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A deeper interpretation of world language (WL) teachers' ideologies toward language learning and students' languaging practices can provide us with a different lens through which to understand teachers' teaching practices in language classrooms. This study adopts the attitude system of systemic functional linguistics (e.g., Martin & White, 2005), specifically the features of affect, judgment, and appreciation, to explore one elementary Mandarin WL teacher's ideologies regarding language teaching and language use. The data were collected through semi-structured interviews with the teacher-participant from an ongoing ethnographic study. Findings indicate the Mandarin teacher's alignment with "the younger, the better" language acquisition stance and her multifaceted perspective on bilingualism. While she acknowledged the cultural capital of Chinese, she exhibited fluctuating views on students' home languages and home language use. Based on the findings, we suggest the need for future WL teacher training and professional development programs to guide teachers in identifying and reflecting upon their implicit ideologies about language teaching and learning, as well as students' linguistic resources.

This article ponders the question: "How might EdD research methods courses be reimagined to position Black Feminist Theory as a comparable theoretical framework to guide epistemological stance development and scholar-practitioner inquiry?" By introducing Black Feminist Theory as a viable theoretical framework, this article posits its potential incorporation into reimagined EdD research methods courses. After providing a more detailed description of Black Feminist Theory and its associated constructs, the ways that Black Feminist Theory can shape scholar-practitioners' inquiry is explored, including: 1) framing a problem of practice, 2) building conceptual and/or theoretical frameworks, and 3) connecting to research design and approaches. Implications for Black Feminist Theory's alignment to the CPED framework are discussed.

Benefits of teachers' autoethnographies are well-documented in current research. This study adds to the research literature by directly analyzing how the insights gained through writing autoethnographic essays may impact second language (L2) teachers' classrooms. To collect the data, the study incorporated autoethnographic essays into a graduate course for language teachers and asked the participating teachers to design lessons that reflected the insights they gained about themselves through this project. Adopting the transformative learning theory (Mezirow, 1978, 1997) that scaffolds teachers' self-reflection, this paper explores the transformative potential of teachers' autoethnographies through tracking qualitative changes in the teachers' narratives and practice across one academic semester. The results show that as a learning tool, autoethnographies can facilitate teachers' developing more empowering teaching identities and have a potential for enhancing their teaching practices. The paper adds empirical evidence and a new perspective in the investigation of teacher learning. It concludes with pedagogical and research implications for L2 teacher education.

Purpose: New philanthropy develops new forms of policy "problem-solving" through the influx of private actors' money and ideas. It adopts singular configurations across different policy spaces, with implications for education governance. We address this phenomenon by analyzing the Varkey Foundation's (VF) "landing" and "expansion" in Latin America. VF is a global philanthropic organization registered in the United Kingdom in 2011 with a main hub in Argentina, where it landed in 2017. Design/Approach/Methods: We use network ethnography to examine the influence of new philanthropy on education governance as this phenomenon demands new methods to grasp the "realities" of governing beyond conventional ways and understanding policy mobilities. Findings: Results indicate how VF "landed" in a little pro-market space via productive uses of policy networks. The second phase of data collection and analysis presents further consolidation of VF in Argentina, its expansion into Latin America, and its establishment as a legitimate education policy actor. Originality/Value: This study provides new evidence and insights into how policy networks enable new philanthropy to land and consolidate within national boundaries and, later, across the region as a legitimate actor in education.

This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continue to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of becoming, our story shows how teaching academic writing is not simply teaching a skill set but also involves constant negotiation between students' and teachers' lived experiences. Through this process, we conceive of teaching academic literacies as both an ideological construct and a multisemiotic process that involves multiple histories and meaning-making resources across diverse time and place scales.

Academic writing is an essential aspect of graduate school, as students' academic writing is the primary basis for assessment. The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English-medium universities is growing exponentially. However, a small amount of research addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities, where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography, this research uses polyvocal narratives among seven researcher/practitioners to consider how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality, these conversations illuminate how educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the sociopolitical contexts of Canadian and Australian universities, where systems of inequality act to marginalize plurilingual writers. These contextualized narratives then aim to problematize and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognizant of their power and place, to generate alternative practices to support plurilingual graduate writers in the service of more asset-orientated and inclusive spaces that take advantage of students' plurilingual repertoires in English-dominant universities.

