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Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution. [ABSTRACT FROM AUTHOR]

Students diagnosed with mental illness are progressively composing the makeup of our universities' student bodies. With more "mad" students making their way into the academy, this has encouraged many in Mad Studies to consider the challenges they confront in pursuing post-secondary studies. The purpose of this structured literature review of the Mad Studies canon is to tease out themes apropos to the education of adults through a critical pedagogy lens. Themal categories were organized around: Mad Studies course development and curriculum, popular culture and arts-based education, contesting the university seeped in sanism, surveilling mad bodies/minds, the university demands resilience, the politics of course instruction/teaching, mad disclosures, educational policy, and threat and risk management. This paper concludes by discussing the glaring voids in the literature and recommendations for future research. [ABSTRACT FROM AUTHOR]

Theatre and performance have long been used to platform, challenge, and agitate for social justice. Using contemporary work focussed on marginalised communities can facilitate and broaden the reach and understanding of such work. This paper reports on a case study using It's A MotherF**King Pleasure (FlawBored, 2023) in a formal higher education setting, examining what can be gained in the use(s) of such work. In moving through arguments advocating for working with 'fringe' artists and their work, the benefits of conscious enaction of critical pedagogy and the highlighting of the potential benefits to students-- and educators--in their understanding of social justice, this paper argues for the inclusion of those new artists making work now, into the teaching material. The case study emphasises the importance and ability of creating a space in higher education (and beyond) for open and engaged inquiry into deeply held viewpoints, with suggestions of how to enact it, offered. [ABSTRACT FROM AUTHOR]

The objective of this paper is to highlight the potential contributions of the post-critical perspective to social movement learning (SML). To achieve this aim, the study employs a thematic analysis of findings derived from a systematic literature review on deconsumption (an umbrella term understood as rejection of consumerism together with materialistic values prevalent in the Western consumer societies, encompassing movements such as voluntary simplicity, freeganism etc.). Identified themes are presented within the framework of post-critical pedagogy and analysed through its lens. This approach allows the researcher to demonstrate the implications and insights of the post-critical perspective in SML and adult education. This article argues that integrating the post-critical perspective into SML can yield a novel understanding of pertinent issues within this subfield. Such an application not only broadens the scope of adult education but also expands post-critical pedagogy itself. [ABSTRACT FROM AUTHOR]

This paper provides a critical analysis of Freire's Italian reception and argues that reinventing Freire requires us to historicise and to contextualise his legacy, which in Italy makes sense in consonance with the already existing Italian popular education tradition. Based on the case study of his 1989 honorary degree at the University of Bologna, this article investigates Freire's influence in academia by comparing two generations of scholars and activists who have received Freire in different ways. Drawing on interviews to key informants who belong to two generations of educators influenced by Freire, this paper argues that the Italian Freire's renaissance is associated with the growing need for a generation of militant educators to find a theoretical framework to oppose the hegemony of both neo-liberal and neo-nationalist discourses in education. The reasons for Freire's reinvention in the academic sphere are investigated and the profile of the second generation of Freireans in Italy traced out, highlighting both continuities and tensions with the first one. Finally, the motives for Freire's success in today's Italy are presented in seven main theses, showing that many of them are made possible by virtue of the political, cultural and pedagogical background that made Freire's re-invention in an Italian context possible. [ABSTRACT FROM AUTHOR]

Drawing on the standpoints of Critical Pedagogy and the Emancipatory view of education, this paper addresses the issue of developing alternative educational practices that can lead to a change in relationships in the classroom and possibly in the broader social context. In relation to some of the contemporary pedagogical views, some alternative pedagogical models are presented that promote changes in the relationships between teachers and students, and between students themselves. In an effort to create a more democratic environment, we address the question of how these models can also be establisheded in contemporary schools. Starting from the promotion of didactic teacher strategies that support student autonomy, some theoretical and practical pedagogical implications are highlighted that can encourage teachers to actively and cooperatively change the classroom and wider social relations and conditions with students. In addition, the paper provides an overview of contemporary education and gives a general recommendation for education workers who want to actively work for education based on ideas of emancipation. [ABSTRACT FROM AUTHOR]

Copyright of Napredak is the property of Croatian Pedagogical-Literary Society 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.)

