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As part of my work as an educator, I see the need to surface for discussion what might indeed be considered as acts of oppression on the part of peer reviewers when certain aspects of knowing and meaning are misrecognized, obscured, or suppressed. Drawing on observations concerning coercive and oppressive relational and educational practices found in Paulo Freire's "Pedagogy of the Oppressed" as well as scholarly works in Critical Discourse Analysis critiquing inequitable practices within academic and social domains, I argue that a more academically (and socially) accountable, conscionable and humanizing alternative is one which engenders greater openness to questions concerning: (1) who it might be that gets to determine what counts as (publishable) knowledge; and (2) how such formulations of knowledge may be tied to powerful or ideologized ways of knowing and meaning making. This article is also an appeal for greater awareness that acts which work directly or indirectly to silence earnest attempts to highlight inequitable and/or dehumanizing educational beliefs and practices are also acts which will disadvantage, marginalize, or silence people directly or indirectly involved, including parents and children who may be placed at the receiving end of such inequities and inhumanities.

The loss of relational networks and life-sustaining capacities of the Earth resulting from the Anthropocene/Capitalocene provoke ambiguous pedagogical experimenting with the limits of the known. The Akokisa River of Texas is more than its extractive use-value based on humanist rationality. Water connector Ángel Faz approaches the River as more than a passive and endless resource to be extracted and manoeuvred for profit, but as an ecology of relations entangled with humans -- the River is us; we are the River. As a boundary agitator, Faz speculates into unresolvable and reciprocal voids located in the excluded middles between humans and more-than-humans ripe with potential percepts and affects across River multiplicities. Such gesturing generates transcorporeal, multi-linguistic, uncanny, trickster, and shimmering pedagogies bewildering the capacity to participate in the dynamic indeterminacy and interconnectedness of the River's ongoing becoming.

In Spain social education professionals have been incorporated progressively into the educational system in certain Autonomous Communities. The necessity to integrate these professionals is the object of analysis in this work. For this purpose, a systematic literature review (SLR) of fifty-six articles published in open access from January 2000 to August 2020 has been conducted in the databases Scopus, Dialnet, Web of Science, Redalyc and Scielo. The extended criteria of the University of York were used as a validation tool. The findings reflect that the role of social education professionals is essential from the approach of an inclusive and comprehensive education in the educational system. It is clear that in a changing society the interaction of the school with its social environment is increasingly decisive in the development and training of students. Thus, the conclusions and discussion show that the social educator's role and tasks are fundamental and that it would be necessary to integrate them in all schools. As the law enacted in 2021 -Organic Law for the comprehensive protection of children and adolescents against violence- proposes, it is key to incorporate the figure of a welfare and protection coordinator in all schools.

This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations' policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations' distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation's policy discourses. Conversely, South Korea's attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government's approach to multicultural education.

The main goal of this research is to develop a measurement tool that will determine the beliefs that guide school administrators' practices based on X and Y theory and the relationships between of level of these beliefs and other variables that school administrators use in management practices. The theory was tested with the scale developed in the research. Furthermore, the levels of school administrators' beliefs, which are assumed to guide their practices based on X and Y theory, were revealed in the research using data obtained during the scale development study; it was determined whether the demographic variables of school administrators differed according to the subscale (X and Y subscale) scores. Relational and causal comparison strategies were used in this quantitatively constructed investigation. Research data were collected from three sample groups in the Erzurum sample. It has been determined that there is a significant difference in the X theory subscale score in favour of school administrators working in primary schools. The study concluded that, based on X-Y theory, the assumptions of school administrators that shape management practices could be determined by the School Administrators' Beliefs in the Nature of Human Scale.

This study investigates the toxic leadership behaviours of school principals. It used a qualitative research model. Data were acquired based on interviews with 55 teachers from six school districts spanning diverse educational levels in Kuwait. The coding and data analysis process revealed that 45% (n = 25) of the participants considered their principals to be toxic leaders. In addition, the results confirmed that toxic leadership practices fall into four main groups: human relations skills, authoritarian leadership, management skills, and professional ethics. From these four groups, nine themes emerged as the most prominent toxic leadership practices.

Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas's philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic format. First, Levinas' philosophy is presented as our ethical position, focusing on subjectivity as hospitality. Secondly, methodological aspects regarding hermeneutics are addressed. Finally, the testimonies of social educators are presented in an evocative way, exploring uncertainty and three different tensions regarding human relations in their practices: physical spaces, affection, and embodiment.

In the article, an attempt was made to demonstrate the usefulness of the concept of administration as a humanistic field of knowledge, developed by representatives of the sciences of administration, management, and economics, in research on school administration, with particular emphasis on school supervision. Referring to the postulate to include historical experiences in the plan of creating a human-oriented administration, the subject of interest was the history of school supervision. The author analysed the impact of up-to-date methodological approaches on the image of the former school inspector, and made suggestions that could extend the said studies with new, previously unnoticed aspects and objectify them. In reference to these proposals of interpretation, the author referred to the history of school supervision in Poland, presenting the examples of sources that may help build a humanistic dimension of school inspections.

It is theoretically plausible that social anxiety (SA) and social relationships (SR) can influence each other. However, the available empirical evidence is inconsistent, leading to substantial uncertainty regarding the cross-lagged relations between SA and SR. This meta-analysis systematically integrates data from 107 longitudinal studies, comprising 110 independent samples and involving a total of 115,133 participants from childhood to adulthood. Four types of SR were assessed: family-related, school-related, romantic, and general relationships. One-stage meta-analytic structural equation modeling was applied to fit four cross-lagged panel models and to test potential moderators. No significant publication bias was detected. Effect size analyses revealed that prior SA significantly and negatively predicted quality of all types of SR. Family-related and general relationships each predicted prospective SA symptoms, but school-related and romantic relationships did not. No moderators were identified in analyses of family-related and romantic relationships. However, the publication year, sample age, gender, reporter, and time lag played a moderating role in analyses of school-related and general relationships. These findings suggest that SA is a crucial factor undermining SR and that dysfunctional family and general relationships also contribute to the exacerbation of SA symptoms. The strengths, limitations, and future directions of this study are discussed.

The Just Transition (JT) can be understood as a combinational strategic concept (transition to net zero combined with climate justice) to support the transitioning to a more sustainable, socially just and peaceful world. While the JT is becoming increasingly prevalent in terms of policy development, both nationally and internationally, a major challenge is practical implementation at different levels of societal life. This article is intended as a conceptual think piece to explore the potential role of further and higher education (FHE) in England as a mediating force between national policy and the local and regional economic and skills terrains in support of the JT. The roles of learning and skills actors are explored via a three-stage methodology involving the synthesis of several groups of literatures. The first concerns a brief discussion of the JT, its definitions and its differing versions used by a range of social partners. The second focuses on the building of a theoretical framework -- a 'Just Transition Social Ecosystem' -- with particular emphasis on its intermediary levels. The third step sees the multi-level JT social ecosystem framework applied to technical and vocational education and training (TVET) and FHE to explore the different dimensions of sectoral and institutional mediation between individuals, communities and national systems in support of the JT. The final part of the article problematises the role of the vertically organised governmental state in the development of the JT Social Ecosystem Model.

This article delves into the evolving landscape of teacher education within the context of truth and reconciliation, acknowledging the profound role education has played in perpetuating colonial violence against Indigenous peoples. To assess reconciliation efforts in teacher education, a targeted search was undertaken, which resulted in an inductive thematic analysis of 36 scholarly works and the emergence of five overarching themes: anti-racist/anti-oppressive perspectives, decolonization, critical forms of pedagogy/narrativity, indigenization, and historical thinking. The analysis provides valuable insights and highlights challenges of advancing truth and reconciliation in education including the need for a paradigm shift within teacher education programs, urging them to adopt community-focused, land-based, and decolonizing approaches. By aligning with the spirit and intent of truth and reconciliation, and as the studies demonstrate, teacher education has the potential to contribute significantly to advancing the process of healing, justice, and mutual understanding in the journey toward a more equitable and harmonious future.