This collaborative autoethnographic research explores the identity shaping construction trajectory of a group of three English teacher researchers as well as the repercussions that these processes had on the enactment of a critical decolonial perception toward the ELT field. Using a qualitative approach, the English teachers engaged in this collaborative autoethnography shared their experiences, beliefs, and influences to collectively examine how these influenced their evolving professional identities and their current critical understanding of the field. In general, the study reveals that collaborative autoethnography provides a unique platform for examining the identity trajectory of individuals and for establishing a connection between the past and the present. The findings similarly highlight the interplay between individual experiences, sociocultural contexts, and pedagogical practices, fostering a deeper understanding of English teacher researcher identity development. By emphasizing the significance of collective exploration, this study advocates for incorporating collaborative autoethnography more actively as a valuable tool for professional development in English education and research in general, and in Colombia in particular.

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms, writing-to-learn may be a more appropriate goal. However, little is known about how teachers who move between such classrooms adjust their writing pedagogy as they do so. Accordingly, we bring together the views, beliefs, and experiences of three Thai university lecturers who teach across EFL, CLIL, and EMI platforms. Collectively, they serve as researchers/participants in the co-construction of joint autoethnographies on teaching English writing at Thai universities. Their emergent themes give valuable insights into how they navigate the complexities of moving between language and content concerns, expectations and realities, and idealism and pragmatism. Results also show how there is no one-size-fits-all approach for these researchers/ participants, and that both bottom-up and top-down constraints shape their actions and beliefs as writing teachers. Overall, by drawing on their combined experiences, we hope to raise awareness of the challenges placed upon English language teachers when teaching writing and provide useful guidance for those working in similar contexts. [Note: The PDF pages appear to go through page 499. The page range (482-498) shown in the citation is correct as there is a blank page in the PDF (page 487) and the next article in this issue begins on page 499.]

The paper investigates a Hungarian-English bilingual child's Sarah's second language acquisition (SLA) with a special focus on how she integrated English (L2) into her speech to convey the intended meaning and negotiate the multiple identities she developed in her bilingualism in various social contexts. An ethnographic single-case study research seemed to be a relevant method of giving an exploratory, interpretive, and in-depth description of my single participant's language development (Creswell & Creswell, 2018, Duff, 2007). The applied qualitative data collection comprised the participant's everyday interactions, semistructured retrospective interviews, and her own spontaneous reflections. The findings indicate that Sarah used L2 as a complementary set of linguistic forms to differentiate meaning and as a social site for negotiating and gauging her own and her interlocutor's conduct and language use. Use of L2 expanded her linguistic repertoire, conveyed communicative intentions, and shed light on her transitory bilingual roles. The various feedback she received from her social environment shaped her self-concept and called for discussing and revisiting her own language competence. What she thought about peer feedback exerted a powerful impact on her self-image. The study might provide incentive for teaching English to young learners in home settings and might underpin the relevance of investigating single-case scenarios.

As an Ohio-based (U.S.) French instructor and francophile, I explored Ontario (Canada) in search of Franco-Ontarian communities. Eager to understand their position within larger anglophone-dominant spheres -- positions that are unique from neighboring Francophone communities of Quebec--I traveled to such communities. An international border divides Lake Erie, thus making Ontario a polity bordering Ohio. Inspired by a provincial-government map documenting communities of Francophone communities, I took advantage of a winter break to wander via automobile. Finding little public evidence of French, I was often told to venture "over there". This adventure led me to important discoveries about the perceptions of minority linguistic communities amongst anglophone Ontarians, which become clearer through Foucault's concept of heterotopia and Bronfenbrenner's ecological model. This quest for Franco-Ontarians made me revisit my own cultural assumptions. Findings encourage more nuanced understandings of the nature of minority linguistic communities and the ways in which they are represented.