This paper investigates the relationship between "civic pedagogy" and institutions, through three case studies: the Live Works Castlegate Co‐Production at the University of Sheffield; a Collective Design Pedagogy at Muktangan School, India; and the School for Civic Action at the Tate Exchange. The projects aim to build citizens' agency with transformative urban potential by engaging civic pedagogy using different scales, perspectives, and resources: as engagement with schools, higher education institutions, and art practices. Using Pelin Tan's definition of urgent pedagogies as a framework, this paper investigates the alternative alliances, trans‐territorial solidarities, and transversal methodologies of each project, comparing and contrasting methods and techniques. We discuss the potential for a shared decentralisation of learning associated with institutions, by engaging with the urban environment and communities, and propose a series of codependent practices for the initiation and sustenance of civic pedagogy for geographers interested in urban learning and education. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 UK's Quality Assurance Association for Higher Education (QAA) recommend that all undergraduate courses at UK universities include in their curricula elements of Equality, Diversity and Inclusion; Enterprise and Entrepreneurship Education; and Education for Sustainable Development. This paper examines the detail of the QAA's recommendations and finds that they are significantly influenced by critical pedagogy. While the potential benefits of the QAA's recommendations are readily apparent, the paper identifies a number of potential risks, including opportunity costs for students, dumbing down and political bias. Alongside this theoretical analysis, this paper presents a case study which examines in detail the course materials of a cross‐curricular module piloted at King's College London called the ‘King's First Year: Gateway to King's’ which covered essentially the same themes. It appears that many of the risks identified with the QAA's approach would have been realised had this module been introduced as a compulsory module for all undergraduates at King's College London as was originally planned. As student take‐up was low, it was abandoned after the pilot, and so ultimately the risks were not realised. When introducing significant curriculum changes such as those proposed by the QAA, it is important to be certain that the benefits outweigh the risks. For this reason, a case study of an unsuccessful educational intervention is valuable and may correct for the possibility of publication bias in the literature if institutions choose not to publicise their less successful projects. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

Deploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire's dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan calls the real. The author suggests that the locus of trauma stands as the elusive, yet central and constitutive axis around which Freire's dialogical engagement turns. Following psychoanalysis' attention to biography, the paper first examines how Freire's personal experience of exile informs his philosophical orientation to being, politics, and education. Turning to a specific classroom event Freire outlines in Pedagogy of Hope, the paper then develops a new interpretation of Freire's idea of naming, and through Lacanian analysis, extends Freire's insight on the relationship between psyche, ideology, and social antagonism. Pushing the idea of class subjectivity in Freire beyond its familiar determinants (namely as an 'identity'), the paper resituates the notion of radical subjectivity in critical pedagogy as the effect of a traumatic loss or gap in the sociosymbolic order of being. The author argues that the 'naming event' in Freire is formally rooted in an encounter with this unconscious gap. To conclude, the paper offers critical educators some new points of departure for conceptualizing the transformative labor of problem-posing dialogue. [ABSTRACT FROM AUTHOR]

AbstractThis paper describes the experience of teaching an undergraduate research methods course through a qualitative community-based research project and the impact of that approach on student learning. Course composition and design are outlined, followed by the community-based research project’s impetus, focal research questions, and implementation protocol. Evidence of the impact on learning for the fifteen students in the course is drawn from three sources: reflection papers, student comments on formal course evaluations, and pre and post-test (survey) self-assessments of student knowledge. Collectively, the data suggest student learning was supported in several ways: by enhancing their ability to connect theory with practice, increasing appreciation of the scope and rigor of social science research procedures, viewing research as a vehicle to develop empathy, and recognizing the utility of research skills to job-readiness. Challenges and critiques related to implementing this type of project are also discussed. [ABSTRACT FROM AUTHOR]