Context: This study, underpinned by Critical Realism, re-analysed interview data acquired to examine the views and experiences of four stakeholder groups involved in the delivery of employer-sponsored pre-registration nursing programmes offered by a UK university in which all students already held an appointment as a non-registrant carer and who completed their placements within a block or integrated practicum framework. The re-analysis focused on the extent to which this interview data aligned with the key propositions of the Theory of Human Relatedness and therefore whether this theory, congruent with assertions based on the results of an earlier realist synthesis, might provide a causative explanation of factors affecting nursing student placement experiences. Methods: Semi-structured, digitally recorded and professionally transcribed interviews, each lasting approximately 30 minutes, were held with a purposive sample of 37, predominantly female, respondents in 4 stakeholder groups involved in employer-sponsored pre-registration nursing programmes. These stakeholder groups were students, employers, mentors, and practice tutors and were associated with programme provision within twelve healthcare organisations in northern England. Results: Although more modest in some areas, data provides support for every key proposition identified within the Theory of Human Relatedness; suggesting this theory may closely reflect the criteria that stakeholders implicitly employ to evaluate placement models. More respondents in all groups described the block practicum model in ways that suggest it is best able to promote a sense of connectedness, belonging and synchrony for learners. In contrast, an integrated placement design was portrayed in terms that implied it may increase the risk of disconnectedness but might also be more likely to promote reciprocity. Insufficient data was available to identify the perceived effect of either practicum design in respect of enmeshment, parallelism, and mutuality. Conclusion: The results of this research suggest that a block placement may foster more positive relatedness experiences for students and other stakeholders within nursing programmes. Moreover, the extent to which a practicum framework is perceived to promote connectedness, belonging, reciprocity and mutuality, to minimise disconnectedness and enmeshment and to reduce the need for parallelism may underpin stakeholder appraisal of the two practicum frameworks. Little research regarding the effect of placement duration and intensity on student learning within pre-registration healthcare programmes or the application of the Theory of Human Relatedness to practicum experiences, however, has been undertaken to date and such investigation is complicated by inconsistent terminology to describe practicum designs. It is argued that further academic enquiry within both fields should be a priority for healthcare educators; not least because it may provide further insights into curriculum designs capable of reducing student attrition.

This discussion article offers a revision of the meaning of educating in times of "neoliberalism" when we care about "social justice," proposing that more than a speech about it, a critical education would consist in putting efforts into developing democratic human interactions. The Western neoliberal societies in which we live nowadays, have given education an important place as an engine of development, but paradoxically, have acquired "instrumental rationality" as common sense, making decisions in educational processes driven by an interest of control. Thus, these societies have developed educational systems obsessed with instrumental criteria to improve quality, such as effectiveness, efficiency, and performance. Therefore, the micro educational level, the human interaction, has impregnated with this instrumental logic, dehumanizing the people involved, mainly teachers and students, turning them into objects that must be able to achieve predetermined results. Considering this concern and following the thinking of Iris Young and Hanna Arendt, this work seeks to shed light to orient educational processes to strengthen social justice. In order to reach such aim, this article defends that any attempt to educate should start from the micro educational level, trying to confront dehumanizing logics of control and rejecting domination by interacting in a democratic way that strengthen the capacity of action of others.

This paper responds to the special issue's call for educators to examine the epistemological and ontological changes that happen to themselves after long-term working abroad and how this experience helps challenge theoretical and pedagogical norms in education. Employing collaborative autoethnography as our research method, we use our life stories of growing up in Asia and studying and working in the West to reflect on our journey of becoming scholars comfortable in engaging Chinese wisdom traditions--Confucianism, Daoism, and Buddhism--in Western academia. We share how our experiences of encouraging Asian spiritual traditions and engaging in contemplative practices led us to embrace the ontology and epistemology of Eastern wisdom traditions, and come to understand Eastern philosophies as living wisdom, as a way of being and knowing. We further detail how comprehending Eastern philosophies at a heart-mind level has transformed our views on humanity, allowing us to see the common struggles of peoples in the East and West, Asia and North America. Our ontological and epistemological transformations brought about by Eastern contemplative practices have enabled us to see that there is not such a thing as "Asia" or "North America. " Rather, we interare and we are Earth citizens. We end our inquiry by advocating for the need to engage spirit as method and conduct research and teaching with a heightened sense of we-togetherness, from a heart and mind that is open and boundless, for the benefits of all our relations--visible and invisible, human and more than human.