This paper details a critical ethnography I conducted in my own classroom--an undergraduate children's literature course for pre-service elementary educators--in which I analyze white students' emotional responses to multicultural children's literature through the lens of a cultural politics of emotion (Ahmed, 2015; Zembylas, 2008). In my paper I use critical whiteness studies and critical emotion studies to analyze the effects of these emotional responses, complicating the assumption that emotions are a bridge to empath and exploring how white emotional performativity often serves to deflect from authentic critical discourse, reinforcing white supremacy in educational spaces. I look reflexively at my own pedagogy as a white educator, noticing the ways in which my failure to critically interrogate white emotions contributed to a classroom culture that valued majority voices over the voices of students of color. I conclude with the impacts of this study on my own commitments as a teacher-researcher.

The intuitions of teachers have been found to take a variety of forms in general education (John, 2003). However, in the field of additional language (L+) teaching, the lion's share of past work has focused on the improvisational form of intuition (e.g., Borg, 2015; Richards, 1998; Smith, 1996). Moreover, the ways in which intuition plays a role in the thinking and actions of those not only teaching but concurrently conducting classroom practitioner research remains understudied. The current paper presents an exploratory autoethnographic case study of my own cognitions across three different action research projects. An interpretive analysis retrospectively examined data from my practitioner journals written during these projects. That is, while these journals were not produced with the intention of becoming data for an investigation of practitioner researcher cognition, I anticipated that they may provide informative examples of 'intuitive moments.' By basing analysis on the different forms of intuition previously uncovered by John (2003), I was able to reconceptualize and expand the range to be pertinent to those not only teaching but also engaged in researching their own practice. In order of prevalence, six forms of intuitive moments were forthcoming: mood assessment, improvisation, problem avoidance, envisaging direction, learning opportunity creation, and student-personalized actions. In addition, my presentation of results aims to illuminate the emergence of intuitive moments as localized perceptions and adaptations situated within longer-timescale tacit understandings and experiences.

Restorative justice (RJ) is a philosophy and set of practices that center harms and needs. Within a classroom setting, an RJ pedagogical approach invites a process of shared learning that attends to critical issues of equity, power, and voice. Utilizing an autoethnographic approach, this manuscript includes critical reflections from three faculty members from diverse disciplines and positionalities about the use of RJ approaches to teaching in our respective classrooms. This paper includes discussion about the intersection of RJ with critical pedagogy, power differentials, and pragmatic issues of classroom structure learning design.

In this article, the author deploys Erving Goffman's concept of territories of the self as an analytical tool to understand the challenges and opportunities a childcare setting presents for children engaged in social fantasy play. He uses this concept to unpack the unique institutional play habitat of a childcare facility and shows how Goffman's territories form a constant concern for children in their engagements, orientations, and creative projects in social fantasy play. Through an in-depth analysis of emblematic play in an ethnographically inspired observational study, the author illustrates how the need for play domains and social alliances in childcare helps create both the demanding obstacles and inspirational possibilities of children's social fantasy play.

One educational approach aligned with problem-based learning (PBL) is invention education (IvE). Both PBL and IvE place an emphasis on resolving practical problems experienced by real people while engaging students in hands-on learning. In this interactional ethnographic study we examined the networks that supported a high school team and their teacher, as they worked to invent a solution to a real-world problem students identified in their community. Data sources included video and documentary data of the team's work generated by a student-historian during an invention education project as well as Zoom-facilitated ethnographic conversational interviews conducted with the teacher and the student-historian over five months the following year. We uncovered local, local-national, and national supports that impacted the invention education process of the team. Through ecomap, discourse, and domain analyses we demonstrate how supports at multiple levels of the educational ecosystem create opportunities for students and teachers to engage in meaningful, real-world problem-based projects. We argue that varied people and organizations can contribute to innovative PBL and IvE, thus aiding the narrowing of diversity gaps in the fields of invention, engineering, STEM, and problem-based learning more generally.

In this study, the author explores metaphors related to students' experiences conducting collaborative arts-based ethnographic research in a U.S. nonprofit organization. A metaphor analysis of 25 students' essays revealed they were most likely to frame their experiences with arts-based service learning as a journey or a sports contest. The author examines the extent to which students' metaphors legitimize or delegitimize arts-based service learning, as well as the degree of novelty that characterizes these metaphors. She explores the implications of her findings for teaching and promoting arts-based service learning in the academy.