The aim of this paper, and more generally, our project "Impact from the ground" (a multi-stage ongoing project), is to reimagine education so that it transcends the walls and harsh constraints of a "universal one size fits all" education. To achieve this, we propose a framework that will inform the design of a participatory approach to co-create a learning hub (an informal lifelong learning opportunity) with and within the community. To weave this framework, we explore the current landscape of education, looking at the challenges that youth from rural settings face to complete their studies in urban universities, and the difficulties they experience when looking for jobs after having done so. We briefly explain our research project and contextualize it in Kinangop, a small region in the Nyandarua County in Kenya, where we explored the enablers and constraints people face to engage in social innovation. We proceed to imagine an alternative education that is local and organic, with different principles and theories weaved into a, kitambaa in Swahili that serves as the ground for an education intervention that is meaningful, binding, and bonding for the community members. In so doing, we aim to center matters of knowledge production as multi-epistemic conversations, situating those at the margins of epistemic divisions at the center of productive and creative debates. [ABSTRACT FROM AUTHOR]

This paper introduces justice-centered reflective practice, an approach that emerged out of our practitioner research in the Independent School Teaching Residency program. This ongoing and imperfect praxis is simultaneously a stance, a lens, a pedagogy, an orientation, and a way of understanding and mobilizing our individual and collective identities as teacher educators. Mediated by joy, imagination, vulnerability, and uncertainty, six foundational principles guide our work: justice-centered reflective practice is (1) purposeful and systematic, (2) iterative and cyclical, (3), critically reflective, (4) agentive, (5) done in community, and (6) loving and hopeful. Here we detail these principles and illustrate how they manifest in our work as teacher educators in how we structure the program and enact our pedagogy. We seek to continue a scholarly conversation among critical teacher educators about how we enact liberatory values and aspirations in the context of institutions and policy environments that often constrain our collective work. [ABSTRACT FROM AUTHOR]

This paper explores the critical potential of rhetorical studies to inform a concept of reflexivity for social professions. In response to an increasing turn towards technical notions of professional identity across social professions, a renewed critical emphasis on reflective practice, critical reflection, and reflexivity positions professional practice as inevitably an interpretive and discursive endeavor. Despite the growing attention to professional discourse in the current reflection-debate in the social sciences, thus far there has not been a comprehensive exploration of how rhetorical studies can deepen our understanding of reflexivity and can stimulate reflexive attitudes in social professions. Building on conceptual and empirical research in the domain of 'new rhetorical studies' as well as on my own research, I examine the various methodological and pedagogical tools rhetoric offers to encourage students to reflect on the interpretive and discursive dimensions of their practice and discipline in critical and productive ways. I argue that a strengthened intersection between rhetorical studies and social sciences can add to the knowledge base on critical and reflexive professional attitudes by deepening our understanding of human interaction in the social world and of how knowledge about this social world can be reflexively produced and mediated. [ABSTRACT FROM AUTHOR]

The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change. [ABSTRACT FROM AUTHOR]

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

This think-piece critically examines (critical) information literacy ((C)IL) and its teleological essence. Despite substantial scholarly inquiry and progress, IL remains invisible and undervalued beyond academia. IL silos and CIL's embeddedness within critical pedagogy and its focus on epistemological issues hinder its theoretical development, reduce it to an academic abstraction and undermine its salience and emancipatory goals. A multidisciplinary/multidomain approach is needed, leveraging insights from critical (social) theories and engaging with the ontological, to facilitate a novel understanding of IL and transform it into real-life action literacy for positive social change. The paper concludes by interrogating assumptions about (C)IL's benefits, highlighting potential inadvertent disempowering effects, and issues a call to consider it a dynamic concept that evolves by accounting for sociopolitical realities. [ABSTRACT FROM AUTHOR]

The University of Wisconsin-Madison Center for Community and Nonprofit Studies (the "Center") has helped to expand or create new courses for two degree programs within a School of Human Ecology: the undergraduate Community and Nonprofit Leadership Bachelor of Arts degree program, and the Applied Master of Science in Human Ecology degree program. A post-baccalaureate Capstone Certificate program was then approved and offered, based on the set of courses that the Center has developed. Courses to meet the needs of these programs were developed with a focus on critical pedagogies and an expanded notion of subject matter, relying on communitybased learning, praxis applications, and course structures which accommodate a diverse community of learners and contributors. This paper will examine how these course models and some of their key features and approaches advance best practices for applied learning in the field of nonprofit and community studies. Promising pedagogical features and strategies of the courses which the authors recommend for course design in this field include: decentering academic knowledge in favor of practitioner and community wisdom and engagement; emphasizing the value of the learning community as a source of diverse perspective and expertise; and critical consciousness development and practical skills building through reflection, action, and praxis--all taking into account the skills, experiences, and needs of adult learners. [ABSTRACT FROM AUTHOR]

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of Pravni Vjesnik is the property of Pravni fakultet Sveucilista J. J. Strossmayera u Osijeku 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.)