This ecofeminist-inspired research study, influenced by an ethic of care, engaged the participants in photo-elicitation and interviews. Ecofeminism originated as a theory and movement related to women and the environment (Estévez-Saá & Lorenzo-Modia, 2018), while an ethic of care stems from relational ethics that assumes human connectedness in context (Clement, 1996; Noddings, 2013). Thematic and visual narrative analysis of collected data supported the establishment of findings. The study aimed to contribute to the idea that a place-based approach can be taken to developing a holistic, meaningful and balanced local curriculum -- one that privileges a 'sense of place' and the relationship between humans and their environments as co-habitors.

With the current situation of COVID19 outbreaks and the execution of lockdowns and social restrictions and distancing, people are turning to the use of smart technologies to communicate and perform daily activities. In fact, current education scenario during COVID19 has increased the need to use new media in the teaching and learning processes. In order to be a good user of the new media technology, Muslims must advocate to the principles of upholding knowledge and guidance from truthful sources of knowledge such as the Quran and Hadith to avoid becoming deviant users of the new media. The main objective of this paper is to present the Islamic perspectives in terms of the ethics of using the new media in education during COVID19. This concept paper analyses data extracted from referencing secondary sources such as academic journal articles, scholarly books and online newspaper articles to understand new media and the current online distance learning situations taking place during the COVID19 phenomena. These guidelines would contribute towards aiding teachers and students to have an increase of knowledge and awareness towards the usage of new media as tools during the distance learning transformation while facing the hurdles of life-long learning situations during COVID19.

This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas's notion of situational creativity and Dewey's aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena.

Purpose: This article describes the findings of a phenomenological study whose purpose was to understand the essence of education from the analysis of the relationships emerging between the main educational actors (professors and students). Design/methodology/approach: This research was approached from the qualitative paradigm and from a method of phenomenological analysis; specifically, heterological phenomenology is proposed, which is presented as the search for human relationships as a founding condition of education. For collecting information, a phenomenological interview with twelve professors from public and private universities in the city of Manizales (Colombia) was used. Findings: The results reveal the experiences had in education from the relationships that have left their mark on the subjects and discover education as a relationship with the Other of welcome, hospitality, vocation and responsibility. Originality/value: The originality of the study is in the particular method, heterological phenomenology, which investigates the experience of human relationships as a scenario for constructing a reality in which the starting point is the narrative that the Other (research subject) makes of his encounters with his-Other (subject present in the narrative).

The purpose of this study was to develop an understanding of what human relations mean for school principals. The following questions were examined in the present study: "On what bases are human relations established by school principals both inside and outside the school?" and "Which meaning patterns are apparent in these relations?" Conducted in phenomenological design, the sample consisted of 51 school principals, who were working in the selected from 19 provinces, including at least one province from each of the 26 sub-regions of 2nd level classification, which was determined by the Turkish Statistical Institute (TUIK). Data indicated two bases on which human relations actualized: sympathetic and political bases. On sympathetic basis, patterns of meaning such as constructing belonging, building trust, building motivation, accessibility, consultation and restorative approach emerged; however, on political basis, patterns of meaning as acceptance, providing role balance, exceeding the form, authority representation and elimination of financial needs became visible.

Grounded in the theories of inclusive talent management (TM) and social-exchange, this conceptual paper draws on the education working conditions and broader TM scholarship to promote Talent Centered Education Leadership, an education human resource management (HRM) approach that emphasizes an "employee centered" philosophy to enhance teachers' experience and engagement. Schools will benefit by improving TM and school performance outcomes, reconciling the "corporate reformer" perspective, emphasizing performance accountability, and the teacher professionalism perspective, emphasizing teacher respect. This article redefines school HRM from a standardized-product focus to one that emphasizes employee value and care, an empirically supported humanistic framework compatible with education.