Given the immense role of the student-centred approach in enhancing students learning, this study explores the role of academic freedom in implementing a student-centred approach. To achieve this objective, the study relies on a qualitative case study research design. In this regard, semi-structured interviews and observation were employed as data gathering tools. The data passed through a series of data analysis processes ranging from data reduction to data verification. The study was conducted at a public university in Ethiopia and recruited ten instructors and twelve students from four randomly selected colleges/institutes belonging to the participating university. The initial analysis resulted in two major themes, each having two subthemes. That is academic freedom at the institutional level for instructors and students and academic freedom at the classroom for instructors and students. Given this, the findings show that the academic freedom of students at the classroom level affects the adoption of student-centred approaches. Students seem to be restrained from freely sharing their concerns, being afraid of the backlash from their instructors and colleagues. Moreover, the instructors in Abay University seem excluded in deciding to implement a student-centred approach in every classroom other than receiving pedagogical training to implement it as a non-negotiable change. These findings call for higher education reforms at national and institutional levels to cultivate an organisational environment that facilitates student-centred approaches.

This is an insight into teaching practice followed by reflections on unfolding multiple crises. On the journey from activism, through academia into deep adaptation, the author dives into the meanings of water to re-calibrate his teaching tools. Using auto-ethnography helps to identify water as a resource, research topic and a refuge. Meanings that were only partially readily available during teaching before the pandemic. As a result, the rediscovered awareness of the mental costs of learning and the need for psychological adaptation to deteriorating living conditions can be redirected back into teaching to lift difficult topics related to climate change again.

This study investigates the reflexive relationship between the challenges encountered during the development and teaching of the qualitative research method (QARM) program and the stories of PhD students about their experiences with the course. The study is based on a number of pedagogical issues drawn from postgraduate students combined with an auto-ethnographic account of parallel experiences of teaching qualitative research methods, which form the basis of our methodology and analysis. The findings show that the main aching issue in surmounting the development of qualitative research is resilience, because breeding interpretive research becomes difficult in a conservative environment. Findings also show that innovative hands-on methods need to be used to teach QARM since kick-starting data building, exercising the interviewing process, and data analysis are the cornerstones of the methodology. Teaching QARM to students who have been brought up in a conservative accounting program may be pleasing since their discoveries attract enthusiasm. Overall, the complementarity of quantitative and qualitative methods in the findings suggests a continuous debate to strengthen the relationship in further studies.

The concept of Thirdspace was employed to explore the interface of Haredi religious perception and contemporary psychological notions, focusing on male Haredi (Jewish ultra-Orthodox) kindergarten teachers' perceptions of "self." A two years ethnographic study was conducted, based on interactions with 90 male kindergarten teachers and 13 in-depth interviews in a Haredi Enrichment Centre for kindergarten children in Israel. The findings reveal a local notion of self-construal, including several features of contemporary Western independent self-construal along with Haredi religious perceptions. Together, these encouraged the development of an autonomous individual, capable of independently conducting his life as an adult. Children were perceived as distinct individuals with unique personal attributes whose expression would engender personal success, increase self-esteem, and encourage self-expression -- all this in a religious framework that sought to enhance the joy produced by experiencing the religious way of life. This paper additionally discusses limitations and implications for other multicultural educational settings.

As PhD candidates of geography and planning, we engage in a collaborative autoethnography to reflect on our experiences during a writing retreat. We explore the significance of material and immaterial spaces of the retreat and how these spaces impacted our academic writing. We emphasise the value of a collaborative and supportive learning environment that challenges the productivity-driven, neoliberal narrative imbued in academic writing. Drawing on our personal reflections of the retreat, we illustrate how writing retreats foster a "space" of support, facilitate academic writing competence, and expose participants to new avenues of learning. Using a grounded theory approach, we draw on Donna Haraway's situated knowledges as well as and Dooren Massey's theorisation on space, to examine our individual reflections and collectively discuss the intricate relationship between solitude and productivity in academic writing. Our findings delve into diverse experiences of material space (physical) and immaterial space (psychological and imaginative), as well as the negotiation of solitude-togetherness and speed-slowness interface within the retreat context. We argue for rethinking the notion of a retreat, envisioning it as a space that challenges the norms of academic productivity and fosters a more caring and interconnected approach to scholarly writing.

