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

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

In the field of education, co-education has gained recognition as an approach that seeks to challenge gender stereotypes and promote egalitarian relationships. At the same time, the feminist perspective poses a profound critique of patriarchal structures and norms that perpetuate gender inequalities. The school institution has been represented in research from an ambivalent position: as a space for the reproduction of sexism and androcentrism, but also from the perspective of its transformative potential. This article proposes to analyse the intersection between co-education and the feminist perspective in the centres of pedagogical renewal, as these spaces question traditional educational models from a critical viewpoint that transcends the merely educational. This article is based on a case study that evaluates the extent to which seven centres of pedagogical renewal have integrated a co-educational and critical feminist perspective into their project. Based on participant observation, interviews and focus groups with teachers, families, students and management teams, it explores the social and political commitment of these schools to the promotion of gender equality, inclusion and diversity.

As video games have evolved, they have emerged as useful tools in areas such as education, tackling global issues through their storylines and mechanics. However, never in the history of video games, not even today, has there been parity in the proportion of women directly employed in the development of video games. This paper is part of a broader research project undertaken in the context of a doctoral thesis within the framework of the R+D+I project 'Building global citizenship with young people: researching transformative practices with participatory and inclusive methodologies'. It provides a historical perspective on video games and their place in culture and society, and attempts to outline a brief genealogy of the contributions of pioneering women in the video game industry. Recognising the work of women and addressing gender representation in video games is now a matter of great importance. Current trends in the video game industry reflect the impact of the pandemic on video game consumption habits, its expected continued growth in the future and its relationship with the development of virtual and augmented reality. Video games are therefore likely to remain an important part of culture and society in the future, with an ever-increasing role in education. It is therefore imperative to showcase the achievements of women in the video game industry, to highlight inequalities and to provide girls with genuine role models.

Though language education and research have pushed back against traditional, hegemonic ways of teaching, they continue to exclude conversations on spirituality. Moreover, a deficit lens in language education perpetuates a focus on what needs to be improved rather than on our students' assets. In this pedagogical intervention, we begin by weaving the work of feminists of color to discuss what asset-based, desired-based research and feminist pedagogy can contribute to understanding children's spiritual activism. We worked with 31 fourth graders in a private school in Duitama, Colombia. As the study took place during the pandemic and mass mobilizations, the children shared their spirituality to cope with reality. Furthermore, the children's spirituality demonstrated their belief in a higher power, positive emotions to comfort others, hope for a better future, and an understanding of equity based on race and gender. We invite language educators and researchers to create spaces for children to share their spiritual activism through the integration of feminist pedagogy focused on asset and desire-based approaches.

In the wake of current sociopolitical movements, research on the lives of Black girls and women is gaining momentum. However, studies providing Black girls space to voice their experiences within learning and afterschool environments remain a crucial--and often ignored--component of this conversation. This study had three primary objectives. The first was to identify ways mentoring programs provide participants with a safe space to tell their stories-- shifting traditional hierarchies of power that often place Black girls on the lowest rung by exploring the role of dialogue within program activities. The second was to examine a mentor initiative that directly engages with middle school Black girls where they spend most of their time: at school. The third was to offer counternarratives opposing the one-dimensional depictions of Black girls in middle school that shape public discourse. Afterschool mentorship programs are one intervention that can provide Black girls with the opportunity to interact with people who want to listen to, support, and guide them through the various stages of their personal development. This article explores the multidimensional and intersectional experiences of Black girls as they relate to schooling; narratives of resistance; and curricula, programs, and initiatives that center Black girls.

This article explores the potential for martial arts to support transformation and community building for women. Findings indicate women can derive many individual benefits from learning martial arts. Yet, the benefits must extend beyond the individual level to create social change. Based on an evaluation of literature on women's experiences learning martial arts, I use my perspective as an adult education researcher and a feminist lens to propose creative approaches to supporting women in learning martial arts. Supporting women in learning martial arts requires promoting creativity and invention in practice. Feminist new materialism, transformative learning theory, and communities of practice are the theories that guide the direction of this article. The major contribution of this article is to offer creative approaches for imagining a feminist praxis through martial arts that could foster learning environments that encourage self-determination and build social support and resistance to hetero-patriarchal power and gender inequity, which has relevance to broader educational settings and communities.

