swift, and moving on to that of feminist theorists such as Susan Okin, this article examines competing theories on education in school and in the family, to whom the responsibility of education belongs, and where feminist and liberal thought enlighten these debates. This article will clarify the theoretical tendencies and principles of liberal arguments aimed at overcoming the public-private dualism in education, and present a strategy for overcoming the challenges that this theory encompasses by seeking reference points in feminist thought, especially with attention to conception of relational autonomy.

Decentralized from decision-making processes, women have been placed at the periphery. Their silencing has been fundamental and intentional on the part of patriarchal institutions, for the sake of keeping them behind the discursive scene. To this effect, this paper examines the rebirth of women from prior states whereby they used to be denied the right to sprout the wings towards language within a 'logocentric' society. A deep dive into Helen Cixous's "The Laugh of the Medusa" provides grassroots for allowing a woman to transform silence into articulation. The poetry of Anne Sexton is a case study to witness the drastic change from a crippling fear of speaking into an audacity of a number of speakers in "Lullaby", "Music Swims Back to Me" and "The Exorcists" to acquire language with which every female orator will be equipped to conquer the masculinist world without anxiety.

Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary. Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students' experiences, concerns, and suggestions.

Social media have established a new way of communicating and understanding social relationships. At the same time, there are downsides, especially, their use of algorithms that have been built and developed under their umbrella and their potential to alter public opinion. This paper tries to analyse the YouTube recommendation system from the perspectives of reverse engineering and semantic mining. The first result is that, contrary to expectations, the issues do not tend to be extreme from the point of view of polarisation in all cases. Next, and through the study of the selected themes, the results do not offer a clear answer to the proposed hypotheses, since, as has been shown in similar works, the factors that shape the recommendation system are very diverse. In fact, results show that polarising content does not behave in the same way for all the topics analysed, which may indicate the existence of moderators --or corporate actions-- that alter the relationship between the variables. Another contribution is the confirmation that we are dealing with non-linear, but potentially systematic, processes. Nevertheless, the present work opens the door to further academic research on the topic to clarify the unknowns about the role of these algorithms in our societies.

Most countries in the world have experienced environmental disasters. To ameliorate environmental disasters everyone must take part, including those in schools and universities. The aim of the study was to instil and develop ecofeminism awareness by means of ecofeminist pedagogy in the literature class. The study involved students and lecturers of the three universities in the cities of Yogyakarta and Surakarta, Indonesia. The study was conducted in two semesters (February -- May and September -- November 2018). The findings show that the ecofeminist pedagogical model of learning was able to cultivate and elevate students' ecofeminism awareness as indicated by their willingness to be involved in taking care of and preserving the environment in their daily life activities, individually or in groups. This attitude was evident in the lecturers' and students' knowledge and skills in reading, selecting, and interpreting literary works that raise ecofeminism issues as source texts revealed in the essays that were written and compiled in book form. Publication of this book was one of the efforts to disseminate the ideas and knowledge of ecofeminism. Finally, after attending the ecofeminist pedagogical classes, students were also expected to take part in and be responsible for the preservation of the environment and Earth and appreciate gender equality. These findings can be used as a model for learning other subjects, especially at universities that have a green campus vision.

Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security's Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in the onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing critical race theory (CRT) and critical race feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semistructured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants' multidimensional identities. The findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name and point to underlying factors. Finally, implications are offered for students, faculty members, and administrators to build authentically inclusive and equitable learning communities more effectively.

Purpose: This theoretical article argues that the inclusion of education in the prevention of radicalization creates space to address long-standing concerns about the racialized and gendered problems created by traditional security approaches. Design/methodology/approach: The article uses intersectional feminism as a theoretical basis to discuss the combination of pedagogy and intersectionality in PVE-E and the role of teachers in this particular context. Findings: Education can be a space that allows for more women, non-binary persons, and people of color to engage as policy actors in the prevention of violent extremism. While policy documents emphasize the role education plays and alludes to the presence of women, non-binary persons, and people of color in education, the research and application often overlook these perspectives.