Utilising the theoretical frameworks of theory of power and theory of performativity, this case study explored how learners exercised agency in the construction of their identity in school discourses. Data capture incorporated a mix of a survey, semi-structured interviews and field notes. Data was analysed using content analysis. A total of 90 learners participated in the survey. Fifteen learners, three teachers and three principals participated in semi-structured interviews. This paper reports on findings from the semi-structured interviews. Findings were twofold. First, schools used Foucault's mechanisms and instruments of constructing learner identity. Learners were subjected to a constant gaze at schools. Second, learners became agentic in schools and asserted their own identities. Some of these identities clashed with the identity of the 'ideal learner' of schools. Despite established subject positions in schools, learners created their own subject positions to counter limiting and constraining identities that were imposed by the school.

The paper compares Anglo-American and Chinese approaches to the outcomes of higher education, primarily but not solely collective outcomes, by examining the Western domain of 'public good' and 'public goods' and parallel or near parallel activities in China. It reviews scholarly discourses of society, state and higher education in the respective political cultures ('traditions'), including individualism and collectivism, university autonomy, the critical function, higher education in civil society, and global "tianxia" and global common good. A key issue in symmetrical cross-cultural comparison is the position from which it is made; and as well as elucidating similarities and differences the paper develops what Sen calls a 'trans-positional' view based on integrating the two positional views. The two traditions are not closely aligned. However, aside for the Anglo-American public/private dualism in economics (which occludes collective outcomes), all ideas in both traditions can contribute to transpositional understanding of the individualised and collective outcomes of higher education.

The study of educational effectiveness has become increasingly complex. Alongside methodological advancements in the investigation and measurement of educational effectiveness, meta-analyses conducted by leading researchers have shown that the field has been suffering from a significant lack of theory or from a weak theoretical basis. The present paper seeks to address this gap by connecting the four models of organisational effectiveness incorporated in Quinn and Rohrbaugh's framework of competing values to the four dualities of educational design that appear in Wenger's theory of communities of practice. By doing so, the paper contributes theoretical insights towards the development of a dilemmatic approach to the study of educational effectiveness. Based on the theoretical insights offered here, the paper argues that effective educational organisations are those that are able to address successfully and on an ongoing basis paradoxical tensions and incorporate interrelated and yet contradictory elements of the educational process and school organisation.

Purpose: Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach: We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings: The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications: Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications: Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value: The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

The study assessed how students and course tutors on distance education programmes of the College of Distance Education, University of Cape Coast appraised their study centre coordinators' performance in terms of human relations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal, where students and tutors representing customers and subordinates respectively, is usually referred to as the 360-feedback method in human resource management. Concurrent embedded study design from the pragmatists' epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectively used to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from each of the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptive statistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators' behavior and human relations were rated higher as compared to complaints handling and organising study centre activities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching load of coordinators. It was recommended that the management of College of Distance Education should increase the capacity of coordinators for district and regional study centres as well as the Zones in terms of resources and technology to be able to take immediate steps to solve students and tutors' complaints.

In this article we share our study in teacher education that engages both the human and more-than-human as fundamental to matters of social justice. In the first part of the article we focus on ecocritical scholarship that raises concerns about the omission of the more-than-human in educational research and practice through Western modernist discourses. We connect these concerns to insights from decolonial scholarship that emphasize the role of colonial power in structuring the imaginative limits of Western modernity. In the second part of the article we present the context and design of a framework informed by decolonial and critical scholarship we engaged in a research project in teacher education that considers the human and more-than-human in matters of social justice. We offer this framework as an example of how different analyses can be combined to shed light on complex issues related to the normalization of colonial practices in educational research. In our conclusion, we highlight the need for research practices that gesture towards possibilities for decolonial futures, while recognizing our shared systemic complicity within enduring colonial institutionalized practices.

