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This paper extends the theory of powerful knowledge to school economics by articulating the nature of powerful disciplinary knowledge in the subject. In order to develop a framework for conceptualizing powerful knowledge in economics, the literature that identifies powerful knowledge in other school subjects is first explored. Then, follows an examination of the implications to the specific case of school economics regarding economic concepts and forms of economics knowledge that might be regarded as powerful according to Young's definition of powerful knowledge. I then proceed to develop a conceptual framework that identifies powerful disciplinary knowledge in the subject. This paper instigates the discussion about what constitutes powerful knowledge in school economics that enables epistemic access for young people that fosters their human development and flourishing. [ABSTRACT FROM AUTHOR]

By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for 'ethnic' minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today. [ABSTRACT FROM AUTHOR]

Many adolescents lack the requisite physical preparation for sport participation and PA. Multi-sport participation and resistance training during youth (age 5-11) and adolescence (age 12-17) years can positively effect physical activity levels, health outcomes, and promote long-term athletic development (LTAD). The National Strength and Conditioning Association (NSCA) created a position statement regarding LTAD. K-12 schools provide an ideal environment to deliver LTAD programs. Limited literature exists regarding how best to implement LTAD within K-12 physical education. The purpose of this paper is to provide physical educators with strategies to implement LTAD within K-12 programming. In this paper, we have described how specific curriculum models are aligned with LTAD and can support developmentally appropriate progression of PE content across instructional levels. Implementation of LTAD programs within PE utilize standards based curriculum design to create multi-curricular offerings that include resistance training. [ABSTRACT FROM AUTHOR]

This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised schooling, where government control exercised at the macro-level (colonial/neoliberal education policy) and micro-level (teaching and learning; the enactment of the formal curriculum) reproduces cultural inequality. This paper therefore argues for textual space in the English Literature classroom to be appropriated as a representational, dialogical, historical and connected space (in opposition to neoliberalism's decontextualising and atomising agenda) for real-world political action and the democratisation of cultural production within the wider school environment. [ABSTRACT FROM AUTHOR]

This paper undertakes an investigation of the ‘life’ of the curriculum concept ofchildren’s interestsin a preschool practice. The concept ofchildren’s interestsplays a vital role in the Swedish preschool curriculum text and in the preschool field. Strongly inspired by Actor-network theory readings, the paper aims at producing accounts making visible the making of the concept ofchildren’s intereststhrough relations among children, carpets, Minecraft figures, boxes, teachers and schedules in a preschool practice. The paper engages in ethnographic materials generated at a Stockholm preschool over a period of 10 months. [ABSTRACT FROM PUBLISHER]

In this opening contribution to the Special Issue Cultural Studies and Education: A Dialogue of Disciplines?, Guest Editors Bill Green and Andrew Hickey survey the pedagogical and disciplinary intersections of Cultural Studies and Education. Positioning an account of Cultural Studies that draws attention (back) to Cultural Studies' founding pedagogical project, Green and Hickey note that Cultural Studies has always maintained a pedagogical imperative. Attention is given to how this concern for the pedagogical translates, now, across a range of educational settings, both formal and informal. The Editors cast a distinction between the pedagogical and educational, and from this basis argue that predominant accounts of Cultural Studies' educative purpose derive from the relationship that the field has maintained with formal and institutional sites of Education. The paper then moves to survey the contributions for this issue with attention given to the conceptual and theoretical connections that run through the collection. Highlighting that emphasis is given to Cultural Studies' attendant practices and intellectual foundations, the Editors identify how Education and Cultural Studies might continue to engage in dialogue and how common intellectual threads that generate critically motivated scholarly practices might (continue to) recognize the implications of the conjuncture. [ABSTRACT FROM AUTHOR]

Purpose: Legacies of colonialism continue to influence the profession of speech-language pathology (SLP) around the world. While there is some literature on ways in which we can decolonise the profession, there is little written on these issues in relation to research and practice in the field. In this paper, we discuss how qualitative approaches can be useful particularly in post-colonial contexts to transform research and practice in the profession. Method: Using a reflective framework, we draw on examples from several of our own research and teaching experiences that have embraced a variety of qualitative approaches, conducted across various contexts in the post-colonial South African context. Result: Qualitative approaches can play a central role in achieving transformation goals because they offer opportunities for highlighting the voices of marginalised communities and they are flexible and adaptable to the needs of particular contexts. We reflect on how qualitative approaches can be linked to SLP curricula, practice and research, and consider innovative ways in which such approaches can be embraced within the profession. Specifically focussing on research, we explore issues of access, representation and inclusion, the use of contextually relevant methods, and ethical considerations when working in post-colonial contexts. Conclusion: Many of the points raised in this article are important for all contexts. Embracing qualitative approaches offers opportunities for the SLP profession to transform and meet our mandate of providing culturally safe, appropriate, effective care. [ABSTRACT FROM AUTHOR]

