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In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

The article examines the current situation of language instruction in higher educational institutions in the Republic of Kazakhstan. Higher educational institutions play a crucial role in providing professional training in the country. The official language strategy focuses on developing the Kazakh language as the language of science. The researchers performed a survey among educators and students from both national and regional universities in the country. They then analysed the findings to identify the issues within this domain. The survey included 122 participants from 16 different universities. An investigation was conducted to analyse respondents' answers using both quantitative and qualitative methods. The results of the study were used to identify the critical problems. The concerns were identified based on the viewpoints and stances of both native and foreign scientists, and implications were provided.

This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.

The purpose of this paper is to explore ways to cultivate learners who can take part in inquiry, discussion, and action toward realizing an equitable society from the perspective of the SDGs and ESD. After confirming the importance of dealing with the concept of and the issues around equity with consideration of the mutual interdependence among all 17 SDGs, the paper notes that the "inclusive and equitable quality education" mentioned in SDG 4 is assumed to be achieved by the integrated improvement and organization of a variety of aspects, such as educational environment, policy, systems, budget, teachers, and competency development. Next, based on the importance of competency development of all learners through ESD, the paper demonstrates the potentials of objective-referenced assessment for ESD. Finally, the paper proposes a tentative idea on a set of objectives for lessons on equity from the perspective of ESD, as a useful way to develop school-based curricula of quality ESD at each school and to promote effective lessons on equity to prepare learners who can attain the necessary competencies and take part in inquiry, discussion, and action toward realizing an equitable society

Training the next generation of public health practitioners to promote health equity requires public health graduate programs to cultivate students' skills in community partnership. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to produce a high-quality written product as part of their culminating Integrative Learning Experience (ILE). Because CEPH recommends that ILE written products be useful to community partners, ILEs can draw lessons from the field of experiential education, especially the social justice aligned principles of critical service-learning (CSL). However, the current literature lacks descriptions of how to operationalize CSL's principles within graduate-level culminating experiences. To help fill this gap, we discuss a CSL ILE for MPH students, called Capstone. We describe CSL's key components and explain and assess how each is operationalized. We hope Capstone's model will help educators engage more deeply with CSL practices to advance health equity.

Background: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain. Aim: The study aimed to understand how principals experience the lasting effects of apartheidera segregationist policies in primary schools and to document principals' solutions. Setting: A meeting of principals who work at primary schools in the Western Cape province. Methods: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings. Results: This study finds from principals' perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children's education and principals' abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents' efforts to work with principals to secure and equalise young children's schooling. Conclusion: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era. Contribution: This study contributes to primary school principals' ideas for improving primary schoolchildren's education.

The Dong Pipa, a traditional Chinese musical instrument, is a significant element of the Dong ethnic group's cultural heritage. The objective is to investigate the historical development of the Dong Pipa, a traditional Chinese musical instrument, in literacy functions and educational occasions. The research was conducted in Liping, Congjiang, and Rongjiang counties in Guizhou Province, Tongdao County in Hunan Province, and Sanjiang in the Guangxi Zhuang Autonomous Region. Two key informants and four casual informants, including national transmitters and experts in Dong Pipa music, were interviewed, and data were gathered through fieldwork, interviews, and observations. The analysis focused on the integration of the Dong Pipa into educational settings and its role in fostering cultural literacy. The results indicate that the Dong Pipa has played a dynamic role both historically and in contemporary times, contributing significantly to cultural transmission and education. The study suggests that incorporating traditional instruments like the Dong Pipa into modern educational practices can enhance cultural literacy and support preservation efforts.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author's contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education. Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women's participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women's empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape.

In the context of an established research-practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.-born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other's unique perspectives and life experiences as well as recognized each other's shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change.

While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers' pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.