Intersecting pressures within higher education ask geographers to be ever-more applied, global, community-engaged, field-based, and sustainable. Particularly within the liberal arts education systems, we navigate these pressures for both students seeking geography degrees and those completing their general education. While aspirational if often economically driven, these goals are in some ways contradictory. How can a course be both field and community based? How can a program deliver global "and" sustainable experiences? Where is the balance between applied practice and critical theory? Focusing beyond these high-level questions, while nevertheless engaging with them, we question the very possibility of drawing upon the legacy of community-based field research to offer a study away experience to students that not only teaches sustainable tourism, but practices it. Using autoethnographic fieldnotes and student surveys, we ask how field-based programs may show significant curricular application both within and beyond geography. We do so via a case study of our Amtrak Tourism: Trains, Cities, and Sustainability domestic faculty-led study away program which seeks to simultaneously practice and teach multiple forms of place-based sustainable-tourism. Our findings point towards the significance of slow tourism and dwelling as key components necessary in navigating both the pedagogical and touristic paradoxes programs such as our face.

In a yearlong ethnographic study, we actively participated as members of the national planning committee for fourteen local climate conferences, we examined how citizen participation was imagined and enacted. We introduce a framework for studying the relationship between cognitive engagement, learning, and civic engagement in the public sphere. We describe the different levels of cognitive and civic engagement in the design of climate conference activities. The findings suggest that the planners' approach to democracy, the involvement of environmental NGOs, and individual attitudes toward environmental change, may collectively contribute to diminished levels of cognitive and civic engagement among residents. Furthermore, we observed that more collaborative interpretations of cognitive and civic engagement align closely with deliberative democracy approaches, emphasizing inclusive, dialogical processes. We discuss the implications of these findings for the future design of climate conferences and how they relate to the evolving roles of environmental NGOs.

Outdoor pedagogies have gained significant traction in Early Childhood Education over the years and European traditions represent a cultural norm in what is generally referred to as Scandinavian outdoor pedagogies. This small-scale ethnographic research adopted an interpretative methodological approach and afforded opportunities to observe young preschool children engaging in an outdoor, allotment, Garden School in the centre of Oslo Norway. Here we were in the privileged position to capture moments vis a vis the environment, and whilst we acknowledge traditional child led discourses, affiliated with healthy child development, we also envisaged a world where children engaged in post-anthropocentric entanglements with human and non-human kinships.

We engaged in duoethnographic research to deepen our understanding of Japanese educator Daisaku Ikeda's notion of ningen kyoiku, or "human education," a lifelong process of transformation based on commitments to dialogue, value creation, global citizenship and creative coexistence. In particular, we examine the cultivation of intellect, emotion, and will from Ikeda's human education perspective, focusing on our experiences both as students and as teachers in K-12 schools. Data sources included notes and transcriptions of video conferences and past conference presentation scripts. We found that our own education neglected some aspects of human education. Our student experiences propelled us as teachers toward creating educational experiences that support the development of intellect, emotion, and will through building trusting and caring relationships and creating structure to support student autonomy. Further, we realized that when one becomes aware of the interconnectedness of all life, the three aspects of human education--intellect, emotion, and will--transform into wisdom to use knowledge, compassion to maintain an imaginative empathy, and courage to take action. In our explorations, we worked to articulate an alternative to the current culture of schooling, and the study has helped us imagine future possibilities by explicating the lived curriculum, or currere, of human education. We hope that this study might encourage more educators to focus on guiding their students' holistic growth as human beings in their unique contexts.

In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The course was offered by an outside institution, as part of capacity building at our university. The course, conducted fully online, was highly interactive and participatory. Through our participation, collaboration, reflection and experiences in the first module of the course, we were encouraged to develop written definitions of 'distance education' (DE) and 'technology-enhanced learning' (TEL). Our approach to studying our definitions was analytic, even though we were both participants and researchers. The analysis was based on the Community of Inquiry framework. Our findings reveal that our definitions evolved to include deeper, more complex, more comprehensive notions of DE and TEL. The analysis also revealed an unfolding of the definitions within our own contexts. We recommend that professional development of ODeL practitioners and stakeholders take place through being a student in an active, collaborative ODeL environment to enhance take-up practices.

