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The article offers information on the Chinese joss paper tradition for art educators. Particular focus is given to how this paper tradition can be implemented into multicultural or integrative education programs. Additional topics discussed include how art education can increase cultural awareness, the spiritual aspects of the joss paper tradition, and how paper money is burned in the joss tradition as an offering to deceased ancestors.

The author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004–2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors’ regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest. [ABSTRACT FROM AUTHOR]

This archive report discusses the files contained in EAA Rowse's papers in the University of Edinburgh's Centre for Research Collections. Rowse was a leading figure in planning education in mid-century Britain who is nevertheless somewhat peripheral in the intellectual history of planning. The article gives a brief biographical overview and analyses the key themes present in the archive, namely Rowse's anxiety about the future and his belief in planning as the only way to avoid a potentially species-ending catastrophe. It contextualizes some of his ideas and examines his conceptualization of the 'composite mind' through a close analysis of the various notes and reports in the archive. [ABSTRACT FROM AUTHOR]

An editorial discusses the opportunities and challenges in open and online learning, particularly focusing on the use of Open Educational Resources (OERs) in education. It mentions various research papers in this issue, including topics like open pedagogy, quality of OER repositories, the effectiveness of OERs on student performance, faculty awareness and ethical concerns about OERs and the challenges faced by the Nepal Open University in implementing online learning.

This paper is a comment on Björn Sahlberg's paper on the function of training analysis in the Swedish psychoanalytic association and discusses some aspects of the candidates' personal analysis and supervision. The paper further suggests some possible sources for inspiration and perspective on organizational and educational issues, for example taking an interest in the epistemology of professions, in what the concept of 'reflection-in-action' could mean in the training situation, or in empirical research about the educational models and the practice of psychoanalysis. [ABSTRACT FROM AUTHOR]

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH. The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool. [ABSTRACT FROM AUTHOR]

The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children’s skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from Shanghai-China. Moreover, by considering children’s responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond. [ABSTRACT FROM PUBLISHER]

Assistive technology (AT) is a powerful enabler of participation. The World Health Organization’s Global Collaboration on Assistive Technology (GATE) programme is actively working towards access to assistive technology for all. Developed through collaborative work as a part of the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit, this position paper provides a “state of the science” view of AT users, conceptualized as “People” within the set of GATE strategic “P”s. People are at the core of policy, products, personnel and provision. AT is an interface between the person and the life they would like to lead. People’s preferences, perspectives and goals are fundamental to defining and determining the success of AT. Maximizing the impact of AT in enabling participation requires an individualized and holistic understanding of the value and meaning of AT for the individual, taking a universal model perspective, focusing on the person, in context, and then considering the condition and/or the technology. This paper aims to situate and emphasize people at the centre of AT systems: we highlight personal meanings and perspectives on AT use and consider the role of advocacy, empowerment and co-design in developing and driving AT processes. [ABSTRACT FROM AUTHOR]

