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In 2019 the Budj Bim cultural landscape in south western Victoria was listed on the World Heritage Register. It is significant firstly for the Gunditjmara people as a culmination of regaining control over their traditional lands and international recognition of their unbroken connection with the land extending back tens of thousands of years. It undermines a longstanding distinction made in heritage assessment between tangible (material) and intangible (immaterial) categories by instead seeing these as interdependent and 'constitutive entanglements' of everyday life. The corresponding distinction too often made between the built and the natural environment has resulted in a disproportionate acceptance that associates built environment heritage with European or Western societies and identities natural environmental heritage with Indigenous landscapes. Introducing a socio-material perspective where these formerly separate categories are seen as interdependent enables a new mode of understanding cultural connection to the land that is potentially transforming. Finally, it is significant as an exemplar of Indigenous led heritage work that brings together political struggle and advocacy, history work, and in the process creates new knowledge.

The study focuses on the preservation and transmission of Gannan Tea Picking Opera knowledge after the Cultural Revolution in 1949 using qualitative research methods such as interviews and observations with seven key informants. The following findings were obtained, which can be divided into three distinct periods: The tortuous development phase from 1949 to 1966 marked significant growth and development, with the establishment of specialized schools and the implementation of the "three reforms" contributing to knowledge transmission and preservation. The survival dilemma period from 1966 to 1976 during the Cultural Revolution imposed constraints on artistic expression, but the return of artists from rural areas and their role in recruiting apprentices supported the continuity of Gannan Tea Picking Opera. Finally, the Ganzhou Gannan Tea Picking Opera Troupe and educational institutions contributed to the revival of this traditional art form during the period of rebirth from 1976 to 2023. Retired artists continue to play a vital role in knowledge preservation and dissemination, reflecting the enduring resilience of Gannan Tea Picking Opera.

This article reports on a research conducted at a private university in Colombia, as part of an English language course in which the topics of study addressed the culture and history of Colombia and Boyacá through art. Narratives from three female students were analyzed, from a decolonial perspective, to observe their processes of reconstruction as sociohistorical subjects considering their experiences in the contexts where they study, live in, and come from. The data for this research was gathered inside and outside the classroom through learners' diaries and dialogical interviews held with the researcher. Narratives served the purpose of making visible elements of those processes and allowed to explore three of them: (1) The construction of particular relationships in and with the world; (2) a perception of unity of past, present, and future; and (3) a sense of their personal and spiritual growth in time. Nevertheless, the narrative of each participant had unique features and values. The results showed that each female had specific anecdotes constructing their experiences, relationships, and plans in their world. One conclusion of the study refers to how the relevance of family, context, childhood memories, and life expectations offer meaningful and memorable topics of discussion within English language lessons for undergraduate learners.

This research aims to reveal the metaphors used by 6th grade secondary school students regarding the concept of culture in social studies. In this qualitative research study, the researchers interviewed 80 students -- 40 girls and 40 boys -- regarding their metaphors concerning the concept of culture. We conducted content analysis to analyze the data collected. We categorized the metaphors under five titles. These categories are cultural element, heritage, leader, continuity, and unifying. The study observed that the students mostly associated the concept of culture with the concept of history and tradition and defined the concept of culture mostly through cultural elements. In addition, in the study, the researchers observed that the participants did not develop a negative metaphor about the culture and perceived the beneficial aspects of the culture. We can say that the social studies course and the curriculum successfully foster a favorable perception of culture.

This article discusses a new interdisciplinary, mixed-methods approach to using data from the first British Birth Cohort Study, the National Survey of Health and Development (NSHD, 1946). It emerges from a collaboration between two historians of postwar Britain and a mixed-methods life course studies researcher. Our approach brings together cohort-level quantitative data with less well-known qualitative data from a sample of 150 participants' original NSHD interview questionnaires to generate new perspectives on how macro processes of social change were experienced at an individual level and varied across the life course. The NSHD school-age and early adulthood sweeps included a series of open-ended questions relating to education, work, and social identities, which offer a sense of how participants responded to and understood the social transformations of the postwar decades within their everyday lives. This article explains our methodological rationale, before focussing on the wider analytical possibilities of our approach in relation to social mobility.