Societies cannot destroy the old system of faith while accepting a new religion. Human begins to transform the new belief system within the old belief system. One of the things they have to convert is the terminology of religion, which they accept. The change process of this new religious terminology can give concrete findings about the learning, adaptation, and transformation of a society to the new religion that it accepts. It takes a long time for the terminology of religion, which comes with the new religion, which is not entirely from its own language, to settle in the language of society, learning and the transformation takes place in certain stages. Determining the location of the language of the old texts in these stages will allow the dating of unspecified works and the identification of the author of the work. "Dede Korkut Stories" are important works of Turkish Language Literature. In this study, the religious terms in the Dresden and Vatican copies of "Dede Korkut Stories," which are thought to have been written after the 15th century, and the Turkistan/Turkmen Sahara copy found in 2019, were determined. I examined the determined religious linguistic terms comparatively in terms of their integration into the community language and also specify the stage at which the change and transformation of religious terminology took place.

This study focuses on the evolution and literacy transmission of the Suona ensemble in Southwest Shandong Province, China, which encompasses a rich tapestry of traditional and modern educational methods spanning familial inheritance, master-apprentice relationships, selfstudy, and formal training schools. Drawing on interviews with key informants and historical analysis, this study delves into the intricate web of practices that have shaped the evolution and preservation of Suona music over the centuries. From the oral traditions of family transmission to the structured curriculum of training schools, each method has played a vital role in sustaining this cherished cultural heritage and facilitating literacy transmission in music education. Despite facing challenges such as limited access to formal education and the scarcity of written scores, Suona artists have demonstrated remarkable resilience, adapting to societal changes while maintaining the essence of their craft. As economic growth and cultural shifts reshape rural communities, the demand for Suona ensemble music continues to grow, prompting innovations in teaching and learning methods. Through a blend of tradition and innovation, Suona ensemble music remains a vibrant and enduring expression of Chinese folk culture, enriching the lives of both practitioners and audiences alike.

Individuals from diverse minority backgrounds in the United States represent a one-of-its-kind collaboration in understanding diversity, equity, inclusion, and belonging (DEIB) challenges in workforce staffing and representation per Equal Opportunity norms. This study involved primary and secondary research in the realm of DEI to develop an implementable model from lessons gleaned from the findings of the research and gaps found in contemporary hiring and staffing practices. The study and model development are grounded in Rawls's 1971 theory of justice and predicated on the premise that opportunities are usually based on merit, and are generally well-intended, although often constrained by the frailties of human nature. The United States is in dire need of practical solutions, for despite well-intended U.S. laws and mandates on employment, equitable hiring practices are far from satisfactory. In a changing world order, many employers in the United States, and even to some extent globally, acknowledge they are duty-bound to ensure a harmonious, equitable, and safe work environment, devoid of any form of discrimination, harassment, or intimidation. Although easier said than done, achieving this equality requires a systematic approach to investigative organizational/institutional auditing, mapping, and diagnosing the ills that constrain collaboration and reduce productivity. The model is based on research and strategic practitioner design in its orientation, with practical implementation utility, flexible and customizable specifically for DEIB initiatives change, and suitable for educational and other industry settings. A skilled and scientific approach is needed to ensure equitable practices in professional and academic spheres.

Ethical intelligence is the strength of a transformational society. As a change agent, the school leader is expected to be a representative figure of ethical standards. Unfortunately, they are criticized for their unethical activities. Therefore, drawing on the concept of ethical leadership, this study aims to construct the meaning of ethics as they have lived with it, thereby exploring the transformational influences of ethical strengths. Adopting a narrative inquiry research design, lived narratives were generated from four principals of secondary level (Grades 9-12) selected purposively. The narrative data were analyzed and interpreted using Starratt's (2004) theoretical framework of ethical leadership of care, justice and critique. This study explored ethics as the mutual value of individual, institutional and social institutions. Human potentiality is the power of ethical intelligence that derives toward transformation. This finding shed light on the importance and execution of ethical abilities. It shares ethical knowledge, values and skills among individuals, schools and communities. It also portrays ethical sensitivities, which are the core foundation of a transformative society with rational personalities.