Increased awareness, interest and use of assistive technology (AT) presents substantial opportunities for many citizens to become, or continue being, meaningful participants in society. However, there is a significant shortfall between the need for and provision of AT, and this is patterned by a range of social, demographic and structural factors. To seize the opportunity that assistive technology offers, regional, national and sub-national assistive technology policies are urgently required. This paper was developed for and through discussion at the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit; organized under the auspices of the World Health Organization’s Global Collaboration on Assistive Technology (GATE) program. It outlines some of the key principles that AT polices should address and recognizes that AT policy should be tailored to the realities of the contexts and resources available. AT policy should be developed as a part of the evolution of related policy across a number of different sectors and should have clear and direct links to AT as mediators and moderators for achieving the Sustainable Development Goals. The consultation process, development and implementation of policy should be fully inclusive of AT users, and their representative organizations, be across the lifespan, and imbued with a strong systems-thinking ethos. Six barriers are identified which funnel and diminish access to AT and are addressed systematically within this paper. We illustrate an example of good practice through a case study of AT services in Norway, and we note the challenges experienced in less well-resourced settings. A number of economic factors relating to AT and economic arguments for promoting AT use are also discussed. To address policy-development the importance of active citizenship and advocacy, the need to find mechanisms to scale up good community practices to a higher level, and the importance of political engagement for the policy process, are highlighted. Policy should be evidence-informed and allowed for evidence-making; however, it is important to account for other factors within the given context in order for policy to be practical, authentic and actionable. Implications for Rehabilitation: The development of policy in the area of asssitive technology is important to provide an overarching vision and outline resourcing priorities. This paper identifies some of the key themes that should be addressed when developing or revising assistive technology policy. Each country should establish a National Assistive Technology policy and develop a theory of change for its implementation. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been widely explored across the world over the past decades. A particularly emerging topic is the application of AI in e-learning (AIeL) to improve the effectiveness of teaching and learning in precision education. This study aims to systematically review publication patterns for AIeL research with a focus on leading journals, countries, disciplines, and applications. In addition, a co-citation network analysis was conducted to explore the invisible relationships among the core papers of AIeL to reveal directions for future research. The analysis is based on a total of 86 core AIeL papers accompanied by 1149 citations in follow-up studies obtained from the Web of Science. It was found that a majority of AIeL studies focused on the development and applications of intelligent tutoring systems, followed by using AI to facilitate assessment and evaluation in e-learning contexts. For field researchers, the visualized network diagram serves as a map to explore the invisible relationships among the core AIeL research, providing a structural understanding of AI-supported research in e-learning contexts. A further investigation of the follow-up studies behind the highly co-cited links revealed the extended research directions from the AIeL mainstreams, such as adaptive learning-based evaluation environments. Implications are discussed. [ABSTRACT FROM AUTHOR]

Due to the proliferation of information available online and through academic libraries, students are increasingly reading from the screen. Academic documents can be long and complex, requiring sustained concentration to read deeply. This paper reviews current literature on the advantages and disadvantages of electronic and paper media for academic reading. Theoretical and empirical research into screen reading in academic institutions falls broadly into the following categories; reading and comprehension theory, the effect of a document’s platform, design and tools on reading, and screen versus paper research studies. These categories inform and provide the structure for this review. This paper concludes by considering how academic librarians can manage their collections and deliver library services in response to recent screen reading research. This overview of the literature on reading theory, the platforms and tools integral to reading electronic documents, and screen versus paper reading research, will enable academic librarians to make more informed collection management and library service decisions. [ABSTRACT FROM PUBLISHER]

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory. [ABSTRACT FROM PUBLISHER]

An editorial is presented on the declination in the philosophy of education. It expresses the view that if the growth and demand of EPAT are anything to go by . An overview of the developing a philosophical approach to a number of significant changes to academic publishing, comments on issues and concerns related to philosophy of education, news about other professional events and conferences are presented.

Background: Although medical school typically lasts 4 years, little attention has been devoted to the structure of the educational experience that takes place during the final year of medical school.Summary: In this perspectives paper, we outline goals for the 4th year of medical school to facilitate a transition from undergraduate to graduate medical education. We provide recommendations for capstone courses, subinternship rotations, and specialty-specific schedules, and we conclude with recommendations to medical students and medical schools for how to use the recommendations contained in this document.Conclusions: We provide an overview of general competencies and specialty specific recommendations to serve as a foundation for medical schools to develop robust 4th-year curricula and for medical students to plan their 4th-year schedules. [ABSTRACT FROM AUTHOR]

This study examines how origami has been implemented, practised, and developed in the early childhood education of Japan over the past 140 years. Historically speaking, paper-folding has been part of Japanese symbolic art, craft culture, and religious ceremonial artefacts since paper and paper-folding techniques were first imported from China during the seventh century. By the eighteenth century, paper-folding provided a form of mass entertainment in Japanese society. During the 1870s, paper-folding was dramatically transformed into a pedagogical tool within Japanese kindergartens after Friedrich Froebel's (1782–1852) kindergarten system and its curriculum was transferred to Japan from the West. "Papier-Falten" (paper-folding) comprised an element of Froebel's Occupations – which was a series of handiwork activities – in his kindergarten curriculum, whereby various folding techniques and models were derived from European traditional paper-folding and introduced into a Japanese kindergarten curriculum that was associated with the concept of Froebel's kindergarten. Particularly seen in early childhood education in Japan, what we now call origami developed as a new form of paper-folding. This gradually emerged through the marriage of Western (German) and Eastern (Japanese) paper-folding cultures. The study highlights the benefits and uniqueness of cultural transmission and transformation when developing origami in early childhood education in Japan. [ABSTRACT FROM AUTHOR]