Growth in per pupil education spending in the United States was mostly flat until 1918, after which it increased by almost 100 percent in a brief six-year period. This is the fastest documented increase in per pupil education spending in U.S. history. Using newly digitized biennial data on 386 of the largest urban school systems in the United States from 1900 to 1930, I investigate the origins of this spending increase. I first document that there was significant expansion in all spending and revenue categories with particularly large increases in capital expenditures, which were likely financed through borrowing. My results suggest that state education policies were largely ineffective in increasing school resources, as laws increasing state aid to local districts crowded out local receipts while compulsory schooling and English-only laws were not accompanied by increases in receipts or expenditures per pupil. Rather, I find that substantial increases in educational spending per pupil were linked to women's suffrage. Providing women with the right to vote can explain about 20 percent of the increase in per pupil spending.

Research on student-centred learning lacks analyses of sociohistorical developments. This article contributes to this niche by developing a sociologically designed draft of its major upheavals. Drawing on Foucault's genesis of governmental rationalities, it links the emergence of educational subjectivations to processes of structural change. Within this scope, the transition from feudal to liberal and neoliberal principles led to problematisations and idealisations of heterogenous grouping in schools. As part of the differentiation of selective and integrative requirements, the school system became the central authority for the realisation of the objectives of different educational requirements. As flexibilisation paradigms gained widespread attention, personalised methods started to function as harmonisation mechanisms of competing demands. Tracing these paths provides important historical insights into the embeddedness of student-centred learning in structural power relations. In addition, these findings can clarify complex dimensions of current potentials of and challenges in individual education.

in this article, author Neil Shanks writes about a "people's economics" approach to teaching K-graduate economics, an approach he argues should replace the more traditional and pervasive neoclassical approach. Similar to the shift from 'great white men and wars' history to social and 'bottom up' history, Shanks believes a people's economics is more accurate and inclusive, allows for students to see themselves in the curriculum, and encourages an active and critical approach to economic issues. He identifies many resources for teachers who want to learn more about teaching from a people's economics perspective.

This paper engages with the Freirean concept of politicity for critical policy studies in education. The first part lays the ground to expand the conceptualisation of teachers' politicity. I argue this entails an examination of the limits and possibilities within a juncture. To develop the argument, the second part focuses on a teacher strike that took place in Chile and draws on corpus-driven discourse analysis to explore news from a national teacher organisation and from an influential newspaper. Through the angle of politicity, I identify and discuss ideational projects during the strike with an emphasis on counterhegemonic resources for change.

The purpose of this survey study was to investigate the self-reported practices of P-6 elementary general music teachers (N = 275) regarding their experiences with American folk songs with racist origins. A secondary purpose was to examine P-6 elementary general music teachers' familiarity with and incorporation of anti-racist pedagogical practices into their teaching. Data were collected through an online questionnaire. Out of 19 folk songs with racist origins, "Jingle Bells" was the song most participants (67.6%) continued to teach and was the only song that 50% or more participants continued to teach. I categorized participants' responses regarding why they discontinued teaching the 19 songs as follows: (a) racism/minstrelsy and (b) origins/history. Additionally, participants' American folk songs with racist origins were categorized under teaching and planning. Musical enjoyment/utility and teaching about racism/minstrelsy were subcategories for teaching, while removing/replacing and learning through researching were subcategories for planning. Regarding anti-racist pedagogical practices, 76.6% of participants agreed that teachers should teach songs that represent various races and ethnicities in respectful ways even if they disagreed that teachers should use folk songs to challenge race, privilege, equity, and racial/ethnic injustices. Implications and recommendations for future research are discussed.

Music is ever expanding and growing. It feels as if there is a new artist, genre, technology, or something happening in the broad world of music on a daily basis. Our ability to access all sorts of music and musical information has never been easier. Running parallel to this ever-changing landscape of music and music-making is a similar pattern of innovation, change, and calls for reform in the field of education. When the ongoing evolution of music and the regular calls for reform and change in education are combined, the profession finds itself in what might feel like a wheel that never stops spinning. For teachers who have been in the profession for some time, however, the call for change or reform in music education is nothing new. Bringing rock music, guitars, jazz, technology, and a more diverse and culturally relevant music education to students has been on the table for over half a century - this call is nothing new. As the author notes, music education's capacity for change is complicated not only by internal debates about the merits of certain musics or movements or the external influences of politics, reformers, and needs of societies but also by the complex truth and role of music as an art form. According to the author, both music and music education are constantly evolving and changing based on the ebbs and flows of what is happening in our world.