This study investigates the patterns of promoting physical activity among residents in Mueang District, Mahasarakham Province, Thailand. It explores the impact of contemporary societal shifts, such as increased reliance on technology and decreased physical labor, on public health. The research identifies the rise of chronic diseases due to lifestyle changes and the need for preventive strategies emphasizing physical activity. Utilizing a questionnaire, the study analyzes residents' knowledge, awareness, motivation, and practices regarding health promotion through physical exercise. The findings reveal high general knowledge and awareness of health benefits but low levels of physical activity practice, influenced by lifestyle and societal changes. The study emphasizes the importance of tailored health promotion strategies and the role of digital platforms in enhancing physical activity awareness and participation. This research contributes to understanding effective methods to promote physical activity and addresses the health challenges faced by the local population, promoting sustainable physical and mental health.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision-making. Drawing from "pedagogies of acompañamiento", I describe how the mothers responded to decision-making challenges and leveraged reflections on their struggles to co-create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change.

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 study, we examine the concept of social justice to provide greater clarity about how higher education might help students achieve more understanding about social justice and develop behaviors consistent with social change. We measured three dimensions of social justice: students' recognition that inequality exists, their determination to do something, and their willingness to engage in actions that reduce inequality. Mean differences in scales tapping these views between students in introductory and capstone courses in six liberal arts disciplines--social work, sociology, psychology, criminal justice, gender studies, and communication--suggest variations in how students in these programs commit to social change. Capstone students consistently showed greater commitment to social justice compared to freshmen students. The most significant differences occurred in their willingness to take action. Patterns differed significantly within the six disciplines, and consideration is given to the emphasis placed on social justice within the six disciplines, as partially explaining the differences. These results suggest some modification to the notion in the literature that a 'principal-implementation' gap exists among adults in their commitment to social justice that tends to increase with maturation.

In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and "explaining" how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.

Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under-represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under-represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research-practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

Despite efforts to foster a more equitable gender representation, Australia's higher education sector and workforce continue to be highly segregated. This article focusses on the gendered experiences of first-in-family (FIF) students--many who are from low-socioeconomic communities--transitioning to Australian universities. In terms of the gendered nature of widening participation, we know students who are FIF will often study disciplines which align with traditional gender norms. Drawing on the "First-in-Family Project" (n = 48), we present the analysis of our findings in two parts. First, we provide an overview of the cohort where we analyse the gendering of degree choice of FIF students. Second, underpinned by theoretical work focussed on student gendered and classed subjectivities, we address how FIF young people negotiated classed and gendered norms during the transition to university. Our data suggest that young people engage in 'gender work' and 'class work' which informs their identities and how they make choices about their futures. Based on our research, we argue that to achieve social justice there is a need for a renewed attention to gender within the widening participation agenda.

Having contributed to the UNESCO report "Reimagining our futures together: A new social contract for education" as a member of the International Commission and as Chair of the research-drafting committee of this commission, the author now takes the liberty of making some personal notes on the reflections advanced therein. This brief article is divided into three sections. The first presents the main foundations of the social contract of educational modernity (nineteenth century). The second discusses how this contract has to be renewed today. The third advocates the need to value the common in education, based on five main ideas: cooperation (in pedagogy), convergence (in curriculum), collaboration (in teaching), conviviality (in schools), and capillarity (in society). Finally, the epilogue defends the urgency of placing human rights at the center of the process of renewing the social contract for education.

During the COVID- 19 pandemic, when her school shifted to distance learning, and anti- Asian hate crimes reached alarming heights of racially targeted attacks, Susie Sujin Min found herself suffering in silence. The distressing news and video footage of horrendous hate crimes were having their intended impact, leaving her as an Asian American feeling upset, isolated, vulnerable, and silenced. Although her students--who are primarily of Asian descent and over 90% students of color--did not explicitly bring up this issue during remote learning sessions in spring 2021, she sensed that they, too, were affected and suffering in silence. She decided she could no longer pretend that everything was alright behind the computer screen. While she had been incorporating activities and projects centered around social justice and equity issues for years, this was different--it was deeply personal. As their teacher and an Asian American adult, she recognized the importance of providing guidance and hope by demonstrating how classroom lessons could empower them in understanding and navigating through these challenges. In this article, she will highlight some examples from her Statistics and Probability and AP Statistics classes, both of which she taught in the fully remote learning setting during the 2020-2021 school year, illustrating the positive impact these changes--of redefining the purpose of teaching and learning mathematics--had on her students' learning and identity development.