This study aims to evaluate medical students' impressions and attitudes toward scientific journal articles, and their accessibility to them in one of the developing countries, Jordan. Fourteen questions were asked to medical students to assess their knowledge and accessibility to papers, and to discover the impact of low interest in scientific papers on students' dealing with COVID-19. Data were analyzed using descriptive and analytical statistics. The study found that there is an unsatisfactory reading for scientific journal articles among medical students, with only 47.2% of students reading them. Furthermore, there are unsatisfactory results regarding students' knowledge about journal types from the trust perspective (i.e., predatory and reliable journals). This was mainly because of a lack of adequate universal teaching about scientific journal articles, as 86.7% of medical students reported that their universities do not teach them about scientific journal articles. The absence of comprehensive learning about scientific journal articles had a potential negative impact on the medical student's handling of COVID-19 socially (i.e., advising people in the community about vaccination importance, social distancing, and other preventive measures). Librarians should be involved primarily in undergraduate education related to scientific journal articles, and their role in providing subscription-based journals free of charge, as well as protecting students from predatory journals through suitable library instructions, is essential. [ABSTRACT FROM AUTHOR]

We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an “exploratory stage of learning from foreign models,” a “developmental stage geared toward employment problems,” and a “transformative stage promoting cultivation of student abilities,” and featured three primary characteristics, “multidisciplinary fusion,” “imbalanced regional distribution,” and “policy orientation.” In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely “entrepreneurship education and talent cultivation,” “entrepreneurship education and entrepreneurial environments,” and “entrepreneurship education and innovation education.” [ABSTRACT FROM PUBLISHER]

The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism in different disciplines and the body of work that theorizes the cultural politics of affect and emotion – and sheds further light on an emerging concept in education, namely, 'emotional fundamentalism.' Through an examination of the ways in which affects and emotions are entangled with fundamentalism, the paper suggests ways in which educators and scholars may expand the concept of 'emotional fundamentalism' and rethink how we might engage with it in higher education. [ABSTRACT FROM AUTHOR]

This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation. [ABSTRACT FROM AUTHOR]

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ability to write up research in the form of a paper is a crucial requisite for academics. The skills required are manifold and are acquired piecemeal during an individual’s training. Matters would be facilitated by a short and intensive course that would cover all of these facets. Such a course would ideally be delivered by experienced writers and editors. It is for this very reason that WASP (Write a Scientific Paper) was created. WASP was held outside of Malta for the first time, in London. This paper describes the preparations required in order to plan and execute a course of this or similar nature. [ABSTRACT FROM PUBLISHER]

To fully appreciate the breadth of what 'landscape' means in different contexts requires a continual examination of how alternative approaches to landscape teaching, research and policy are integrated. To better understand such diversity asks us – as landscape professionals – to challenge our disciplinary, geographical, and political views and engage with new ideas, theories, and techniques. This includes reflections on biodiversity, climate change, heritage, and design in considerations of how we teach future landscape professionals to think about these issues in a holistic way. This special issue of Landscape Research addresses these thematic areas via a series of papers developed following the Newton Fund supported 'Rethinking the Green City' workshop held in Brasilia in 2019. Each paper questions about how we locate 'green' ideas in praxis to promote more sustainable forms of planning and asks us to think about the choices we make when discussing socio-cultural, economic, and environmental aspects of landscape. [ABSTRACT FROM AUTHOR]