A series of courses on the Evolution of Ideas introduces interdisciplinary study, develops collaborative discourse, and promotes a sense of community among first-year honors students. The curriculum encourages faculty to use a range of strategies to help students understand an idea and its history while also fostering awareness as to its social, political, economic, and broader contexts. Using the social history of maps as an example, the author demonstrates how disrupting students' understanding of the map itself and, through creative group projects, disorienting emergent understanding of campus spaces, fosters a questioning atmosphere and makes room for growth. Through planned disorientation and disruption, the author observes, students are forced to ask questions about the wider worlds they inhabit and to interrogate social relations that maps typically hide.

In England, there are persistent associations between measures of socio-economic advantage and educational outcomes. Research on the history of names, meanwhile, confirms that surnames in England--like many other countries--were highly socially stratified in their origins. These facts prompted us to wonder whether educational outcomes in England might show variation by surname origin, and specifically, whether surnames with an occupational origin might be associated with slightly lower average GCSE scores than surnames of other origins. Even though surnames do not measure an individual's socio-economic position, our hypothesis was that in aggregate, the educational outcomes of a group defined in this way might still reflect past social history. In line with the research hypothesis, the results showed that the mean GCSE scores of candidates with occupational surnames were slightly lower than the mean GCSE scores of candidates with other surnames. The difference in attainment was a similar size to the difference expected between candidates half a year apart in age, and much smaller than the "gap" between male and female candidates. The explanation for the identified effect was beyond the scope of the current research, but surname effect mechanisms proposed in the literature include the psychological (e.g., implicit egotism), sociological and socio-genetic.

This study analyzes factors that triggered the land-ownership struggle for the Titi Tsoro forest area, the Rights for Cultivation Use and to analyze the various differences in interests related to the land's ownership as a major community resource or a production asset for national plantation company named as PTPN XII. This research is qualitative in nature and applies social movement theory. The informants for this research were the conflicting parties. Data were collected using observations, interviews, and documentation. The analysis went through four steps, namely data collection, data filtering, data classification, and conclusions. Results show The settlement of this agrarian conflict has pursued both legal and non-legal means. Various efforts have been made by both parties to arrive at a mutually beneficial solution for both parties, but these efforts have so far failed to find a suitable mutual agreement. Over time, this agrarian conflict has received encouragement and support from various political organizations, such as political parties, legislative institutions, and the ruling elite, who may support the community in order to gain public popularity and secure votes. The more parties that are involved in a conflict, the more difficult it is to resolve it. Negotiations and legal efforts have not been able to overcome this difficulty in this case. A new approach is needed that incorporates customary arbitration that has power over the law.

This article contributes to debates on how the history curriculum should be organised (i.e., thematically, or chronologically). It also contributes to the limited empirical research that employs a sociocultural approach to history education and the limited empirical research on history education in Singapore. Drawing on semistructured interviews with seven Singapore participants on their ideas about the nature and purpose of learning history, this article explores the implications of bringing together the disciplinary and collective memory approach to history education on students' historical thinking and national identification.

In the 2020s, there are both societal and academic reasons to reflect on the field of history of education. In this article, we focus on the issue of the social, which remains central to the field as we acknowledge that society shapes education and education shapes society. By exploring the social on theoretical, methodological and broader societal levels, we provide suggestions for how we can rethink the field of educational history in the future. In line with a postmodern emphasis on particularity and complexity, we do not present any simple or general answers. We do not promote a return to the social history accounts of the post-war era and its emphasis on social class, economic development and the state. Instead, we encourage efforts to rethink the terms social and society on the basis of both classic social history accounts and the lessons learned from new cultural history of education. What would a new social history of education look like in the twenty-first century, and how can we write updated histories on education and society today?