This paper revisits the philosophical trajectory and practices in fashion education. It examines to what extent participatory action research (PAR) can contribute to the advancement of vocational education by emancipating practice-based skills and knowledge co-created by students, faculty members, and market practitioners. While the fashion market is dynamically reshaping today's fashion pedagogy by imparting new skills and abilities to students, this investigation aims to highlight the limitations of the Bauhaus tradition as a top-down approach aimed at continually producing work-ready graduates for junior positions. Drawing upon the findings yielded by our experimental project fashionthnography.com, the analyses presented in this paper elucidate to what extent PAR can meet the intended goal of equipping the students with a higher level of working capabilities and creativity, as well as greater cultural appreciation. This study contributes to the expansion of vocational education and training, as its findings indicate that we need to embrace practice-based knowledge co-creation for long-term success in both industry and academia. [ABSTRACT FROM AUTHOR]

Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students' experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students' feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong. [ABSTRACT FROM AUTHOR]

History education has been instrumental in transmitting collective memories across generations while sustaining national traditions. Many nations use history education to instill national memories in their future citizens. In the current Jewish context, history is arguably a dominant cultural discourse. History education is deemed central to preparing future Jewish citizens of Israel. In particular, Zionist scholars and educators use the Bible as their primary text, providing an infrastructure of history and myths for this national ideology. In order to investigate the relationship between political ideology, education, and national memories, this paper explores the ways in which the Hebrew Bible and Jewish history are being taught interchangeably in Jewish-Israeli schools. Drawing on various source materials (such as political videos, school curricula, and textbooks), the paper retraces the origins of this conflation, critically examines its goals, and suggests possible effects it may have on the formation of children's and adolescents' collective memories. [ABSTRACT FROM AUTHOR]

The design and initial implementation of a project-based directed study course in mathematical research and communication is described. The intention of the course is to expose students to the foundation of mathematical research through inquiry-based learning. Students are asked to approach an exercise in topology as though it is an open problem. At the end of the semester, students are also required to prepare and deliver a presentation on their work from the semester. [ABSTRACT FROM AUTHOR]

The paper investigates how teacher trainees in higher education geography and external, non-scientific partners perceive and experience collaborations in an active teaching and learning approach. Such formats are recommended in education for sustainable development (ESD) but are likely to be challenging experiences for all actors involved. The study analysed two transdisciplinary-oriented courses, where future teachers in geography and primary social and science education collaborated with civil society partners. Semistructured interviews were conducted with 24 students and partners; course evaluations complemented the database. The analysis identified several approaches to collaboration and aspects that either led to intensive collaboration or challenged its transdisciplinary character. Furthermore, the study revealed the interdependencies between the external partners' expectations, their motives and the perceived effects of the collaborations. The partners anticipated a wide range of expectations, some of which went beyond what the students could reasonably deliver. Our analysis also showed that the collaborations enabled students to learn, experience and reflect on an active teaching and learning approach to ESD. We conclude that transdisciplinary-oriented courses can oscillate along the spectrum between "nice try" and "valuable initiative". The paper ends with recommendations for shaping and delivering transdisciplinary-oriented courses effectively. [ABSTRACT FROM AUTHOR]

Care delivery in neonatology is dependent on an interprofessional team. Collaborative learning and education amongst professionals can lead to successful management of critically ill patients. This focused BEME review synthesized the components, outcomes, and impact of such interprofessional education (IPE) programs in neonatal medicine. The authors systematically searched four online databases and hand-searched MedEdPublish up to 10 September 2020. Two authors independently screened titles, abstracts, full-texts, performed data extraction and risk of bias assessment related to study methodology and reporting. Discrepancies were resolved by a third author. We reported our findings based on BEME guidance and the STORIES (STructured apprOach to the Reporting in health education of Evidence Synthesis) statement. We included 17 studies on IPE in neonatal medicine. Most studies were from North America with varying learners, objectives, instruction, and observed outcomes. Learners represented nurses, respiratory therapists, neonatal nurse practitioners, patient care technicians, parents, early interventionists, physicians, and medical trainees amongst others. Risk of bias assessment in reporting revealed poor reporting of resources and instructor training. Bias assessment for study methodology noted moderate quality evidence with validity evidence as the weakest domain. IPE instruction strategies included simulation with debriefing, didactics, and online instruction. Most studies reported level 1 Kirkpatrick outcomes (76%) and few reported level 3 or 4 outcomes (23%). Challenges include buy-in from leadership and the negative influence of hierarchy amongst learners. This review highlights IPE program components within neonatal medicine and exemplary practices including a multimodal instructional approach, asynchronous instruction, an emphasis on teamwork, and elimination of hierarchy amongst learners. We identified a lack of reporting on program development and instructor training. Future work should address long term knowledge and skill retention and impact on patient outcomes and organizations. [ABSTRACT FROM AUTHOR]