This paper presents a theoretical discussion of recent policy efforts to raise the qualification levels of the Australian early childhood workforce. Pierre Bourdieu's theoretical tools enable the early childhood profession to be conceptualised as a dynamic field in which particular forms of symbolic and cultural capital are valued, with consequences for the relative position of educators at different qualification levels. The paper briefly considers the historical and structural forces that have shaped the relative position of differently qualified educators in Australia. It then applies Bourdieu's theories to the policy proposition that these positions can be improved through the acquisition of higher qualifications; a proposition that not all educators have embraced. It concludes by considering implications for practice arising from this theoretical approach; both in raising awareness of the different positions of educators in the professionalisation agenda, and in creating opportunities for diverse forms of capital to be recognised and valued. [ABSTRACT FROM AUTHOR]

With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people's social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students' aspirations relating to 'being a "good" student' and being able to 'soma kwa bidii' or 'study hard', this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for 'being' in education in conjunction with future aspirations for 'becoming'. [ABSTRACT FROM AUTHOR]

The article offers information on the National Conference in Sales Management (NCSM) to be held in Houston, Texas from April 15-16, 2015, highlighting a call for papers.

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

The article presents the discussion on international scholars and readers interested in contemporary Chinese Marxism. Topics include focusing on the research progress of contemporary Chinese Marxism in the fields of social sciences and philosophy of education; and studying the foundational theory of contemporary Chinese Marxism from the perspective of humanities.

Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the 'new' Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states. [ABSTRACT FROM AUTHOR]

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the 'Double-Reduction' policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy's rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event's complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy. [ABSTRACT FROM AUTHOR]

This paper reports on qualitative interviews of gender-diverse youth (n = 17) about their educational experiences. Using transgender studies and grounded theory research methods, I examine how schools produce and reproduce policies and practices that harm transgender individuals. This paper identifies specific actions, practices, and policies the participants experienced were helpful, purposefully harmful, and unintentionally harmful regarding their gender identities and expressions. [ABSTRACT FROM AUTHOR]

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method. [ABSTRACT FROM AUTHOR]

In this theoretical paper, I bring together work on structural, racial, and affective gaslighting to turn attention to 'affective injustice' as a distinct kind of injustice suffered by victims of racial gaslighting in educational settings. Under this conceptual framework, it is possible to explore how education spaces facilitate racial gaslighting as a form of affective injustice – from the intentional prejudices of individuals (students and educators) to the unconscious biases and insidious norms that allow the production of racialized practices and pathologize students and educators of color for their resistance against white supremacy. I argue that a social and political theory of racial gaslighting in education offers an opportunity to identify and analyze how gaslighting mobilizes racialized stereotypes and structural inequalities to perpetuate affective injustice against marginalized educators and students. The paper concludes with a discussion of the theoretical and pedagogical implications of examining racial gaslighting in education. [ABSTRACT FROM AUTHOR]

In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

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

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on the topics including tribute to Edward A. Parr, an influential librarian and educator; and discussion on textbook affordability to open educational practices.

Objectives: The clock drawing test (CDT) is a widely used cognitive screening test. However, CDT performance is affected by education. This study examined an alternative, the Papadum test, designed for people with low levels of education/literacy. The association between education and test performance, correlation between CDT and Papadum test, and diagnostic accuracy of both CDT and Papadum tests were examined. Method: 89 healthy literate adults and 59 literate adults (all Bengali speaking) with a diagnosis of mild-moderate dementia from hospitals in Kolkata, India undertook the CDT and the Papadum test. Results: Education had a significant association with the CDT but not with the Papadum test. Across the whole sample there was a significant correlation between CDT and Papadum, but not within separate groups of healthy controls and patients. Diagnostic accuracy for the Papadum test was similar to that for CDT. Conclusions: Results highlight the strong influence that education has on CDT performance indicating that it is not suitable for those with low levels of literacy. The Papadum test could provide a viable alternative as a screening tool to the CDT for use with people who are illiterate or have low levels of education. Further validation studies are required. [ABSTRACT FROM AUTHOR]

Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed. [ABSTRACT FROM AUTHOR]