The study aimed to identify the reality of meetings management in secondary schools in Ramtha District, from the teachers' point of view, and to reveal the impact of each of (sex, educational qualification, experience) on the reality of the teachers' meetings management assessments, in the secondary schools.The two researchers, in order to achieve the objectives of the study, followed the descriptive method survey: they prepared a questionnaire consisting of (43) paras distributed on four axes: (meetings planning skill, meetings organization skill, human relations skill and evaluation skill), their validity and reliability were confirmed. The questionnaire was applied on a sample of (201) teachers, selected in a simple randomly way. Among the most important findings the study reached to, are as follows:The meetings management skill practices by the secondary school principals, in their schools in the Ramtha District, were intermediate, and the axis of human relations has got the first position, followed by the axis of the meetings organization in second position, followed by the axis of the valuation in the third position and finally the axis of meetings planning came in fourth position. The results showed absence of statistically significant differences in the evaluations of the secondary school teachers, to the extent the secondary school principals practicing the skills of meetings management attributed to sex (gender) variable; and the presence of statistically significant differences in secondary school teachers, to the extent the secondary school principals practicing the skills of meetings management attributed to the meetings management skill attributed to educational qualification variable in both the second and fourth axis meetings organization skill and evaluation skills), the results were in favor of an intermediate diploma than the bachelor degree, and the presence of statistically significant differences in the estimations of the secondary stage teachers of the extent the secondary school principals practicing the skills meetings management attributed to the variable of experience in the first, third and fourth axis (planning skill, human relationships skill and estimation skill), the results came in favour of less than (5) years experience category than that experience category of less than 5 years to less than 10 years.The study recommended a set of recommendations highlighted the need to choose the school principal according to scientific methodology, so that the driving conditions and experience is available to have an effect on others, and join the principals of training sessions during the service to know the new methods of how to manage and plan, organize and evaluate the meetings that take place in their schools.

With the purpose of substantiating pedagogical terms of the student's spiritually-moral becoming it is necessary to expose possibilities of extracurricular activities during this process. Its intrinsic characteristics are described as a factor of the student's spiritually-moral becoming. The main idea of the article is to reveal possibilities of extracurricular activities in spiritual and moral student's formation. Extracurricular activities possess a certain set of opportunities in spiritual and moral formation of the student's identity as it (a) integrated in the contents and technologies, and provides mutual enrichment of spiritual ethical standards of the subject; (b) issues use of humanitarian technologies, initiation of a reflection of own activity of the subject on the basis of responsibility, conscience, honesty, mutual understanding, and mercy; (c) promotes inclusion of substantial aspects of spiritual and moral formation of the personality at the level of the subjects mastered by the student. The revealed opportunities allow to improve the process of spiritual and moral formation of the student taking into account requirements of modern science and practice. [Note: The issue number (4) shown on the PDF is incorrect. The correct citation is v11 n17.]

This paper reports on an investigation into management in Mathematics classrooms. Classroom management is contextualised in terms of the managerial actions required to manage classrooms effectively and the extent to which effective classroom management responds to contextual challenges. Relevant literature is reviewed, and theoretical perspectives with investigative value for classroom management are examined. Data was collected using individual semi-structured interviews with four Mathematics department heads and with five teachers per school, for the four focus group interviews. The interviews were audio-taped, transcribed and the data analysed using a process of abductive data analysis as suggested by McMillan and Schumacher (2010; "Research in education: Evidence-based inquiry," 4th ed., Pearson Education). The participants in this study supported the use of different overlapping management styles. Teachers apply these styles by introducing useful and suitable management actions in their classroom practice. It was found that organising group work and motivating learners are actions that encompass the majority of functions related to the management of teaching and learning in Mathematics classrooms. Contextual influences like teachers' professional competencies, curriculum implementation, the maintenance of facilities and the availability of resources and learning materials were highlighted as factors that both support and constrain the effectiveness of classroom management.

Purpose: The purpose of this paper is to place the idea of the learning organization in a historical, multidisciplinary context with the aim of identifying obstacles and opportunities for its greater realization in practice. Design/methodology/approach: Marking the 30th anniversary of publication of Peter Senge's "The Fifth Discipline", the paper reflects on approaches to the study and analysis of organizations over the past century from German sociology, human relations, organization development, the learning organization to responses to the Covid-19 pandemic. Findings: It is suggested that distributed leadership is critical to the realization of organizational learning and its absence is a major inhibitor of such learning. Following Argyris, it is argued that high levels of skill (personal mastery) may, in some circumstances, provide a barrier to organizational learning in the face of contextual uncertainty and change. Research limitations/implications: While no specific areas of research are proposed, questions are raised which may only be answered in the wake of appropriate (interdisciplinary) research. Practical implications: The reflective nature of the paper suggests that significant reform is required in the legislation that encourages short-term thinking on the part of institutional investors to the detriment of strategic thinking and long-term planning. Social implications: The Covid-19 pandemic seems to have provided an opportunity to redress a perceived imbalance between traditional organizational thinking and opportunities demonstrated by effective community action, for reappraisal of organizations as communities of people as well as being formalized structures, systems and processes. Originality/value: This paper seeks to synthesize diverse theories of organization with the aim of stimulating further innovation in approaches to organizational learning.