The Truth and Reconciliation Commission's (TRC) Calls to Action urge Canadian higher education (among other sectors of society) to learn the shameful truth about Indian Residential Schools and work towards reconciliation with Indigenous peoples. Through narrative inquiry, non-Indigenous academics shared their experiences of a faculty learning community on Indigenization of their teaching and curricular practices. They each, subsequently, co-composed with the researcher a narrative account based on those experiences. This paper presents one of the resonant threads that arose from the analysis of those narrative accounts, namely: Epistemological and Ontological Dissonance. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

This paper addresses the imperative for social work educators and professionals to integrate environmental dimensions into curricula and field practice purposefully. Advocates argue that this integration is vital for the profession to effectively contribute to social and environmental justice. Despite these calls, there is a paucity of scholarly attention to the extent of environmental justice considerations in social work curricula. In response, this study employs in-depth interviews with program directors and curriculum content analysis at McGill University’s School of Social Work to assess the inclusion of environmental justice issues. The findings reveal that these issues are marginally and superficially integrated into the curriculum. Despite this, interview participants express confidence in social work students’ ability to support clients facing significant environmental challenges. This study suggests broadening the traditional ‘person-in-environment’ concept in social work education and practice to encompass the physical environment. [ABSTRACT FROM AUTHOR]

This position paper aims to raise awareness among educational policymakers, teacher educators, and school leaders around the world about the urgent need to better prepare Early Childhood Education (ECE) teachers in music education. Most countries fail to sufficiently train teachers to meet the music-related expectations of contemporary ECE curricula, which inevitably affects young children's learning and development. Our first goal is to describe this worrisome reality in depth, based on prior literature. We elaborate on the limited music education (extracurricular, pre-service, and in-service) typically offered to ECE teachers worldwide. We then highlight the negative consequences that result from having a teaching force clearly ill-prepared in this area. Based on studies conducted with pre-service and/or in-service ECE teachers, we summarize what is known about teachers' learning needs, motivations, and preferences regarding music education. Our second goal is to propose a series of low-cost, sustainable, and easily scalable strategies to strengthen teachers' preparation. Practical and policy-related potential obstacles are discussed. As final remarks, we urge ECE stakeholders to (a) investigate the specific needs, motivations, and preferences of their local teachers in music education, (b) design and implement responsive training strategies, and (c) examine their impact on teachers and/or children. [ABSTRACT FROM AUTHOR]

Most secondary (high) schools in a broad range of jurisdictions internationally engage in various forms of high stakes, standardized assessment and related qualifications. In this paper, we interrogate how educational achievement regimes – especially via the reporting of curriculum and assessment ‘data’ – continue to mobilize particular gender norms. Drawing on Derrida’s notion of haunting we explore how such regimes impose and reinscribe stable and binary gendered patterning and create what Barad has named ‘entangled relationalities of inheritance’ [https://doi.org/10.3366/drt.2010.0206,] despite young people (and many schools) moving towards greater recognition of non-binary genders. Drawing on assessment data from Aotearoa New Zealand, we look at both generalized reporting of educational achievement data along the lines of ‘male’ and ‘female’ and on reporting of a single (historically gendered) curriculum subject – health education. We argue that such systems are ‘haunted’ by stable gender categorizations and hierarchies and we ask what this means for the reporting of educational assessment data and the erasure of identities that don’t align with the binary. [ABSTRACT FROM AUTHOR]

Recent research has drawn attention to the culture of whiteness and Eurocentrism within post-secondary kinesiology and physical education programs. By speaking with eighteen Chinese-Canadian undergraduate students, this case study examines how Eurocentrism manifests in an undergraduate kinesiology program at a western Canadian university. We found that a subtle, yet pervasive, center–margin framework was woven throughout the teaching and research culture of the program. This binary served to legitimize Western approaches to knowing and doing health and physical activity, while marginalizing – if not excluding altogether – non-Western knowledge systems. As one possible pathway for disrupting this knowledge/power hierarchy within kinesiology, we propose building opportunities for epistemic interculturalism throughout the curriculum. We maintain that a first step towards fostering intercultural opportunities is understanding the conditions of possibility that may enable or constrain non-coercive dialogical spaces. To this end, we aspire to expose the complex and subtle everyday processes through which the hegemony of the Western tradition is reproduced, which we suggest is the most significant contribution of this paper. [ABSTRACT FROM AUTHOR]

This paper reports on findings from a survey conducted within a larger collaborative project, working with primary school teachers and parents to normalise conversations about LGBTQ+ issues in four English primary schools. Survey data from 96 teachers and parents highlight different perspectives on the inclusion of LGBTQ+ issues. Existing research shows teachers are often reluctant to address such issues, signalling various concerns, including fear of a negative parental reaction. Using quantitative analysis of Likert items combined with a qualitative analysis of open-ended comments, the study shows differences in perceptions between teachers and parents, and among participating parents. The findings show teachers are willing to address LGBTQ+ issues within the primary school curriculum with support from the majority of parents. Parental opposition to teaching about LGBTQ+ issues appears to be associated with some parents’ religious views and limited engagement with members of the LGBTQ+ community. Parents’ concerns largely focused on notions of childhood innocence and perceptions of age-appropriateness for teaching about/engagement with LGBTQ+ issues. [ABSTRACT FROM AUTHOR]