The authors aim to illustrate the vernacular notion of reverse discrimination in higher education in the Trump era and beyond. While mapping out how a Whiteness affect morphs from White fragility to victimhood, the study uses Critical Race Theory to examine the discourse of reverse discrimination in a predominately White institution. The authors interrogate accusations of reverse discrimination against international non-White faculty, examining them as attempts to sustain White supremacy. Deploying an autoethnographic approach to critically untangling our racially charged experiences, the study engages in dialogue with critical race educators in support of a liberatory potential in education.

The notion of the ethnographer as participant observer, as an active agent rather than passive observer, is well established within conversations about method and methodology. Less well explored is the extent to which the inherent curiosity and inquisitiveness of the ethnographer might be reciprocated: how might this be established and how might it contribute to the construction of knowledge? Through a focus on the ways in which one of the most visible aspects of ethnographic field work -- writing field notes -- was made sense of and then interrogated by research respondents during an eight-month ethnography of workplace learning, this article argues that reciprocal field relations characterised by a willingness for the researcher to be interrogated about their work in a manner akin to the ways in which the researched are, here described as relational curiosity, both sustains good ethical engagement in the field and enhances the empirical warrant of the ethnography.

Video diaries are an innovative tool for ethnographic research, contributing to the quality of fieldwork and ethnographic data by giving additional attention to participant voices. Grounded in two fieldwork periods in secondary and higher education, this paper illustrates three key qualities through which video diaries contributed to ethnographic research: (1) Building trusting relationships with participants, (2) providing a space for participant autonomy, and (3) being a medium of self-explication and truth-telling. In video diaries, participants exercised free speech, providing a widely unmediated, personal perspective on their professional identity, roles, and relationships. This personal perspective allowed participants to contribute to trusting on their own terms, which mitigated face-work -- especially when talking about conflicts and challenges -- and provided additional entry points for conversations, enabling deep dialogue and understanding. Ultimately, the use of video diaries significantly strengthened the researcher-participant relationship and enriched the ethnographic data and the quality of interactions.

This article explores the tension - in both positive and negative senses - of an aquarium's internal and external equity work. The article parses out this tension, especially reflecting on where the equity work lives, where it gets messy, and who is doing the work. It centers on the tensions around positionality for a woman of color initially without, then later with, authority in a predominantly white organization by offering accounts of those tensions through her own lived experiences. Through her stories, the author considers questions such as: Who can rock the institutional boat without worrying about their job? What are the capacities really needed to balance internal and external equity efforts? Where are the lines between being a representative of a group and being tokenized? What is the emotional burden of having to justify your lived experience? The author discusses the direct results of these natural tensions and the impacts they have on historically excluded communities engaging with and working for cultural institutions.

In contexts where schooling is delivered through a language of instruction (LoI) that is unfamiliar to learners, it has repeatedly been observed that students are reluctant to speak, passive, or even silent. This is commonly attributed to lack of understanding of the language in use in the classroom. Although this is, undoubtedly, an important part of the explanation, this paper presents findings from a thematic analysis of lesson observations, interviews, and ethnographic field-notes from two secondary schools in Tanzania to argue that we should also be paying much closer attention to the socio-emotional environment. Specifically, this paper demonstrates the prevalence of feelings of fear and shame in students' experiences of learning and how these emotions contributed to students' silence. However, it also shows that the impact of these emotions was not the same for all students. Informal classroom 'rules' were found to govern how different groups of students were expected to behave in response to questions from teachers, meaning that the risks of speaking English were greater for some students than others. As such, the prevalence of fear and shame is argued to compound existing inequalities amongst students, thus hindering progress towards equitable, inclusive and safe education for all.

The mythology of liberal anti/racism endures in U.S. mainstream educational discourse as the rational approach to address white supremacy, with college-going positioned as "the" pathway to a better life. Liberal logics suppose that once racialized peoples enter positions of power, society will improve. Drawing upon pláticas and interviews from an ethnographic study of a college preparation program for Latinx youth at a public high school in the liberal, racially diverse San Francisco Bay Area, this work examines how "liberal teaching practices" shaped Mexican-origin youths' responses to right-wing terror. Instead of preparing youth to dismantle white supremacy, these practices undermined youths' readings of their sociopolitical worlds. Engaging language socialization approaches, this work argues that liberal teaching practices socialized college-going youth to "(white) neutral rationality", wherein accommodating white supremacy signals rationality and college readiness. This research illustrates why college-going can be no more than one tactic towards collective wellbeing for racialized people.