The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case -- algorithmic decision-making -- as a point of departure.

This paper explored the multiple layers of social and intercultural adjustment challenges experienced by international female doctoral students in Australia. The paper investigates multiple dimensions of sociocultural differences between the students' native and host countries, including sociocultural context, community engagement, personal and social lives, and the intersection of more commonly researched sociocultural identities. This investigation is undertaken within the epistemological positioning of feminist standpoint theory and intersectionality. In addition, a narrative inquiry approach and a thematic analysis are used to understand the students' social lives and issues of adjustment to a new culture. Themes like intercultural understanding, social connectedness and adjustment issues are used to encapsulate the students' views about their social positionality and understanding of their lives during PhD in Australia.

As social media use has risen, teachers have also taken up the medium in specific ways. This study investigates the ways in which teachers are using Instagram, particularly at a moment in time during a global pandemic, when teachers are both more isolated and dealing with multiple modes of instruction, many that involve some new use of instructional technology. Top posts made by teachers using the hashtag #teachersofinstagram are categorized and analyzed using a feminist critical discourse analysis through a visual methodology. Findings indicate that the top posts on #teachersofinstragram portray teachers as heteronormative White females with a focus on sharing the positive aesthetics of the teacher, her classroom, and her life, but that teachers are also experiencing stress and resilience as they connect with other teachers on this platform.

Introduction. Sexuality and equality education are considered areas of relevant pedagogical research and intervention within current educational contexts in view of the violence and inequalities derived from the patriarchal system. Aims. This paper presents the main results of a research study that seeks to analyze the competence in sexuality and equality of university students during teacher training in Spain (Castilla la Mancha University). Method. For this, the study used a quantitative methodology and administered a nine-dimension questionnaire to 371 students. Results. The study revealed the weak acquisition of competence in sexuality and equality and the persistence of stereotyped images of sexualities. Furthermore, these findings show that future teachers have a weak equality-based professional practice due to an educational approach that lacks a gender perspective. Conclusions. The main conclusions highlight the evident formative needs in sexuality and equality and the absence of transforming feminist knowledge. All this can affect the development of quality education in sexuality and equality in students' future educational practices.

The concept of "happiness" has long been debated, particularly as interpreted through utilitarianism (e.g., Ahmed, 2010a, 2010b). This paper, however, takes as its point of departure the virtue ethicists' (e.g., Aristotle, ca. 350 B.C.E./1999; Foot, 2001) understanding of eudaimonia and interprets "happiness" through the lens of decolonial feminist community psychology. In doing so, I suggest that music education--at all levels--can reclaim "happiness" and assist learners/participants pursue "fulfillment and flourishing" through musical engagement between self and other and in this way live a "good life," a life of meaningfulness and significance for themselves and their communities (Elliott & Silverman, 2015; Silverman, 2012, 2020a; Silverman & Elliott, 2016; Smith & Silverman, 2020). In pursuing "collective happiness" within the framework of decolonial feminist community psychology, the music education profession would shift its focus from subjective, individualistic accounts of "happiness" and well-being to relational, social, and contextual versions of flourishing-as-happiness. By drawing on feminist theory and critical community psychology, this account reframes "happiness" as relational meaningfulness. A case study will illustrate the nature of musical meaningfulness, collective "happiness," and the public good. [Note: The volume number (23) shown on the PDF is incorrect. The correct volume number is 24.]

This collaborative theoretical essay considers how an Embodied Ethic of Care Framework (Sodhi, 2022), which is informed by Black feminist thought and Indigenous African thought, offers a different way of being in international education. We describe international education in Canada, which focuses on the economy and leads to "conditional hospitality" (Ahmed, 2012) and the commodification of international students (Guo & Guo, 2017). We juxtapose the five elements of the framework to instances of international education in Canada. We demonstrate how current connections with international students are transactional which replicates harmful historical relationships between people of colour, capitalism, and colonialism. The Embodied Ethic of Care Framework is an antidote for this colonial violence because it places relationship building at the center. We invite readers to consider how an ethic of care might inspire a different way of being that could redress coloniality and systemic racism in their own internationalized contexts.