To make social work education relevant, educators, students, and practitioners must assess the extent to which taught concepts, theories and techniques are relevant for practice within the local context. Currently, there is little empirical research in Ghana that reviews the social work curriculum in relation to practice. This paper relies on data collected from BA Social Work graduates working with various social service agencies in Ghana. These graduates earned their undergraduate degrees from one of Ghana's top public universities, offering social work education. Respondents were asked to reflect on their education and their work contexts and to comment on the extent to which they find taught concepts relevant and practical for their work. While we do not draw broad conclusions from our study, we believe that our methodological approach can help other Ghanaian educators evaluate and enhance social work education for effective practice. [ABSTRACT FROM AUTHOR]

Sustainability is an important issue that we all face, including higher education students. We assert that the transition into the contemporary higher education context needs educators to plan transition pedagogy that engages students with the world during their studies, instead of solely using curriculum as preparation for the future world of work. To investigate this, we explored how students position themselves in relation to sustainability as part of an assessment task in a first-year university transition course and whether this type of assessment provides opportunities for students to experience subjectification. Drawing on Biesta's ([2022]. World-Centred Education: A View for the Present. New York: Routledge, Taylor & Francis Group) conception of world-centred education, we applied a novel methodology based on dialogical self theory, developed by Hermans and Bartels ([2021]. Citizenship Education and the Personalization of Democracy. New York: Routledge, Taylor & Francis Group. ), to analyse the data comprising student reflections on an assessment item oriented toward current sustainability issues. Our findings suggest that when students interact with their peers and encounter challenging content, conflicting internal positions can lead to subjectification and an intention for further action on real-world issues from the commencement of their studies. We propose that the principles of opposition, cooperation and participation provide a practical framework for educators and course designers to purposefully designate space for students to explore positions and practise the generative dialogue needed for thinking and acting in the world as subjects now and in the future. In analysing students' reported experience, our paper contributes to the discussion around implementing world-centred education and provides useful insight into how students engage with sustainability in higher education. [ABSTRACT FROM AUTHOR]

This study presents an inquiry into the relevance of Bildung for students in (pre-) vocational education. While Bildung has seen a remarkable revival in international educational theory, its relevance for educational practice(s) remains under-investigated, particularly in vocational education. This paper presents the insights offered by a multi-method curriculum study, conducted as part of a larger project in which (pre)vocational teachers in the Netherlands experimented with their own role as a model of and for their students' Bildung. Building on a thematic analysis of teacher observations, teacher interviews and student focus groups, we explore how six teachers enacted and perceived their modelling role, and how their students experienced it. While all teachers modelled elements of what they found important for their students' Bildung, the teachers actually perceived as models of Bildung by their students were those who shared their own experiences and stories with students, and who related to them on a personal level by offering them support, trust and inspiration to pave their own paths in life. Based on our findings, we suggest implications for broadening common understandings of Bildung and modelling, as well as practical implications for teachers, teacher education and policy to foster vocational students' Bildung. [ABSTRACT FROM AUTHOR]

This article focuses on the IB-PYP curriculum and teachers' roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented comparatively. The comparison encompasses their respective scoping aims, models of curricular control, distinctive teacher roles, and assessment practices. Moreover, the study incorporates insights and viewpoints from PYP teachers who also had worked for long years in public schools following the national curricula, revealing their roles in the PYP system. Drawing from interviews with PYP teachers, this case study elucidates the contrasting approaches to establishing product-process control models within these educational frameworks, as seen through the lens of teacher roles. The analysis serves to enhance comprehension of the rationale behind the PYP programme and is anticipated to offer novel perspectives on the national curriculum. The findings from the study underscore notable disparities between the two curricula in terms of their scoping objectives, patterns of curriculum control, assessment methodologies, and teacher roles. Through the accounts and viewpoints of the interviewed teachers, it was deduced that the IB-PYP curriculum within the Didaktik perspective can serve as an inspiration for future Turkish national curricula. [ABSTRACT FROM AUTHOR]