This is a critical autoethnography informed by Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit) that explores the notion of DisCrit mothering in the context of the COVID-19 pandemic. I use my experiences as a disabled Latina motherscholar and mindfulness practitioner to reflect on how I mother my two young children and foster radical love in educational spaces. I present the pandemic context and how it relates to compassion fatigue and a litany for survival but also offer the pandemic as an opportunity for personal and collective transformation. I use the narrative of "sacrificio", a teacher's note from school, and a "giftedness" program to discuss how I try to resist internal and external pressures to conform to ableist mindsets and practices by cultivating radical love, solidarity, and critical questioning in myself and in my children. I end this work with hope and love for the next generation of DisCrit, social justice warriors.

The iterative process of ethnography not only constructs theory, but its methodology should embody theory. Developing a theoretical framework often demands adjustments in methodology, to leverage previous work and to avoid assumptions compounding through the magnification of blind spots. New theory in policy-engaged ethnography has emphasised the importance of analysing interactions between teachers. However, such analyses have not yet emerged in research on education in Japan, partly because of enduring conceptualisations of teachers as homogeneous. Methodological tools that do exist are grounded in anglosphere data and remain unsuited to research in Japan's schools. As such, participants are positioned amongst, but not in relation to, other teachers and school administrators. Yet, taking teacher heterogeneity seriously enhances the salience of selection bias. The same teachers who are enthusiastic about participating in the research are often those who are enthusiastic about the topic of the research. What is difficult in school ethnography is procuring, and preferably ensuring, participation from teachers who are "not" enthusiasts toward the topic of the research. Designing research with both the heterogeneity of teachers and the specifics of the local context in mind can provide more diverse data with potential to inform analyses of micro-politics in Japan's schools. In reference to a five-year research project and grounded in data from Japan, the paper proposes some procedures to access a diverse range of teachers based on a theory developed to conceptualise teachers' orientations towards policy work.

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.

The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pedagogical effectiveness and deepen students' understanding of religious practices. By employing these methods, the curriculum can offer a more immersive, reflective, and comprehensive educational experience, aligning RE more closely with the realities of a multicultural and multi-faith society. This integration not only enriches students' learning but also fosters greater empathy and a nuanced appreciation of religious diversity, addressing the educational challenges highlighted by Ofsted and CoRE.

Using the comparative case study (CCS) method, this article compares the findings from a longitudinal ethnographic research project of rural children in Northwest China (2005-2012) and a second longitudinal study of migrant children in eastern China (2015-2019). It examines rural and migrant students' and educators' (re)interpretations and uses of "suzhi" (quality) and "suzhi" education in the context of rapid urbanization, various locations in between the city and the countryside, and how these usages problematize and challenge the rural-urban dualism embedded in the existing literature on rural and migrant children in China. These two studies explore how "suzhi" means different things for different stakeholders across time and place in both formal discourses, such as the curriculum, and in informal discourses, as seen in what educators and students value and practice. The article enriches theories on "suzhi" by showing how it: 1) reflects both the rural-urban gap and social stratification in China; and 2) reveals the shifting paradigm of "suzhi" education specifically and of education in China more broadly. The article also showcases how the CCS approach can be used to disrupt taken-for-granted categories and dichotomies, such as the urban-rural dualism, by closely examining concepts like "suzhi" across place, time, and with different groups of children.

Whilst the impact of the 'publish or perish' adage has received considerable attention from academics in the West, it remains under-researched in non-Western contexts, such as China. We address this gap by examining our lived experiences of navigating Chinese academia and academic publishing in the form of a duoethnographic collaborative self-study. We utilise the concept of precarious privilege in order to tease out a third space between publish or perish. Accordingly, we identity three over-arching themes related to academic publishing in China, which coalesce around the notion of academia as a 'game' with hidden rules. These themes are pursuing, playing and paying. Through our dialogues, we highlight our precarious privilege as early-career academics in China, yet also draw attention to how the logics and rules of the academic 'game' provide us with the tools we need to survive and thrive within academia.