This paper asks how can we as geographers, occupying positions of relative privilege but also beholden to institutions entangled with legacies of colonialism and ongoing colonization, find and embody our responsibilities to Indigenous people and nations and contribute to decolonization within and beyond the academy? We begin by reflecting on Doreen Massey's (2004) theorization of geographies of responsibility and critiques of it in the intervening years. We then engage with important considerations including the politics of recognition, relational grammars of settler colonialism and Indigenous notions of relationality. To avoid the traps of recognition politics, which often foreclose the more transformative possibilities of responsibility, we propose ways of taking of decolonial responsibility in our teaching, research and professional service. While we cannot provide simple solutions to the difficult challenge of pursuing decolonization in the academy, we believe that centralizing and prioritizing relationships of responsibility to and through place in support of resurgent Indigenous nationhood is required to avoid the denuding, individualizing process of colonial recognition and superficial performative decolonisation. [ABSTRACT FROM AUTHOR]

Purpose: Research on bi/multilingual oral interactions in English-medium instruction (EMI) is often concerned with how languages the teacher and/or students speak can be used for pedagogical scaffolding processes. In contrast, this paper aims to investigate how stylization of languages, including those that teacher and students only speak minimally, can likewise be harnessed for important pedagogical and interpersonal purposes. Methodology: I conduct an interactional sociolinguistic analysis of transcripts from an EMI teaching simulation in a Master's in Education course at a university in Hong Kong. Data and analysis: As a cross-border teacher from Cantonese-speaking Guangdong and a local teacher of Indian heritage engaged in these language stylization processes, they show that teachers can effectively use bi/multilingual stylization in EMI with attention to student uptake and response. Findings/Conclusions: While pedagogical scaffolding is important in EMI, these processes can put more and less societally dominant languages in a diglossic, unequal relationship. In contrast, stylization can reconfigure classroom language norms and hierarchies, attach positive meanings to unratified codes, and allow teachers to share linguistic authority with students. Originality: Little research to date has studied stylization as a pedagogical resource in EMI, focusing instead on the use of languages teachers/students already know for scaffolding. Significance/Implications: Teacher professional development should address the topic of how to use language stylization in EMI, especially since these interactional strategies do not require teachers to dramatically reconfigure curriculum or instruction, yet have pedagogical and interpersonal benefits. Limitations: Future research should aim to study stylization in EMI in an authentic classroom setting. [ABSTRACT FROM AUTHOR]

Through this art-based paper, I bewilder the 'pioneering' approaches of Reggio Emilia by troubling how pedagogies mobilise through social media. With research-creation and posthuman theories, I notice a human-more-than-human digital entwinement inter-related with academic performativity. Whilst media lends itself to the sharing of pedagogical aesthetics, meanings can be redacted and partial when entangled within hypercapitalised economies. I contend that mediated performativities both reduce and produce. Whilst the brevity of social mediation can over-simplify, digital doings can be productive. I posit that how media is configured matters, and its mobilisation co-creates pedagogical knowledge as a constantly evolving cultural and critical pedagogy. [ABSTRACT FROM AUTHOR]

In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts. [ABSTRACT FROM AUTHOR]

In recent years, there have been numerous calls for Geographers working in higher education to put into practice anti-racist pedagogies. Less well-developed is scholarship on the approaches which expand students' understanding of race and the socio-spatial and material processes of their own racialization. Within the context of food geographies, visceral pedagogies have been useful for advancing student knowledge on the multi-scalar, dynamic and complex systems of power that influence what we eat. Bringing together insight from critical pedagogy, food geographies, and corporeal feminist understandings of race, in this paper I point to the effectiveness of experimental and embodied pedagogies which expand students' emotional and cognitive learning about the relationship between race and everyday food practices. Drawing from narrative and interview data with primarily white undergraduate students in Colorado, USA, I argue that embodied, critical pedagogies contribute to anti-racist goals by destabilizing whiteness, linking students' theoretical understandings of race to everyday practice, and building empathy for/with others. Furthermore, I point to the effectiveness of a variety of student reflection formats, from narrative writing, to sharing a meal, to empathetic listening, to argue for greater attention to not only what we teach in anti-racist pedagogy, but how we teach. [ABSTRACT FROM AUTHOR]

Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru's educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural backgrounds. Within this scenario, critical perspectives in education have emerged from the voices of historically marginalised educational actors: rural teachers. Two rural teachers from small towns in Cusco and Ayacucho (in the southern highlands of Peru) participated in narrative research to explore their practices of social justice in education. The aim of this paper is to examine their practices through critical pedagogies. The findings reveal that a crucial role of the Indigenous language, Quechua, is in making an inclusive reappraisal of the local culture. The teachers sought to empower their pupils by applying Freirean concepts of critical consciousness and dialogue through creative activities. They acknowledged the role of parents and the community who value diversity and local culture and support their critical pedagogical practices in schools. In this case, social justice in education was addressed by valuing Indigenous culture and placing it in dialogue with Western knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we draw on critical theorisations to examine kindergarten teachers’ approaches to sexuality education. A qualitative study was carried out using semi-structured interviews with ten teachers and classroom observations in four classrooms in Quebec, Canada. Data analysis revealed that the teachers in the study agreed that sexuality education in kindergarten was important and beneficial. However, narrow perceptions of kindergarten children’s capacities to engage with sexuality content informed classroom approaches in ways that limited children’s access to comprehensive and critical forms of sexuality education. We conclude by recommending a theoretical shift away from relying exclusively on developmental frameworks and to engage with critical theory when designing and implementing sexuality education with young learners. [ABSTRACT FROM AUTHOR]

Stereotypes are simplified generalizations that act as mental shortcuts which help us understand the world. However, these oversimplifications fail to capture the diversity within groups and communities. This is particularly adverse in healthcare settings as stereotypes are cognitive frameworks from which implicit biases emerge—affecting how individuals and groups are perceived, evaluated, and treated. Specifically, stereotypes linked to race, ethnicity, gender, and sexuality exert profound and detrimental influence on healthcare access, quality, and decision-making for marginalized populations. Thus, recognizing and understanding stereotypes are crucial for combatting health disparities prevalent in our society. Accordingly, it is essential that students receive instruction and training that allows them to understand the impact of stereotypes, acknowledge implicit biases, and advocate for equitable and unbiased healthcare for all. Health science instructors can facilitate this growth through the implementation of transformative education and learning. Transformative education is an approach to learning that aims to create profound personal and societal changes by fostering critical thinking, self-awareness, and social responsibility. The transformative learning activity presented in this manuscript seeks to enhance students' understanding of stereotypes' role in perpetuating health disparities and their impact on marginalized communities. By fostering critical reflection, open dialog, and collaborative problem-solving, the activity equips students to comprehend the multifaceted dimensions of stereotypes in healthcare and prepares them to address the challenges of an increasingly diverse and socially complex world. Through transformative education, students are nurtured to become competent healthcare professionals who champion equitable and unbiased care and bridge understanding and empathy across communities. [ABSTRACT FROM AUTHOR]

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

Objective: This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action. Method: Data were generated during a workshop with 12 PE teachers in Scotland. Informed by new materialism, we focus on the human and non-human factors and intra-actions evident within six narrative portraits generated from teachers' mind maps. Results: Our findings suggest that teachers were engaging complexly and extensively with digital health technologies, which we considered an opening for further critical work. Importantly, experiences of strong (negative) affect had the potential to transform engagements with digital health technologies. Conclusion: We conclude by exploring how the process of mind mapping helped us to see further opportunities for supporting teachers to engage critically with digital health technologies. We also argue that new materialist-informed critical practices in education may have transformative potential for helping teachers and pupils to engage critically with the moving body, technology and health. [ABSTRACT FROM AUTHOR]