Phenomenon: Intersex, trans, and Two-Spirit people report overwhelmingly negative experiences with health care providers, including having to educate their providers, delaying, foregoing, and discontinuing care due to discrimination and being denied care. Medical education is a critical site of intervention for improving the health and health care experiences of these patients. Medical research studies, clinical guidelines, textbooks, and medical education generally, assumes that patients will be white, endosex, and cisgender; gender and sex concepts are also frequently misused. Approach: We developed and piloted an audit framework and associated tools to assess the quantity and quality of medical education related to gender and sex concepts, as well as physician training and preparedness to meet the needs of intersex, trans, and Two-Spirit patients. We piloted our framework and tools at a single Canadian medical school, the University of British Columbia, focused on their undergraduate MD program. We were interested in assessing the extent to which endosexnormativity, cisnormativity, transnormativity, and the coloniality of gender were informing the curriculum. In this paper, we detail our audit development process, including the role of advisory committees, student focus groups, and expert consultation interviews. We also detail the 3-pronged audit method, and include full-length versions of the student survey, faculty survey, and purpose-built audit question list. Findings: We reflect on the strengths, limits, and challenges of our audit, to inform the uptake and adaptation of this approach by other institutions. We detail our strategy for managing the volume of curricular content, discuss the role of expertise, identify a section of the student survey that needs to be reworked, and look ahead to the vital task of curricular reform and recommendations implementation. Insights: Our findings suggest that curricular audits focused on these populations are lacking but imperative for improving the health of all patients. We detail how enhancing curriculum in these areas, including by adding content about intersex, trans, and Two-Spirit people, and by using gender and sex concepts more accurately, precisely and inclusively, is in line with the CanMEDS competencies, the Medical Council of Canada's Objectives for the Qualifying Examinations, many institutions' stated values of equity, inclusion and diversity, and physicians' ethical, legal and professional obligations. [ABSTRACT FROM AUTHOR]

Teacher shortages are a significant global problem disproportionally affecting "hardest-to-staff" schools and subjects. To better understand (inter)national policy responses to teacher shortages, this paper uses a Bacchian-inspired approach to critically examine proposals suggested as solutions in policy documents from England and Australia, and thus how the problem is being thought about especially in relation to hardest-to-staff contexts. We contend that the problem representations in the policy documents are narrowly conceived and need to be considered differently through the lenses of (re)professionalisation and social justice. [ABSTRACT FROM AUTHOR]

Falls are not a normal part of aging and pose a significant health risk to older adults. Physical therapists have a role in fall risk management. Preparation to manage falls varies across Doctor of Physical Therapy (DPT) curricula. This paper describes how six DPT programs integrated community-based fall prevention through the STOP (Screen one-Thousand Older adults to Prevent) Falls initiative. STOP Falls was collaboration among DPT faculty to integrate community-based fall risk screening into curricula using the Centers for Disease Control and Prevention Stopping Elderly Accidents, Deaths, and Injury (STEADI) initiative. Activities included screenings in nine different geriatric and clinical education courses, one interprofessional activity, and five service activities. Students reported benefits from participation and valued older adult interactions. Seven faculty, 228 students, and 27 community/clinical partners screened 605 older adults. Collaborative community-based fall prevention initiatives can be incorporated into DPT curricula. [ABSTRACT FROM AUTHOR]

Drawing on a qualitative case study of a New Zealand primary school, this paper provides an audit of commercialisation and outsourcing across the curriculum. Interviews were also conducted with teachers of specific Key Learning Areas (KLAs) to better understand their decision-making process in bringing externally provided products and services into their classrooms. Findings demonstrate that the procurement of external products and services is common across the curriculum. Teacher decision-making to commercialise and outsource curriculum is based on a multiplicity of personal, distributed and situational factors. We suggest that teachers are aware of and seeking to balance autonomy and responsibility in their decision-making, but there is room to improve how teachers understand and engage with ethical considerations of commercial procurement, supplier quality and systemic issues of equity and access to these services by all schools and teachers. [ABSTRACT FROM AUTHOR]

Michael Young’s work has had a significant influence over UK education in recent years, both at a school and policy level, although, as Young’s contribution to this symposium notes, it has often been prone to misinterpretation. In this response, it will be argued that the work Young describes in his paper can be understood as part of a broader attempt to address three very real problems faced by teachers in their day to day practice: the problems of expertise, accessibility and motivation. Where the development of Young’s thinking since the 1970s is often characterized as a ‘turn’, the continuity between his earlier and later work will be highlighted. In the latter part of the response, Young’s use of the word ‘specialized’ will be analysed in order to highlight some of the conceptual confusion that remains around the process of specialization. It will be argued that the clearing up of such confusion is of crucial importance if Young’s vision of all students having access to specialized knowledge is to be realized. [ABSTRACT FROM AUTHOR]

Decolonising the curriculum is a global imperative that takes different forms and urgency depending on the context. Developments across the globe such as BlackLivesMatter and student responses to the pandemic and online learning have raised new questions about the curriculum – critically questioning higher education institutions' plans about not only providing access to resources but about the (cultural) authority of curricula, pedagogical and research practices that are still dominated by Western discourses. This paper examines three experiences of curriculum decolonisation in cultural policy and management, an applied subject that has culture as its object, in three different contexts, Serbia, Puerto Rico and South Africa: namely how the pursuit of a pluriversal knowledge ecology found expression in the curriculum, content and pedagogical practices deployed to deliver locally relevant education; and how educators resolved the ontological and epistemic discontinuities between the standard disciplinary canon and local realities to embed and contextualise the discipline. [ABSTRACT FROM AUTHOR]