By using the feminist imaginary as a pedagogical tool for resistance and change, an experience of activism within the university context in Naples, Italy is explored. The article focuses on the potential transformative power of art as catalysis for deeper level emotional and spiritual learning transformation. The aim is trying to inspire critical conversations to rethink spaces and practices that allow community care, and conditions that include authenticity, resonance, reflection, and freedom. Engaging in the arts, aesthetics, and creative practices can contribute to a sense of hope, agency, and possibility with the potential to provide avenues for creative expression and innovation. Sharing narratives of possibility and engagement with the arts can promote community connections. This article highlights the way artistic practices contributed to the creation of a dynamic and inclusive creative landscape that challenges established norms while encouraging creative and critical thinking.

Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured professor, co-created a feminist classroom and how they negotiated power in that classroom environment. The research questions that guided this study were: 1) what does a feminist classroom look like in higher education; 2) how does the intersection of race and gender influence feminist pedagogy; and 3) what strategies do adult educators and practitioners use to deal with disoriented dilemmas? This research progressed into a longitudinal study, focusing on how the faculty members' praxes grew from critical classroom incidents that the professors believed directly related the negative reactions from students to their positionalities as a Black woman and an Asian man. Three themes emerged from the data: a) Confrontation, b) Resistance, and c) Hostility. Each of these themes are defined and presented through direct quotes from our teaching logs and students' reflections. Discussion and implications for practice are also provided regarding how race and gender matter in feminist classrooms. The concluding section describes how the two faculty members implemented reflective practices in higher education to create feminist classrooms.

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

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

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

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

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

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

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

This article examines the trajectory of global human rights expansion, with a specific focus on the advancement of girls' and women's education. By adopting a generational lens and using a reflective standpoint, I unpack the role of gender-specific social capital in fostering agency and empowerment among girls, particularly within the Global South. Building upon Porter's "Girls' education, development and social change": 'Seeding, Strengthening and Linking' ("Global Fund for Women") (2016), I propose a civic pedagogical PCCS (Place-based education initiatives, Cost-efficient and ecologically sound innovations, Collective intelligence building, Shared knowledge inquiry) model as a response to humanitarian crises, ideological disparities, and armed conflicts. Additionally, I draw upon the Indian concept of "jugaad" to comprehend the social, spatial, and economic negotiations in the Global South, enabling strategic resourcefulness. Furthermore, I introduce a Dalitbahujan feminist lens to emphasise the significance of girls' education in the current decade and beyond. By reexamining Porter's narratives and considering global circumstances, I focus on the dynamics of gender-oriented social capital. This article enriches the discussion on girls' education within the frameworks of 21st-century ideologies of neoliberalism, philanthrocapitalism, and neo-capitalism, highlighting the crucial role of collaborative efforts.

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

The status of women in academia, including comparative education, has grown rapidly. We build on the extensive literature on women's work in the academy by investigating the macrohistorical cultural processes that promote expanded emphasis on feminist, gender, sex, and sexuality (FGSS) topics in comparative education. We use computational methods to investigate the expansion of published knowledge about FGSS in the content of "Comparative Education Review" and "Comparative Education" over the period 1957-2010. Findings reveal a significant rise in FGSS emphasis starting in the 1970s, peaking in the 1980s, and then declining. The study supports the hypothesis that women authors initially drove this increase, but over time, the distinction between male and female authors regarding FGSS emphasis shrinks. The results are interpreted through the lens of neoinstitutional theory, suggesting that as the status of women expanded in liberal world culture, women authors, and FGSS research gained legitimacy, supporting the general increase of FGSS research.

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

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

A cross-cultural historical examination of Santa Claus reflects that women have contributed substantially to the legend of Santa Claus, but their contributions are downplayed, demeaned, or reframed to fit a sexist view of women's roles. Santa Claus type figures have emerged around the world as part of celebrations of the winter solstice, but strategically removed from their original cultural context to be portrayed to be part of a Christian holiday, when in fact they are not. In most reviews of the winter holidays around the world, there is almost no mention of the vital role that women play in their creation and sustainability. In a diversified world, it is time to change the narrative of this altruistic figure so that he can become more inclusive for all.