Background: In this paper, we explore the role digital health education can play in physical education. We argue that the use of digital media and technologies has been accompanied by fundamental changes in basic sports pedagogical categories such as body, movement and experience. In doing so, we advance the thesis that increasing digitalisation offers multi-layered and partly paradoxical opportunities and risks for health education, which have not yet been sufficiently discussed from a sports pedagogical perspective in a digitalised world. Objective: To develop a deeper understanding of these changes, we aim to analyse the mechanisms, opportunities and challenges created by digital health education in physical education, with a focus on the use of tools such as wearables. Method: We draw on a Bildung-oriented perspective rooted in German-speaking pedagogy. With this in mind, we first look at the possibilities and limits for digital health education in physical education at the surface level, before we offer a deeper investigation of body, movement and experience in a digitalised world. This leads us to critical reflection at a structural level. Results and Conclusion: Supposedly clear distinctions between 'virtual' and 'real', and 'digital' and 'analogue', are increasingly untenable. On the one hand, the use of digital technologies can convey reductionist images of humankind and a narrow understanding of education. On the other hand, students can experience differences between supposedly objective and subjective views of their bodies and their movement behaviour using digital technologies. This can lead to Bildung processes in which the relationship between oneself and the world is questioned, which in a sense constitutes a form of Bildung-oriented digital health education. [ABSTRACT FROM AUTHOR]

The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Māori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis. Design/methodology/approach: The teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings. Findings: Through experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis. Originality/value: This research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis. [ABSTRACT FROM AUTHOR]

This is a conceptual paper that examines the emergence of the ‘therapeutic university’ and considers its potential implications for policy and practice in Higher Education (HE). Concern over the well-being and mental health of university students both in the United Kingdom (UK) and internationally has recently intensified in media, academic and political spheres, to the extent that Higher Education Institutions (HEIs) are increasingly offering a diverse range of ad-hoc initiatives and practices based on the language and techniques of an equally diverse popular psychology. An emotionally oriented ‘therapeutic university’ (TU) is emerging from a complex intertwining of policies of social liberalism, specifically widening participation, and policies of economic liberalism which seek to cultivate the higher education (HE) sector as a competitive marketplace. While the TU might appear to offer the potential to alleviate mental health conditions, these therapeutic practices are frequently conceived as self-evidently good and rarely subjected to any critical scrutiny. This article explores three inter-related sets of concerns regarding the implications of the TU for educators, students and the curriculum and, through an exploratory account, illustrates these trends from our own lived experiences of working within a TU. Framed by insights from critical pedagogy, we critically analyse the current well-being agenda in the British HE sector and how this positions educators as ‘agents of well-being’ rather than ‘agents of criticality’. [ABSTRACT FROM AUTHOR]

The importance of Critical Thinking (CT), as a set of central competences for future and present citizens and as a prerequisite for a participative democratic life, is today beyond question. However, teachers seem relatively poorly equipped to teach CT, having both theoretical and methodological needs.In this paper, we examine how teachers’ practices and conceptualizations towards the implementation of CT have evolved during the first three years of an EU-financed collaborative teacher development project named CLAE (Critical Literacies and Awareness in Education (2017–2022)). We investigate a series of two interviews with 5 primary school teachers working in Norway (grades 5–7).Research findings show that teachers consider pupils’ involvement as a central prerequisite for the implementation of CT in practice. They also highlight two different ‘teaching paths’ among teachers when implementing CT. The first one emphasizes the development of dialogical activities, whereas the second one facilitates the development of metacognitive skills and awareness. These respective teaching paths do not oppose each other but constitute real complementary strategies through which teachers try to shape the class (the group of pupils) into an effective dialogic epistemic space. [ABSTRACT FROM AUTHOR]

This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession for a period of up to 5 years before the study. Against the current backdrop of unfair teacher representation, the achievements of these individuals in becoming teachers are deconstructed and analysed, to determine whether there are any commonalities in their circumstances. Drawing on the theoretical frames of capital and critical race theory, the study aims to establish whether a set of protective factors exists that may have supported and facilitated their journey into teaching. The study finds that the achievements of these individuals in joining the teaching profession can be attributed, in part, to the nature of the cultural wealth each possesses. It concludes that these teachers, acting as critical pedagogues, are not the sole benefactors of their cultural wealth, with benefits afforded both the minority and majority population. In spite of intentions to frame the teachers' narratives positively, the study reveals troubling evidence of embedded racial processes, which serve to threaten the teachers' sense of belonging in the profession and inhibit others from joining. Recommendations to further boost teacher representation for minority groups are offered. [ABSTRACT FROM AUTHOR]

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