Establishing quality education as a human right, public undertaking, and common good representative of humanity and the planet through imagining a "new social contract for education" is an ambitious endeavor and crucial to (post)humanity's myriad ways of knowing, living, and being. This article introduces postcritical educational leadership as an indispensable element in shaping the future of education by informing and implementing new social contracts within schools, the wider education system, and other potential spaces of response-ability and intra-action (Barad in "Meeting the universe halfway: quantum physics and the entanglement of matter and meaning," Duke University Press, Durham, 2007; Derrida Today 3(2):240-268, 2010). Within complex, rapidly changing, and self-generating systems, modes, models, and mechanisms of governance become re-territorialized, constantly forming new assemblages consisting of new structures, actors, and context-dependent educational landscapes. Dynamic and heterogeneous assemblages make a static understanding of governance not only superfluous; they make it impossible. We need to loosen power, stability, and neoliberal structures to generate new forms of participative leadership--particularly at the school level--characterized by cooperation, solidarity, trust, and justice. We therefore reframe educational leadership as "becoming" among all actors within multifaceted, rhizomatic (education) system(s) (Deleuze and Guattari in "A thousand plateaus: Capitalism and schizophrenia," Minnesota University Press, Minneapolis, 1987). We argue for a multi-perspectival view of leadership that includes a focus on how school leaders perceive their own "becoming" (e.g., their needs, positionalities, emotions) and how this becoming intra-acts with increasing social, cultural, political, and ecological complexity. Deeper engagement through introspection, self-analysis, and a processing of self-in-context together with exploration of school leaders' experiences with entanglements and assemblages will inform new governance arrangements and just and sustainable future-thinking and future-acting in education.

Universities across the globe are transforming or upgrading their campus infrastructure to prepare students for the work in the 21st century. Such campus transformations can be important in various ways. For example, universities can introduce innovative learning spaces that support recruitment and enrollment policies on campus. Even though the design, development, and efficient use of such spaces come with challenges, the reconceptualization of the university infrastructure is one way to move toward a new social contract for education. The author argues that innovative learning spaces can catalyze a new social contract for education. To overcome the challenges that accompany campus transformations, the models of governance and policies that support campus developments, such as partnerships within and between institutions, should be introduced.

UNESCO's 2021 Report "Reimagining our futures together: A new social contract for education" calls for principled dialogue and laudable commitment to education as a common good. At its heart is the call for a new social contract for education. This article interrogates the governance implications of such a principled social contract in the contemporary global education policy context, marked by power asymmetries between various actors, including state actors, non-state actors, and international agencies. It identifies several governance challenges in realizing this new social contract in the current dominant global discourse and in the international educational cooperation architecture. In light of these analyses, this article argues for an alternative framing of the governance of such a social contract, based on the principles of recognition, redistribution, and representation. The elements of such an approach, while reflected in the report, are not consolidated. This framing is one way through which the called-for new social contact can gain significant policy traction for social justice and the right to quality education for all.

This essay explains that periodic examination of the goals of education is essential for educational institutions to ensure they are adequately preparing students to address the challenges of the present and build a better future. It argues that education is an ethical enterprise, and that clear and shared goals provide education institutions with direction and coherence. Rapid societal changes challenge educational institutions to revisit whether their goals are supporting teaching students so they can develop the necessary knowledge, skills and dispositions to address them. The article discusses three accelerating existential challenges--challenges to human rights, democratic decline, and climate change--and argues that they require schools, universities, and systems to educate students to understand and be able and committed to address them. These three challenges also influence educational institutions, and the development of institutional strategies can help create synergies among functions and processes in schools and universities to help students develop the knowledge, skills, and dispositions that can help understand and mitigate climate change and declines in human rights and democracy.