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

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

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

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

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

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

The contemporary reconceptualization of Career and Technical Education (CTE) often emphasizes the need for more post-secondary opportunities for racially marginalized students. Yet CTE typically functions as a mode of social control for the racial capitalist project, and increased exposure and more CTE for students of color, particularly Black girls who have been notoriously neglected across the profession, without a refusal of its extractive purpose, will not radically shift possibilities for their futures. In this article, we apply Critical Race Feminism to analyze the current contextual landscape for Black girls in CTE, and argue that CTE educators and school counselors must turn toward the politics of abolition feminism to radically transform future possibilities for and with Black girls. We offer five life-affirming tenets of abolition feminist praxis that refuse the master's tools (Lorde, 1984) of traditional CTE and center and elevate the humanity and world-making of Black girls.

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

Utilizing feminist theory, this article offers online pedagogical practices that acknowledge time as a factor impacting students' learning experiences online in order to move toward collective well-being. Collective well-being acknowledges that students and instructors are human beings and need to be treated with respect and care to function at their highest potential and capacities. The embodied aspect of connectivity recognizes that the humans behind the screens bring their full selves to the work, even as not all of themselves are seen or acknowledged through a digital connection. Time is a part of the embodied lives of students and instructors. In this paper, we share examples illustrating how recognizing and honoring the role of time allows teachers and students to move beyond academic wellness toward humanizing practices and collective well-being.

During a time of racial unrest and attention to social justice, Black communities are developing a deeper understanding of prevailing systemic flaws in policing, policies, and education. There are movements within the Black community toward rebuilding systems constructed to subjugate. While much of the existing research focuses on ways to reform or refine these systems, my concept of insulated praxis seeks to create institutions within Black communities designed for the betterment and well-being of Black people, with a particular focus on applications in education. Using frameworks based on Black, Indigenous, Women of Color feminist theory as well as resistance theory with the extended application of abolitionist theory, insulated praxis aims to spread toward other subjugated communities with local, national, and global applications. The hypothesis that this concept, embodied in particular by the educational organization Making Us Matter, will enrich Black educational experiences and, by extension, Black lives while (re)invigorating Black communities, is the basis of this work.

Scholars have utilized the allegory of Reconstruction to trace threads between the historical and contemporary struggles for freedom. In this article, I highlight the ways that abolition has always been a dual project and remains as such in our present time. It calls for the complete destruction of oppressive structures while simultaneously demanding that we consider our world once those structures are ameliorated. Using (Re)construction as a framework, I examine how historical Black women teachers built and created alternatives and struggled for an abolition democracy in the afterlife of abolition. (Re)construction also invites us to explore these alternatives in our current time, with the aim of constructing a New World full of radical (im)possibilities.

This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them -- we present a counternarrative to the dominant white-male centred STEM discourse that permeates the field. We conclude by extrapolating, from this case, considerations for faculty and institutions to understand better and act to comprehensively support Black students, in general, and Black mothers.

Women missionaries who came to India with a superior Protestant religious imaginary were keen on critiquing Hindu cultural practices that created divergences and transfigurations. They blatantly proclaimed that the deep-rooted custom of women's "seclusion" was a stumbling block to education, evangelisation and modernisation. This study demonstrates how missionary construction of "secluded" women's femininity through civilisational, religious and pedagogical pretentions created conflicting emotions among a section of the orthodox Hindu and converted Christian women who defied the controversial missionary narratives that depicted women's seclusion in a rather poor light. Nonetheless, the continued missionary encounters through education impelled a section of the secluded Hindu women to be critical of what is conveniently referred to by missionaries as orthodox femininity. This article takes a close look at and critiques how missionaries negotiated with both the conflicting emotions and orthodox femininity by constructing an alternative narrative -- Christian femininity that sought to confront gender stereotypes in a more nuanced manner. It argues that the changing femininity in colonial India needs to be understood largely through missionary education, character-building zenana pedagogy and normative construction of femininity.

One of the primary goals of Franco's education policy was to train the working class in the doctrinal principles of the regime. Labour Universities were one of the education institutions created for this purpose; there were three for women (Zaragoza, Cáceres and Huesca). This article focuses on analysing the purposes sought by these macro-institutions when training working-class women, using diverse primary sources: documentary, audiovisual, archive and legal. Findings indicate that Women's Labour Universities aimed to provide specialised vocational training and also to impose the doctrine of the ideological principles advocated by the regime in relation to the model of women. However, these goals were somewhat incompatible as providing women with vocational training promoted their emancipation, contrary to the female ideal mainly advocated.