This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities.

Every woman has different nature either being strong or being weak. Not all women have a lucky fate; in fact, many of them become the victims of men. Of the many cases of violence and sexual harassment in the world, women mostly become victims, especially in cases of sexual acts without consent. In "Promising Young Woman" (2020), these issues are conveyed very well. Its main character, Cassandra, carries out a mission that targets men who try to take advantage of drunken women to become deterrent and frightened. The purpose of this qualitative study on the film is aimed to discuss the behavior of radical feminism living in the character of Cassandra. Cassandra reflects a radical feminist attitude in order to achieve revenge and conveys a message about women's rights to obtain justice. Radical feminism occurs based on three key issues namely sexual objectification of women, rape, and patriarchy. The result shows that Cassandra can fully be claimed as a radical feminist because there are several characteristics of radical feminism that match the nature and behavior of Cassandra in the film, which are opposing sexual objectification of women, opposing sexism, and toxic masculinity, lastly patriarchy.

This article ponders the question: "How might EdD research methods courses be reimagined to position Black Feminist Theory as a comparable theoretical framework to guide epistemological stance development and scholar-practitioner inquiry?" By introducing Black Feminist Theory as a viable theoretical framework, this article posits its potential incorporation into reimagined EdD research methods courses. After providing a more detailed description of Black Feminist Theory and its associated constructs, the ways that Black Feminist Theory can shape scholar-practitioners' inquiry is explored, including: 1) framing a problem of practice, 2) building conceptual and/or theoretical frameworks, and 3) connecting to research design and approaches. Implications for Black Feminist Theory's alignment to the CPED framework are discussed.

Higher education in the correctional environment is endorsed globally as the most effective tool for rehabilitation. Studies from the Global North have researched correctional education and its accessibility, but few of those have focused specifically on incarcerated women's access to tertiary education online. Even fewer consider this topic within the context of the Global South. This study aimed to address that gap by providing a holistic perspective of South African women's experiences of e-learning and distance higher education while incarcerated. As a qualitative research study utilising feminist narrative inquiry, the lived experiences of seven women incarcerated in the largest correctional facility in South Africa are uncovered through narrative analysis. The findings describe women's pathways towards obtaining an education online, the challenges they encountered, and the role support played in their completing a tertiary degree through distance education. Ultimately, the findings reveal that online higher education moves beyond student rehabilitation, to enhance the overall well-being of these students and enable them to cultivate empathic relationships with their peers, which in turn fosters further education opportunities for incarcerated women in South Africa. [Note: The correct publication year for this issue is 2023.]

Research from different fields demonstrate that the disruption caused by COVID-19 exacerbated social problems. In education, literature reviews focus on issues related to technology, evaluations, or racial discrimination that were worsened as a consequence of remote teaching and learning. Few scholarly works of this kind analyze the problematics in the education system in emergencies from a gendered perspective. This literature review brings to the discussion the transnational burdens, risks, and divides that increasingly affect women during crises in education. Findings revealed that female actors--teachers, students, mothers--have received fewer opportunities and have been assigned more responsibilities in comparison to their male counterparts since the beginning of the pandemic. Through a framework of feminist theories, this review analyzes studies that illustrate the disparities affecting women's opportunities in education, as well as some of their responses. It makes the case to look for solutions that create better conditions for all and strengthen the educational structure itself. Finally, this article brings forth feminist alternatives to equip the education system when facing disruptions, based on ideas from practitioners and scholars that intend to decolonize teaching and learning through survival actions that support situated knowledge, collaboration, and mind freedom.