Social movement learning is now an established field of educational research. This paper contributes to the field by offering a critical case study of Occupy Wall Street (OWS). The paper surveys the claims made by the movement's supporters that transformed utopian subjectivities emerged in and through the process of participation, the prefigurative politics of the movement becoming an educative process of dialogic interaction and a moment of self-education through struggle. Drawing on the extensive range of first-hand accounts, and analysing the anarchist and autonomist ideas animating the movement's core activists, the paper highlights the pedagogical lacunae in OWS and reflects on what we as educators, working in and with social movements, might learn from these. What the experience of OWS points to, the paper argues, is the need to avoid romanticising the creation of alternative spaces of learning and overstating the pedagogical possibilities opened up when people gather together and occupy a space. The paper suggests that the pedagogical lacunae within OWS demonstrate the need within social movements for organised pedagogical direction. Without concerted pedagogical intervention, alternative spaces run the risk of merely reproducing existing relations of power, privilege and oppression. Movements heralding themselves as cracks in capitalist space-time through which utopia is being enacted here-and-now might just end up becoming dead spaces in which the inchoate utopian desires that originally gave them life wither away through neglect.

As part of the flourishing line of research into teachers' emotions, we report the preliminary evidences of efficacy of a pilot Italian intervention program conducted following the Ethics of Human Relations (ERH) approach. The theoretical background of the ERH approach is the attempt to integrate the construct of False and True Self with cognitive neurosciences. The goal of its methodology is to train to a practice that helps the self-generation of internal states of consciousness which is the basis of happiness and universal human values. The study was conducted with the participation of 49 teachers (mean age of 51.94 years, SD 9.87). The training group (N = 29) was exposed to ERH program; the control group (N = 20) did not take part in the program. Teachers from both groups were individually tested pre- and post-training on measures of Authenticity and Regulatory Emotional Self-Efficacy. The training was found to have a significant effect on the Authentic living and Perceived-self-efficacy in expressing positive affect: they decreased in the control group whilst they remained stable in the training group. The need to further assess the ERH method is stressed.

Community and campus partners face inherent differences due to their distinct cultures, assumptions, practices, and constituencies. How partners handle the resulting tensions can impact how well the partnership functions. This article introduces relational dialectics as a framework to think about recurring tensions as natural and normal when partners span structural and cultural boundaries to work together. The authors show how three common dialectical tensions work in campus-community partnerships. Next, the ways in which partners can use learning conversations to gather detailed information related to the dialectical tensions are detailed. The authors then demonstrate different ways partners can manage the tensions, and they explain the potential impact(s) of each strategy on the partnership. Finally, the implications of relational dialectics for competency building, engagement practice, and research on community-campus collaboration are considered. (Contains 3 tables.)

The main purpose of this study is to investigate leadership among secondary school Agricultural Science teachers and their job performance in Akwa Ibom State. To achieve the aim of this study, three research hypotheses were generated to direct the study. Literature was reviewed based on the variables derived from the postulated hypotheses. Survey research design was adopted for the study. Four hundred (400) respondents were randomly selected for the study. The selection was done through the stratified and simple random sampling techniques. The questionnaire was the main instrument used for data collection. Pearson product moment correlation analysis was employed to test the hypotheses directing the study. The hypotheses were subjected to testing at 0.05 level of significance. The result of the analysis revealed that leadership variables such as creativity, communication competences, and human relation competences, ability to take decisions, health and fitness and intellectual capacity of Agricultural Science teachers significantly relate to their job performance.