The development of new approaches to digital art is based on improving a variety of technologies. The main goal of this paper is to identify the gamification of digital art through the promotion of speculative design and interactive experiences. To achieve this goal, theoretical and practical methods were used in the research. A survey determined approaches the designers used to improve their skills. Most respondents (28%) prefer reading books and watching video blogs on their own while 22% of designers took professional courses. Therefore, mechanisms that promote respondents' involvement in selecting professional courses for designers have been described. Cognitive assessment of the skills acquired after completing the course showed significant advantages compared to those observed at the start of the experiment. This was confirmed by the Cohen coefficient. The hierarchy analysis method also contributed to the identification of program elements that are most important for the development of professional skills while not relying exclusively on the data from respondents. The value of the presented work lies in the possibility to improve the skills of gamification in the field of design with the help of the developed mechanisms, the effectiveness of which has been confirmed in practice. [ABSTRACT FROM AUTHOR]

This paper studies the problem of coordination and supervision of virtual teams and their capabilities. The goal is to develop a model suitable for managing virtual student teams specialized in the development of smart environments. The developed model is based on SAFe and DevOps, which when combined provide us with a framework for the evaluation of team capabilities in an academic environment. Additionally, DevOps principles can be more efficiently leveraged through an agile methodology to provide students with a better understanding of continuous value delivery. Through the application of the proposed model, virtual student teams gained practical experience in self-organization and virtual team management while being efficiently monitored and guided through the project lifecycle. Virtual student teams were likewise encouraged to be more agile, as this change in mindset is imperative in business, and as such must also be adopted in academic environments. By incorporating best practices of the corporate environments into the existing curriculum, we have proven that by adopting the proposed model these changes can be feasibly incorporated to the satisfaction of both the students and their future employers. [ABSTRACT FROM AUTHOR]

The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes. Working in partnership with the ASPIRE Academy, the programme aims to encourage and support excellence in health professions education, in part by showcasing and exemplifying best practices. Each year ASPIRE award applications received from institutions across the globe describe their greatest achievements in a variety of areas, one of which is curriculum development, where evaluation of applications is carried out using a framework of six domains. These are described in this paper as key elements of excellence, specifically, Organisational Structure and Curriculum Management; Underlying Educational Strategy; Content Specification and Pedagogy; Teaching and Learning Methods and Environment; Assessment, Monitoring and Evaluation; Scholarship. Using examples from the content of submissions of three medical schools from very different settings that have been successful in the past few years, achievements in education processes and outcomes of institutions around the world are highlighted in ways that are relevant to their local and societal contexts. [ABSTRACT FROM AUTHOR]

Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own. In this paper, the authors provide medical educators '12 Tips' on how to integrate podcasts into their teaching sessions grounded in fundamental principles of curriculum development, cognitive science, and accessibility. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities have the right to access appropriate and comprehensive sexuality and relationship education (SRE), but face a long history of exclusion from SRE in the USA due to myths about the sexuality of people with intellectual and developmental disabilities, biases against people with disabilities, and segregationist educational policies. Additionally, people with autism/autistic people are more likely to report having an LGBTQIA+ identity, and need comprehensive SRE content to become socially competent members of their communities. Teachers and other practitioners are often placed in the uncomfortable position of addressing many SRE topics while feeling unprepared, trying to stay aligned with educational policies, managing caregiver expectations, and providing scientifically accurate fact-based information in an increasingly politicised social climate. This paper provides recommendations on how to teach about LGBTQIA+ issues to students with intellectual and developmental disabilities including recommendations for modifying existing SRE curricula, identifying effective instructional strategies, and outlining a process for including LGBTQIA+ identities in SRE content. [ABSTRACT FROM AUTHOR]

This paper extends the dominant understandings of empathy – as a trait, state, communication or relationship – by conceptualising it as a virtue and as a tool to address anti-Asian hate crime. Drawing upon the writings of the Confucian philosopher Xunzi, this article interprets empathy as a personal quality that attests to one's moral excellence. It is argued that Xunzi's concept of empathy revolves around the ethical attributes of zhong (authenticity) and ren (humaneness). This article amplifies Xunzi's formulation of empathy by applying it to anti-Asian hate crime in the U.S. The authors propose that Xunzian empathy is a powerful tool to address racism and violence towards Asians through two related and mutually reinforcing approaches: undoing fixation by identifying and eliminating racial/ethnic prejudice and discrimination; and habituating humane conduct by internalising and exhibiting li (normative behaviour) towards fellow human beings. These two approaches and a Confucian construal of empathy as a virtue can be enacted in schools through the strategies of role-taking, empathetic pedagogy, and Global Citizenship Education curriculum. [ABSTRACT FROM AUTHOR]