This paper presents a research experience in secondary schools that develop educational projects of a participatory and transformative nature. This contribution arises from the new educational needs emanating from augmented society and multiple literacies that transform communication and the circulation of knowledge, challenging conventional educational methods. An ethnography was carried out in two secondary schools, one in a rural environment and the other in a metropolitan area. The results are organised around the notion of community; the management processes and shared leadership; and the transformative pedagogical processes that are being developed. We conclude that the Spanish secondary school context is still based on practices centred on content and masterly methodologies; this leads us to understand that the mentioned schools, as disruptive experiences, promote a change towards a curriculum centred on the participation and interests of the students; horizontal and cooperative management practices; a strong sense of community; among others.

The authors in this article suggest the use of autoethnographic activities in classrooms to value and honor diversity in schools to promote multicultural education. Students can share their stories and experiences with their own voice. Autoethnography is the qualitative methodology that connects personal experiences to make meaning of social and cultural issues. Through the authors' own accounts of their experience as a student, they share the importance for educators to build relationships with their students. This can be done by demonstrating vulnerability, showing care for the students, and including their stories in the classroom. Suggestions of how autoethnographic activities can be utilized in classrooms are offered.

Promoting science education to all continues to be a key focus for many individuals and organizations. Informal science education settings such as museums have been shown to have a positive influence on student attitudes and interests toward science. Unfortunately, many underrepresented groups do not frequent museums as frequently as other majority groups. Hispanic and Latino-identifying individuals are an example of a group of interest, as their national population growth is not reflected in museum visitor statistics. This paper explores how the Museum of Science in Boston, Massachusetts attempts to engage the Latino community through a Hispanic Heritage Month event. This is explored through the lens of the author, after attending the event. These reflections will capture a "lived experience" that can potentially be used as consideration when planning future events that target the Latino community.

This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access.

The current study aims to provide an understanding of how the relationships between standard and non-standard varieties of the Turkish language are perceived by young people of Turkish Cypriot descent within the context of Turkish complementary schools in London. These schools are set up by diasporic communities to fight/reverse language shift and loss. They are also political spaces where cultural and linguistic practices are legitimised and delegitimized to help create an imagined community. Hence they provide rich contexts to investigate young people's perceptions of standard and non-standard varieties of languages. This study specifically draws on interview data of eight UK-born Turkish Cypriot young people, collected through a 13-month ethnographic study in a London-based Turkish complementary school. The results of the thematic analysis of the participants' discourses showed that the participants thought that the role of the Turkish school was to teach the 'proper' variety, i.e. standard Turkish. Through the lens of Bourdieu's capitals, the results indicated that the participants believed that acquiring this variety would make them become more 'educated.' However, some participants problematised the seemingly straightforward association between standard varieties and positive perceptions of their speakers, which raises important questions about rethinking the position of non-standard varieties in education.

This study outlines an approach that captures the messy landscape of the learning opportunities on which teaching focused academics draw. The Activity Centred Analysis and Design framework was employed to analyse data from a focused ethnographic study of seven TFAs in a research-intensive university. The Activity Centred Analysis and Design framework revealed processes of reconfiguring structures that allow for teaching focused academics to focus on their goals (influencing their peers and being recognized as legitimate academics). This paper offers an avenue for understanding authentic practices of teaching focused academics with broader implications for research into the professional learning of academics.

Proponents of game-based learning see potential for the inclusion of Alternate Reality Games (ARGs) in higher education. Research has shown that an ARG can support the induction and socialisation of students but engagement in educational ARGs has been disappointing. We explored whether students could learn via an ARG embedded in curriculum: if they would engage in play, and how the ARG contributed to learning. Using a theoretical framework of situated learning, this ethnographic case study examined a first-year university course with an embedded ARG. Interviews, observations, and documents were analysed for a priori codes using NVivo, finding that engagement in the game was positive until it was interrupted by the COVID-19 pandemic. Evidence showed that the ARG could help students to learn. The ARG provided a context for students to engage with one another and their instructor; encouraged students to research relevant topics and use evidence to support their arguments; engaged participants in the theoretical content that they were learning; and gave the instructor options to customise student feedback. The ARG most effectively supported learning by initiating social connections and engaging students with the theoretical content of their course.