When we considered how current sociopolitical events may impact experiences of girlhood today and remembered our own lived girlhood experiences, we came to the collective realization that we often turned to books as a way to make sense of our liminal experiences during girlhood. Given the sociopolitical moment in which we are living and considerations of the impact historical fiction had on our own navigation of girlhood, our author team wondered how historical fiction texts could help young readers to understand and navigate the liminal experiences of girlhood today. Building from these analyses of connections between the past and present in historical fiction literature, we interrogate girlhood across time to consider what readers might learn about contemporary girlhood from historical texts. Depictions of history often tend to be white-centric and to omit or deemphasize the histories and stories of other communities. Specifically, the lens of new historicism applied to portrayals of girlhood allowed for an examination of these portraits of girlhood in relation to historical context as well as power dynamics. This analysis broadens readers' notions of girlhood, both historically and in the present day, beyond white-centric conceptions.

Movements have been the driving force of social change through most of human history. Yet despite the important impacts that movements had in the past that led to a more just present, most Americans generally hold low opinions of movements. The authors see this as a major failing of history education. The authors argue for a need to center the people, rather than individual leaders, and their experiences in the history classroom. This article outlines three important concepts that should guide how history teachers approach the reorganization of their curriculum around movements, and ways this can ultimately help students develop a stronger understanding of the past. First, teachers should emphasize the role of the people organized in movements and engaged "collective action" in the past and present. Second, teachers should illuminate the role of "intersectionality" in movements for justice. Third, teachers should help students understand the difference between movements "for" and "against justice." Finally, the authors conclude this paper by presenting ways history teachers can do this work both as renegades and subversives, and how the role of community and school context influences how teachers might approach this work.

This article discusses the meaning behind the "sekaten" traditional ceremony, as performed in Surakarta by Surakarta palace, the government, and the local community. This is important because the "sekaten" ceremony is a traditional cultural event that encompasses local wisdom and moral values that guide the development of a civilized social life, yet it currently tends to be oriented toward the tourism sector, and its previous meaning is not understood by the local community. This research applies a descriptive analytical method with a qualitative approach. Data were collected from informants, namely staff at Surakarta palace, the Surakarta City Government, and Islamic religious leaders in Surakarta, as well as traders and visitors at the "sekaten." The technique involved in-depth interviews and participatory observation of the places and events involved in the "sekaten" traditional procession. Data analysis was then carried out inductively using interactive methods. The results showed that the meaning behind the "sekaten" tradition has changed in the era of globalization from originally symbolizing the Islamic kingdom and royal power as part of Javanese culture. In the globalization era, the Surakarta palace defines "sekaten" as part of a cultural heritage that encompasses local wisdom, while the government defines it as a cultural asset and an element of the tourism industry. Finally, local people associate "sekaten" with syncretism, entertainment, and tourist destinations.

This article grapples with the ways in which Black female students tend to be obscured from the discourses around the educational experiences and outcomes of Black students in the Greater Toronto Area (GTA). I employ intersectionality as a theoretical frame, using content analysis and case study approaches to elucidate the mechanics of how these absences and silences persist in the national, provincial, and local contexts in which they occur. Despite the necessity and validity of research on the various educational experiences of Black GTA students, I find that the research tends to focus primarily on Black males, often using their narratives to define the experiences of all Black students in the region. I also find that it is in the very methodological questions and applications of those methodological approaches, that this exclusion of Black female students takes place, creating and maintaining gaps and silences in the scholarship, resulting in the absence of vital sociological knowledge. The implications and potential negative effects of the normalization and perpetuation of this exclusion on Black female students and their mental and physical well-being is also explored. I conclude by calling for reflexivity and a rethinking of current methodological approaches in this context in order incite more inclusive and fulsome engagement with the educational experiences of Black female students.

In 1993 the Victorian Music Teachers' Association (VMTA) published a fund-raising cookbook, Prestissimo Food for Agitato Musicians. Community cookbooks provide social historians with valuable windows into the lives and personalities of the contributors. The VMTA cookbook is no exception, bringing individuals into sharp relief and including asides that delineate the life of a studio music teacher. This narrative historical research relies on primary and secondary sources that are analysed and interpreted to explore this more informal insight into past lives. The data reveal busy lives negotiating teaching schedules and competing demands, with humour and practicality. The glimpses into the lives of past studio teachers resonate with current practices in this somewhat conservative profession. In this research, we also recognise the contributions of past colleagues.