To mark the 40th Anniversary of Medical Teacher, issues this year will document changes in medical education that have taken place over the past 40 years in undergraduate, postgraduate and continuing education with regard to curriculum themes and approaches, teaching and learning methods, assessment techniques and management issues. Trends such as adaptive learning will be highlighted and one issue will look at the medical school of the future. An analysis of papers published in the journal has identified four general trends in medical education - increased collaboration, greater international interest, student engagement with the education process and a move to a more evidence-informed approach to medical education. These changes over the years have been dramatic. [ABSTRACT FROM AUTHOR]

This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth detention center in Australia's Northern Territory and moves on to define the terms of fractal inquiry to defy carceral logics. Fractal education inquiry is exemplified in the study of teacher education reforms in Guatemala. In the last section, the paper interrogates the logics of the gap, teacher competencies in diverse classrooms, and the disadvantaging of populations as reinscriptions of educational regimes attempting to tame multiple and Indigenous fractal ontologies that defy the linear temporalities ruling current schooling. [ABSTRACT FROM AUTHOR]

This paper introduces a special issue which aims to address the challenges facing the 'deliberative' educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the 'what works' agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, we ask whether it is possible to reinvigorate a 'powerful' educational knowledge that could provide a meaningful basis for educators to conceptualize their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency. [ABSTRACT FROM AUTHOR]

The project described in this paper was designed for an undergraduate course titled the "Psychology of Adulthood and Aging". This course, capped at 20 students, is typically comprised of psychology, pre-nursing, and family studies students. The student learning objectives (SLO's) for the course are: 1) to understand and apply current theory and research techniques in the interdisciplinary field of gerontology, 2) to demonstrate effective written, oral, and interpersonal communication skills, 3) to learn about ways to provide services to aging adults by interacting with a local community service provider, 4) to identify and give examples of sociocultural forces that shape adult development. The goal of the service-learning project described in this paper is to facilitate these learning objectives through the lens of life stories from older adults (65+) in the local community. Student teams (typically 2–3 students) were paired with non-cognitively impaired older adults aged from a local adult day health facility. The outputs of this class project were a professionally published life story of the adult interviewee, student reflections throughout the semester documenting experiences with the project, and a term paper exploring a comprehensive theory of aging through the lens of the life story they wrote. [ABSTRACT FROM AUTHOR]

Being in curriculum is the cry of the damné to call for attention to one's existence against the antiblack and antibrown 'weather' in schools. This paper draws from the cry of young people, particularly Black girls to say 'I am here' in curriculum. Drawing from two years of primary/elementary classroom research in the United States, this paper presents the curatorial work Black girls offered to the school curriculum. Through the political intervention of generating curriculum from the popular visual cultures young people engage in, Black girls' classroom participation and their careful selection of visual texts offered a glimpse towards inventing education otherwise. With statements by Black girls that stage a curricular revolt, this paper points to the infinite possibilities for opening up new frontiers of being in times of intensified attacks on Black and Brown lives as alters of the 'absolute model of the Human'. [ABSTRACT FROM AUTHOR]

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. This paper examines this issue within the context of Northern Ireland. Drawing on qualitative interviews with 18 post-primary citizenship teachers, it argues that whilst the curricular text for citizenship education has encouraged teachers to discuss 'the past' in Northern Ireland only a minority of teachers do so. The paper suggests that teachers are constrained in their attempts to explore the past by a complex interplay of factors including cultural norms of avoidance and their interpretation of the current socio-political context. The paper argues that it cannot be assumed that teachers themselves possess the critical capacities that they are expected to nurture in pupils, yet, where efforts are made to harness teachers' critical skills, they are more likely to display the confidence and skill to discuss contentious issues related to the past. [ABSTRACT FROM AUTHOR]

The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key features include an inclusive, intentional approach that integrates content (the 'what') and process (the 'how') aspects of delivery using technology. The primary considerations of the framework are anticipating and responding to the diverse backgrounds, abilities, aspirations, and needs of students, and primary partners (academics and employers). The desired outcomes of the curriculum include 'hard' outcomes (like student employability) and 'soft' outcomes (like involvement and inclusion). The framework highlights particular student-related obstacles for electronically mediated experiences and learning, and issues with employers are also likely as they evolve new ways to work in a digitalized environment. Anticipating some tensions in translating the intended eWIL curriculum into practice, a 'transition prism' is suggested. Overall, the eWIL framework offers a multifaceted approach for active discussion, implementation and evaluation of eWIL programs. This is a timely consideration given dramatic shifts to remote work and online instruction observed during COVID-19. [ABSTRACT FROM AUTHOR]