After analyzing state standards and textbook excerpts, all the fourth graders in Ms. Yoo's classroom convened and discussed why the nonwhite suffragists were missing and what they could do about it. The students agreed that textbooks and standards "can't include everybody," but they also concurred that the stories of Indigenous, Black, Mexican, and Chinese women suffragists were important to be told. This lesson concluded a three-day unit in which students explored the lives of Zitkala-Sa, Ida B. Wells, Jovita Idar, and Mabel Ping-Hua Lee and examined nonwhite suffrage activism through primary and secondary sources. In doing so, students learned that the real suffrage story is longer and more complex than the popular story that usually runs from Seneca Falls to the 19th Amendment, with an almost exclusive focus on white women.

As part of a broader investigation into the experiences of women English teachers in Iran, this study delves into how their identities are shaped by English language learning and teaching experiences. Employing qualitative interviews and thematic analysis, the research reveals the significant role of immersion in the English language and exposure to international cultures on these women's self-perceptions. Despite the Iranian state's prevailing narratives opposing English learning, participants expressed empowerment and positive perceptions stemming from access to diverse knowledge sources. The findings underscore the complex interplay between language, identity, and societal factors, challenging conventional discourses. This study enriches our understanding of the experiences of women English teachers in non-Western contexts and highlights the evolving nature of women's identities, particularly amidst recent feminist uprisings in Iran. It emphasises the transformative potential of linguistic and cultural discourses in empowering marginalised groups and navigating the complexities of societal change.

Purpose: Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach: Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view of the technical staff of the cooperation units of seven Spanish universities. Findings: Results show a strong intention to incorporate gender principles, in accordance with the SDGs framework. However, the findings also point to certain divergences in the forms of understanding and implementing gender equality in practice. Finally, this paper uncovers a variety of strategies to navigate the resistances, still existing in the university community. Originality/value: Spain is orienting the legal framework of its cooperation and international relations towards the ambitious horizon of a feminist foreign policy. Universities are key actors in international development cooperation and the implementation of the SDGs. This is an issue that has received little research attention, particularly from a gender perspective.

Considering the significant contributions of Black women social workers to our profession, and the unyielding stressors and expectations disproportionately affecting Black women in the context of Black Lives Matter and COVID-19, addressing anti-Blackness and understanding the lived experiences of Black women within higher education are essential first steps toward eliminating racism, the 13th and most recently adopted Grand Challenge. Guided by Black feminist polyethnography, this study examined how anti-Blackness is collectively felt and experienced by six Black and mixed Black women faculty and graduate students in schools of social work over their academic careers. Initial steps schools of social work can take to acknowledge and address manifestations of anti-Blackness within existing policies, procedures, curriculum, and dominant school culture are discussed.

The purpose of this article is to examine how the discourse of childhood innocence masks the ways in which sexual violence by boys against girls is perpetrated in kindergarten. Findings from a year-long ethnographic study conducted in two Canadian kindergarten classrooms show that narrow understandings of gender and sexuality in childhood obscure schools' responses to problematic gendered behaviors enacted by certain boys. The author contends that in failing to attend to gender and sexuality with young children, kindergarten education may contribute profoundly to the early normalization of sexual violence. The article concludes with a discussion on the role that kindergarten education can play in countering sexual violence inside and outside of schools.

The human rewilding movement seeks to regain balance between humans and the more-than-human world through particular ways of knowing and doing. During a sabbatical, I engaged in "rewilding" practices and employed Terrapsychological Inquiry to understand my relationship with the more-than-human world. I sought to learn how this might support my work as a scholar, educator, and change maker in the face of managerialist neoliberal strains in higher education. While the problems of institutions require structural transformations, the professoriate itself must also access its own power. The authors of "The Slow Professor" suggest the possibilites of mindfulness, pleasure, and relationality. Audre Lorde's ideas are supportive as she connects "agency" to the epistemic ground of "erotic knowing." Through conversation between my field notes and literature, from the perspective of a white settler, I explore themes of the holding environment, reciprocity/relationality, sensorial attention, and wildness as decolonial pathways to re-existence.