Background: Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Focus of Study: Our study examines the network participation characteristics of 26 activist teachers of Color across 14 activist organizations in the United States. Our research questions were: (1) How do activist teachers of Color foster social capital in networks to influence policies and actions in their organizations and beyond? (2) What relationship exists between the participation structures of networks and the involvement of teachers of Color in the activist organizations? Research Design: Our research design used a critical social network research approach informed by Black feminist thought (BFT) and research on teacher activism. Our data included interviews from the 26 teachers and documents from their activist organizations. Our analysis involved a macro-to-micro qualitative network analysis of data, which afforded a broad view of network characteristics and deep descriptions of the stories of a subset of teachers. Conclusions: We found that the teachers of Color who were involved in affinity-based groups and subgroups were often the germinators of policy and action shifts, usually related to racial and intersectional justice in their organization. We call this network phenomenon a germinal network. We explore other features of germinal networks, such as a tendency toward reflexivity and mentorship-seeking and support. This study has implications for future critical research on social networks and the design of radically inclusive and humanizing social infrastructures in education-related organizations.

The marketization (Marchand & Orsorno Velázquez, 2016) of higher education impacts faculty through hiring practices, workload structures, and reappointment and promotion policies. Women faculty in fields such as music education need to negotiate masculine discourses and gendered constructions of innovation (Alsos et al., 2013) in a STEM focused economy. Values held by feminist pedagogues could serve as a framework through which to consider a more feminist approach to research and scholarship. Qualities such as equalization of power, collaboration, affective learning, inclusiveness of diversity, and social responsibility may surface through a researcher's approach to inquiry or in the content itself. This paper reflects on the work of Hal Abeles from the perspective of a mother-scholar in an attempt to see possibilities for feminist approaches to scholarly innovation in music education.

Women and revolutions have always had a thorny relationship. Women's mere presence in the revolutionary public sphere and within protest culture has been the site of much controversy. More recently, from the Occupy Movement to the Women's Marches, from Black Lives Matter to Femen, women protests have turned to performative practices to bring to light the material conditions of resistance within a framework informed by queer and trans. theories, transnational feminism, Indigenous resistance, and eco-critical struggles. This article looks at these performative and queering strategies within progressive revolutions today. It also analyses how decolonising solidarity amplifies or deepens our understanding of intersectional feminism.

Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children's development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this scholarship, I apply a critical feminist lens to examine the gendered effects of a recent shift in a Canadian province towards full-day play-based learning in kindergarten. Analysis of ethnographic data collected in two classrooms reveals that not all children may benefit from play-based learning. Instead, the findings show that the play settings in this study implicitly propagated patriarchal values that upheld hierarchal gender divisions and legitimized sexist practices among children in play. Specifically, in this paper I examine the subordination of girls through role allocations in the big blocks center. Given these findings, I discuss the need for critical gender literacy and transformative action among early education stakeholders.

Environmental education has the potential to extend its transformative potential by reframing social and ecological justice as always interconnected. This paper introduces vulnerable reading as a method for unsettling anthropocentric and colonial influences on how educators conceptualise and respond to environmental precarity through a socio-ecological lens. It has emerged from a six-month walking project during which the authors developed vulnerable reading practices as they walked with young children, educators, and a weedy landscape in Boorloo (Perth), Western Australia. With a focus on reimagining pedagogies to be inclusive of multiple weedy ideas, bodies and voices, the paper uses empirical examples of practice to illustrate how vulnerable reading across temporalities, scales, disciplines, and genres draws attention to the complex relations humans share with weedy worlds. The paper shows how vulnerable reading is a feminist and anticolonial practice that makes visible the complexity of relations humans share with more-than-human worlds and is an example of ecosocial justice in action.

This article studies the history of playgrounds in Finland and focuses on the emergence and implementation of the objectives of the international playground movement in the early twentieth century. Specifically, it examines the relations between supervised playgrounds, women's emancipation, child welfare policies, and political discussion on social class. In doing so, the article illustrates the transnational circulation and implementation of early twentieth century "child-saving" ideas, such as the playground reform. The analysis is done by cross and close reading a wealth of contemporary texts on playgrounds, such as magazines, newspapers, and archival materials. By tracing the interwoven aspects of the playground movement and the history of Finland, especially the significance of the Civil War of 1918, this article argues that supervised playgrounds were utilised in reconciling the socio-political issues of the newly independent state.