Renewing the social contract for education is the central call of the "Reimagining Our Futures Together: A New Social Contract for Education" report from the International Commission on the Futures of Education. The International Commission outlines two foundational principles for such renewal: an expanded vision of the right to education throughout life, and education as a public endeavour and a common good, reflecting humanity's wide diversity of ways of knowing, living, and being. These principles provide a common thread for the think pieces in this issue, which attempt to unpack the idea of a new social contract from a variety of positions. The pieces are discussed around six themes: reorienting educational purpose; governing diverging motivations; recasting leadership and participation; envisioning new possibilities for higher education; enriching the knowledge commons; and unleashing imagination beyond the status quo. This introductory article argues that rebuilding and strengthening trust is the watchword of any effort to renew a social contract for just and equitable futures of education.

In recent years, new expectations have been placed on universities, demanding academic contributions towards solving large-scale, interdisciplinary challenges. This is in conflict with existing insights from university governance research, which emphasises that scientific communities focus on reproducing disciplinary practices that are unsuitable in addressing societal challenges, because the problems associated with them are usually large-scale, complex and interdisciplinary. In light of this seeming paradox, we revisit the question of how--and on which theoretical grounds--universities may still be able to develop suitable internal governance mechanisms that allow them to address complex societal challenges effectively. Because university leaders are usually unable to coerce individual researchers to address such challenges in their research simply through their bureaucratic powers, we will argue that university leaders can, however, leverage individual researchers' agency to deviate from routine and disciplinary practice by developing novel or legitimising existing interdisciplinary scripts necessary to deal with such societal problems. Specifically, we outline that university managements can create a dual role consisting of the communication of legitimising interdisciplinary research on societal challenges, as well as providing for the necessary degree of interdisciplinary coordination by convening researchers around these topics.

This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse entry points, the co-authors bring a wide range of theoretical perspectives to this task, some engaging the term childism explicitly in their work, others approaching it anew. The result is an extended conversation about the possibilities for deconstructing ingrained historical adultism and reconstructing social norms and structures in response to what is marginalized in the experiences of children. Our own conclusion, having initiated this dialogue, is that we have learned to think about childism with greater plurality, that is, as childisms.

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.

In this paper, the authors utilize critical reflection and autobiographical narratives as a pedagogical tool for aspiring school leaders to examine beliefs and assumptions on equity and social justice in an educational leadership preparation program. Comparative themes related to their developing social justice and equity orientations included: (a)Understanding heritage and lived experience in relation to inequity and injustice, (b) Positionality awareness as a meaning making tool for leadership development, and (c) Praxis: Aspiration for action in one's leadership role. Incorporating pedagogical tools that engage in difficult conversations with the self and the world has the potential to provided avenues for students to become active interpreters of their past histories, current aspirations and heighten their capacity to be active agents of justice.

In this article, we posit a Marxist critique of the way that neoliberal capitalism has thwarted the possibility of comprehensive education. We begin with an explanation of the unique productive capacity of human labour, and the centrality of labour power for capitalism. We go on to show the importance of the education system for continually renewing the conditions and supply of labour power for contributing to the reproduction of the capitalist social order. This provides the basis to argue for the efficacy of the concept of 'over-education' to demonstrate how comprehensive education is inherently an anathema to the logic of capitalism and the interests of its ruling class. The final section expresses comprehensive education as a moment of assault to maintain the status quo. Against this assault, we promulgate the necessity for comprehensive education and provoke consideration of this possibility following an incoming Labour government at the next general election, however unlikely this seems given the alignment of the Labour Party with capitalist interests after the 1980s. Irrespective of the result of politics, rekindling of the comprehensive ideal will come from workingclass collectives, and the struggle for socialist transformation, both within and without the state. It is only through this that the comprehensive ideal becomes feasible in reality.

This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.

Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice. Conversely, local-scale approaches that integrate students into community efforts can create powerful collaborations to help facilitate social justice. We suggest a variety of large-scale databases, platforms, and portals that could be used as starting points to address a set of learning objectives about social justice. We also describe local-scale participatory science approaches with a social justice focus, developed through academic and community partnerships. Considerations for implementing participatory science with undergraduates are discussed, including cautions about the necessary time investment, cultural competence, and institutional support. These approaches are not always appropriate but can provide compelling learning experiences in the correct circumstances.

In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, "I" positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new "we" and "they" positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues' competencies how to deal with change.