Traditionally, the academic field of special education has resisted critical perspectives. Despite their advanced skills, epistemological approaches, and ways of knowing, special education scholars enacting qualitative inquiry have often described inadequate support from their academic community. In a parallel manner, Black mothering in historical and contemporary spaces, especially in mothering disabled children, has often been dismissed for its valued expertise. This essay is a methodological, theoretical, spiritual, epistemological, and deeply philosophical intervention on the roles of Black mothers in all spaces who grapple with the tensions in the field of special education. The authors build upon Black Feminist epistemology and use Disability Critical Theory as a framework, documenting the journeys of two Black women mother and scholars through duoethnographic storytelling. Realizing that people who are mothering have their own agency and choose what they want to build with the nurturing Black mothers offer, we center multidisciplinary dialogues that lead to deeper understandings of qualitative research methods. Through these exemplars, we highlight how mothering and othermothering, whether through birth, ancestral, or academic kinships, are used to advance ways of knowing about how to best support disabled youth whose futures are pervasively threatened.

Special educators are increasingly drawing from intersectionality and Black feminist theory to make sense of the disproportionate deleterious outcomes experienced by racialized students labeled with disabilities. While intersectionality gains a stronger hold in special education discourse, agencies like the Florida Department of Education are misrepresenting Black feminist theory and intersectionality as "ranking people" based on their social identities. Audre Lorde--a member of The Combahee River Collective credited for generating an intersectional shift in feminist discourse--called on the creative use of difference to push back on the marginalization of multiply-marginalized women. Lorde asserted that explicitly attending to the diversity within human experiences challenges harmful attitudes that frame differences as markers of inferiority, deviance, or failure. In this article, I draw from Black feminism and Audre Lorde's theorizing about difference to present a framework for educators who advocate for specialized education programming that affirm student differences.

In this Black feminist critical inquiry, I theorize the politics of race, gender, and geography in the context of a liberatory Black pedagogical space located in the United States. Using curated interview and observation data, I position an anti-racist pedagogue as a cartographer who employed method, content, style, and technique to map freedom routes away from schooling, a Dumasian site of suffering for Black students. I paint a narrative portrait that foregrounds sights, sounds, and felt tensions emerging from two manifestations of Black affective networks that constellated in the Black male critical pedagogue's classroom. Ultimately, I call for attention to the construction of liberatory education spaces created to address the comfort and needs of not only racially minoritized learners but also students who embody sexes, genders, and gender performances marginalized in white-dominant culture. Such pedagogical spaces, I argue, can be a refusal to indulge the ontological, epistemological, and existential project of whiteness.

Values of independence and self-determination predominate over relations of care and compassion in fast-paced academia and post-secondary institutions, a "malaise" that faculty and students alike experience. Large-scale production rewards the "Invictus" (undefeatable, unconquered), leaving others mostly to their own and allowing little or no space for individual care, for handholding. As a graduate cohort advisor in early childhood education (ECE), I have resisted giving in to such values. Inspired by principles of a feminist ethics of care and pedagogy of listening, in this paper I reflect on a decade of handholding and walking with ECE post-secondary students as an act of resistance.

Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11-16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high coding attitudes were associated with various factors, including student experience in computing lessons, teacher and parent support, perceptions of computer scientists, computing at home and gender. These findings have implications for classroom practice and curriculum design, highlighting the importance of addressing barriers and fostering positive coding attitudes among all students. The authors' findings highlight the need to reconsider the coding content within the computing curriculum in England, as certain groups of young people, including girls, will continue to be less well represented in this subject.

This paper began with the assumption that the habitual practices of knowledge-creation, which have shaped the day-to-day contexts of teachers and researchers, are not greatly different from the practices that have led to human-made catastrophes in the Anthropocene. I pondered over my experiences as a researcher in an attempt to gain insights for thinking about and engaging in knowledge-creation differently to become more response-able in the Anthropocene. Inspired by post-qualitative research practice, I re-turned, like an earthworm, (to) two research events. A theoretical framework informed by critical posthumanism and feminist new materialism guided the process. Through these re-turns, I came to understand that creating knowledge is a complex and indeterminate process that always accompanies the 'more-than'. Attending to the notion of knowledge-ing, I discussed the ways in which knowledge emerged as a flow that was neither fully graspable nor static through more-than-human intra-actions. What I propose in this paper is not a methodological technique, but rather, a mode of practice that might disrupt our sense of Cartesian self. I offered some suggestions for teachers and researchers to reimagine the practices of knowledge-creation as a way of reinventing their subjectivity and responding to the damaged earth more responsibly.