In this study, development of THU in the world and in Turkey was briefly mentioned and THU was assessed with respect to the views of prospective teachers and instructors about this course, which has been launched in Turkey in the 2008-2009 academic year. The sample in this study consists of five prospective teachers who are students of the College of Education in Ondokuz Mayis University. Criterion sampling strategy, one of the purposeful sampling methods, is the data collection method for the study. The prospective teachers and instructors participating in the study stated that CSL not only strengthened the tie between society and student but also contributed to professional development, human relations and leadership. Some important problems exist with the implementation of a CSL course. These problems originate with the university, the institutes, and the course instructors.

This article suggests that thinking about the nature of intimacy, especially sexual intimacy, is a good way of deepening our understanding of how deep-seated psychic vulnerabilities play an important role in adult education contexts. Drawing on psychoanalytic accounts of human development, the paper outlines how the capacity for ethical action in adult education rests on the ability of adult educators to develop identities that can recognize and accept their own imperfections. Rigid, narcissistic, and omnipotent identities are incapable of understanding and nurturing the pro-social identity development of other people. Viewing human development issues through the lens of intimacy helps clarify not only what is at stake in contexts like adult education but also helps illuminate the qualities of generativity most conducive to the development of other people.

This article examines the assertion that good reading comprehension is, in part, reliant on what the Primary National Curriculum terms "knowledge of the world". Drawing on academic literature rather than first-hand observation, the article explores how the phrase "knowledge of the world" may be interpreted and enacted by teachers, questioning the interplay between knowledge, pedagogy and power. Following the 2016 United Kingdom European Union membership referendum, debate has circled around those who have felt marginalised by mainstream elements of society, including the political and educational systems. In the light of this, the article proposes that this is a key moment for UK schools to review the way in which the curriculum is translated and made meaningful to pupils. Teachers -- by repositioning themselves in relation to the knowledge content of the curriculum, their pupils and their families -- are uniquely situated to act as agents for social justice.

The ability to tell stories can be an important leadership attribute and skill to master in order to be a successful leader (Baldoni, 2003; Denning, 2004; Kouzes & Posner, 2012). Storytelling is a central component of effective communication for leaders and a skill to master for future leadership success. This paper supports active learning, group discussion and reflective practice as a way to teach storytelling as a leadership skill. Leadership educators need to help students understand how to develop stories, identity situations in which to tell stories, and also practice the art of leadership storytelling. This idea brief presents multiple pedagogical methods to teach storytelling as a leadership practice to college students in leadership programs.

In 2002-03, a qualitative case study explored the experiences of stakeholders connected to two adult literacy programs in Manitoba, Canada. Data were collected through official documents, personal documents, and interviews. Influences by family members contributed significantly to the theme of human relations that arose from these data. The research participants reported that parents and grandparents, siblings, spouses, and children played active roles in learners' decisions first to enroll in the adult literacy programs and then to stay in them through to goal attainment. This original research report recounts these influences as grounds for recommending the consideration of family members in making programming decisions for adult literacy students.

Invitational theory uses many elements to define, describe, and delineate its beliefs and practices. For example, the Five Ps of people, places, policies, programs, and processes are consistently cited in the literature and research as the framework for assessing inviting practices. Another example is the presentation of four areas of inviting: (1) Inviting Oneself Personally; (2) Inviting Oneself Professionally; (3) Inviting Others Personally; and (4) Inviting Others Professionally. Such elements and components help to explain invitational theory and practices in an understandable language with useable concepts. All these concepts coexist in the approach known as "Invitational Education." As an inclusive model of communication and human relations, "Invitational Education," implies a belief system that embraces, celebrates, and honors diversity. Yet, invitational theorists and writers have not illustrated this proactive stance and genuine acceptance of diverse populations in many publications. A lack of research about invitational practices with diverse populations has encouraged this article. Perhaps what researchers and practitioners of invitational theory require is a schema or method by which to examine behaviors, the Five Ps, or other variables within multi-cultural and diverse contexts. In this article, the author proposes six elements of diversity (the Six E's) by which researchers and practitioners can assess relationships and organizations in terms of accepting, embracing, and celebrating diversity. These are: (1) empowerment; (2) encouragement; (3) enlistment; (4) enjoyment; (5) equity; and (6) expectation. This article is intended as a vehicle for discussion and, equally important, as a structure by which researchers and practitioners might develop methods of measuring and evaluating aspects of invitational theory and practice when applying principles and concepts with diverse students, clients, and other groups.