If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the social-institutional aspects of NOS, which have been reported to be underemphasised in science curricula from different parts of the world. We use the Family Resemblance Approach (FRA) to NOS as the theoretical and analytical framework to investigate the science curriculum from Norway where there is a history of emphasising the values human dignity, identity and cultural diversity as well as respect for nature and environmental awareness. The findings show that the dominating aspects of NOS in the science curriculum are scientific practices and social values. The observation about the prominence of social values of science is in sharp contrast to comparable analyses, suggesting a particular orientation to NOS that considers the human element in the Norwegian science curriculum. Implications for science curriculum reform and future studies are discussed. [ABSTRACT FROM AUTHOR]

Addressing respect, gender equity and gender-based violence in schools has a long history. Renewed government efforts to address gender-based violence in schools through a whole school approach have commenced under the umbrella 'respectful relationships education'. The research presented in this paper is nestled within a larger project aimed to evaluate the implementation and impact of a whole school approach to respectful relationships education across two Australian states (Our Watch, forthcoming). The purpose of this paper is to examine the effects of a six-month respectful relationships education program on the gender awareness and bias of early primary school students. Using a single group pre-post test research design, students from two primary schools in Australia completed a survey before (n = 202) and after (n = 217) completion of a respectful relationships education pilot program. A modified version of the Children's Occupation, Activities, and Traits-Attitudes Measure (COAT-AM; Liben and Bigler, 2002) and the Children's Occupation, Activities, and Traits-Personal Measure (COAT-PM; Liben and Bigler, 2002) were used to assess students' views about gender. After the pilot, boys and girls were significantly less likely to consider stereotypically masculine occupations and activities as only for boys and stereotypically feminine occupations and activities as only for girls. Results indicate that ongoing respectful relationships education could be an effective way to disrupt gender stereotyping in early primary school students. [ABSTRACT FROM AUTHOR]

This paper makes the case for including critical harmony as a complement to justice within civic education. The concept of harmony is significant for civic education because it acknowledges the crucial role that relationships play in society—an important moral, ethical, and social ideal in many cultures around the world. Harmony must also incorporate a critical dimension, however, by embracing conflict and tension, valuing difference and diversity, and striving for balance among divergent voices. By using examples of public issues such as housing and gender identity to illustrate the relational dimension of public policy, this paper argues that the concept of critical harmony can contribute to a more comprehensive foundation for students' deliberation of civic issues. [ABSTRACT FROM AUTHOR]

Schools are an important setting wherein different identity dimensions are made available to youth. This paper argues that European identity can be a relevant unifying collective identity in ethnically diverse contexts. We study whether (or not) students who are confronted with a European and/or a multicultural dimension in their school curriculum, identify more strongly with a European identity. More specifically, we analyse whether the importance of these dimensions for European identification differs between a sample of ethnic majority and ethnic minority students. The results show that both the European and the multicultural curriculum predicted a stronger European identity for both groups. The effects of both dimensions on European identity were similar for ethnic majority students, while the multicultural dimension had significantly stronger effects on European identity for ethnic minority students. The paper thus highlights how curricula contribute to changing patterns of identification in a diversifying society. [ABSTRACT FROM AUTHOR]

Questions of children's agency have experienced a resurgence in education theory over the past years. Yet, there have been few attempts to examine children's agency in the context of a primary classroom from the viewpoint of the curriculum. This gap is being addressed by a longitudinal project exploring the impact of the National Curriculum for England on children's agency through a critical discourse analysis of the curriculum text and an ethnography of three primary schools in England. This paper reports on the results of the critical discourse analysis examining how children's agency is talked about (or silenced) in England's curriculum. [ABSTRACT FROM AUTHOR]

This paper presents a review of research focusing on 'Learning Outside the Classroom' (LOtC). We provide a distillation of international research in this field that identifies how future investigations could be focused and move the discipline forward. As a consequence of the breadth of our study, we feel our findings will have applications in educational settings across the globe. What we discover is a significant bias towards types of learning that largely cannot be measured, and that only a minority of published research in our review pays the level of attention to theoretical and philosophical foundations found in most other educational research. [ABSTRACT FROM AUTHOR]

The authors describe a for-credit course for Social Work PhD students called Writing for Publication and report on a study evaluating its success in supporting students to develop and submit a paper for publication in a refereed journal. The literature-informed course design, taught in collaboration with the university’s Writing Centre, includes didactic elements and a peer editing component. Seventeen of the 22 students who had taken the course completed an anonymous online survey asking whether they had submitted the paper and the outcome, whether the course had been helpful, in what ways, and in which other areas of the PhD program they were most helpful. The quantitative and qualitative data indicate that the course has been successful. A majority of students submitted an article to a peer-reviewed journal, and a majority found the course helpful in this regard as well as in other areas of the PhD program. Based on findings regarding the contributions of the course and student suggestions for improvement, we discuss considerations for strengthening the program in future. [ABSTRACT FROM AUTHOR]