The emergence of augmented reality (AR) and mixed reality (MR) modalities has increased the potential of simulation in paramedicine education. The integration of AR/MR into education programmes should be underpinned by sound learning design; however, little is known about their effective use. The purpose of this scoping review was to identify the application and integration of AR/MR within paramedicine education. The review searched MEDLINE, EMBASE, PsychInfo, CINAHL and ERIC up to February 2020 to identify peer-reviewed articles describing the application or integration of any AR/virtual reality (VR) in the context of paramedicine education. The search yielded 11 records for qualitative synthesis from 170 unique records. The quality assessment showed diversity, from good to very poor quality papers. Categories of AR/MR were identified: computer-based avatar worlds, headset-based VR and screen-projection immersive spaces. An application was diverse, with triage and management of mass casualty featuring prominently. One paper described cost-effectiveness, and none discussed issues associated with volume or frequency of exposure required to achieve sustained outcomes. This review identified a small and heterogeneous evidence base describing AR/MR in paramedicine education. Limited, weak evidence demonstrates outcomes of equal to or better than traditional simulation when using AR/VR in paramedicine education. [ABSTRACT FROM AUTHOR]

The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands in which the different papers converge and outline how they attempt to produce a shift in the understanding of educational justice; how they bring into view and touch upon ways of thinking through educational justice which have previously not received attention or been obscured by more conventional paradigms. Different papers do this in different ways, but there is a joint effort to self-critically turn philosophy onto itself as well as a common tendency towards what could be called a shift beyond discourse towards more worldly, materialistic, bodily and embodied notions of justice and injustice. [ABSTRACT FROM AUTHOR]

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field's flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: 'political arithmetic'; and the more recent 'cultural turn'. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Slam poetry to serve as a transformative and emancipatory pedagogic tool for marketing education. An under-researched style of poetry within the field of marketing pedagogy, Slam's ability to foster compassionate criticality through the creative presentation of subjective voices feeds into the broader business school agendas of responsible management education and decolonisation. Through situating the audience, Slam poetry offers a resonant method to harness critical reflexivity away from the traditional conventions of academic expression. Extending extant research on the role of poetry, the paper argues that the efficacy of Slam poetry through meaningful, accessible dialogue rooted in the vernacular becomes an important dialogical encounter for individuals to understand other subject positions. Through the application of Slam as an emancipatory tool, individuals are afforded intellectual freedoms as critically reflexive citizens engaged in the serious business of emotion. [ABSTRACT FROM AUTHOR]

The ageing of the European population is creating a new demographic mix, increasing the relevance of intergenerational practice (IGP). To date, however, this field lacks an appropriate conceptual framework. This study aims to contribute to such a framework through an integrative review of peer-reviewed papers reporting on IGPs. Fifteen papers were obtained, published over the last 20 years. The main findings suggest that the wealth of IGPs lies in their versatility/diversity. In order to build an appropriate conceptual framework for IGP, it is recommended that IGP be understood as a tool to restructure society: from generations’ segregation to generations’ cooperation. [ABSTRACT FROM AUTHOR]

Worldwide, over 61 million people suffer from symptoms caused by conditions which could be helped by Palliative Care. Physiotherapy is increasingly utilised as part of the multi-disciplinary team in providing Palliative Care, but this is not widely accepted by physiotherapists whose attitudes and beliefs towards it may be framed by the absence of the topic in their undergraduate education. To evaluate the literature relating to the effect of Palliative Care education interventions on the attitudes and beliefs of Physiotherapy undergraduate students. A structured search on Academic Search Ultimate, MEDLINE Complete, CINAHL Complete, APA PsycInfo, Education Source, Communication Source, SPORTDiscus with Full Text, Business Source Ultimate, SocINDEX with Full Text, and Regional Business News was conducted in October 2020. Articles were limited to peer-reviewed journals published in English and involving an educational intervention delivered to pre-qualification Physiotherapy students. Four papers were included which all measured change in attitudes and beliefs. Three papers showed a significant positive change in students' attitudes and beliefs towards PC, and one showing a positive but non-significant change. There was no consensus on the ideal curriculum content, delivery method or time. PC content within the curriculum is still in its formative stages within Physiotherapy education. While there is currently no consensus on the ideal method and format of how it should be delivered, there is some evidence to suggest that it can have a positive impact on Physiotherapy students' attitudes and beliefs towards PC. [ABSTRACT FROM AUTHOR]