This study was centered on the fact that the history course given at high school in Turkey was associated with the topics of sociology based on the interdisciplinary approach in the teaching/learning of the concepts and the subjects in the curriculum. In the study, the document analysis method was used. The curriculum of 10th-grade history course was put into practice in the 2017-2018 academic year, and the concepts and the topics in the content of one of the history coursebooks for 10th graders prepared according to this program in the 2018-2019 academic year with the approval of Board of Education and Discipline of the Ministry of National Education were examined based on the relation between history and sociology. The topics such as "Establishment of the Ottoman State, Meaning Attributed to the State by the Turkish Society, Institutions and Organizations, Economic Activities of the Society, Rebellions, Invasions, Conquests, Transition to Rumelia and Settlement, Turkification and Islamization of the Region, and Migration" in the 10th-grade history coursebook are also sociological concepts and phenomena. As a result of this examination, it was determined that sociology would contribute to teaching/learning of the concepts and the topics in the 10th-grade history course, considering particularly the learning outcomes in high schools in Turkey.

The degree to which urban and metropolitan colleges and universities can have a positive impact on their respective communities is heavily influenced by the nature and extent of their connectedness to, and alignment with, civic need. Drawn from the experiences and outcomes of the College of Staten Island's Legacy Trilogy initiative, a comprehensive educational and community engagement campaign exploring and leveraging the college's Legacy of Institution, Legacy of Place, and Legacy of Mission, this article proposes that higher education institutions can increase connectedness and alignment with their surrounding metropolises by embracing their deep and intricate social and economic place-based histories. Engaging with legacy in this uniquely personal and purposeful way can not only give more meaningful shape and added dimension to institutional identity, it can also empower colleges and universities to become more impactful to the communities they serve. [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number is 4.]

The aim of this study is to determine how cinema movies contribute to students' learning of human rights and democracy in the 2017-2018 Academic Year Fall Semester. The research was modelled according to the pattern of action research from qualitative research methods. Research was conducted for 13 weeks in a public university in Turkey. In the Human Rights and Democracy course, 13 movies about human rights were watched, interpreted and evaluated. Structured interview form was applied to 13 students. Data was analyzed by content analysis. The findings revealed that in general movies can be useful in teaching human rights and democracy issues. In this way, it has been found that both cognitive and affective subjects can be learned permanently. It has been concluded that movies can be used effectively in value teaching and movies based on real events should be used.

This article traces and summarises historiographical trends in the history of learning disability. It identifies three major waves of historical approaches beginning with a medicalised analysis which emerged in the early 20th century. This presented a story of medical progress which began with the asylum movement of the 19th century and represented 'idiots' as creatures of the asylum and objects of the medicalised gaze. In the 1990s a new social history challenged these assumptions, focusing on the iniquities of institutionalisation and the eugenics period, while attempting to give a voice to people with learning disabilities and their families in their own history. A cultural history movement later emerged to challenge the idea of learning disability as a fixed universal concept over time. It argued that the idea of learning disability (in all its different linguistic iterations) is contingent on time and place, and a product of the culture within which it is framed. Not all work fits neatly into one of these categories, sometimes they overlap and sometimes they cannot be easily categorised. Nevertheless, these broad frames of reference within the historiography of learning disability do point to wider social, cultural and political concerns, which are worth holding in mind as we consider how the 'work' of history can and does act to inform attitudes, policy-making and change. The authors describe the encouraging recent emergence of historian activists who seek to write and define their own history, and who may constitute a fourth wave in the historiography of learning disability.

It is perhaps inevitable that the academic study of learning disabilities is often undertaken by established scholars with little lived experience of the condition. So, what has it been like for someone from outside the academy, with a long career in the arts, who is also the father of a severely learning-disabled young man, to write a book-length history of learning disabilities in culture and society? How is it possible to reconcile such a biological reality with the many caveats about the social construction of the condition? How can we retain a belief in scientific analysis when the categorisation of learning-disabled people seems to have caused as many problems as it solves? Furthermore, how can such an account be attempted when so much of the written record is by people who are placed in positions of power over learning-disabled people and when the true voice of experience is so often silenced, or, like the author's son, silent? The attempt to answer these questions reveals a field rich with contradiction. Despite some advances, much of the social and cultural history of learning disabilities tells a tale of neglect, abandonment and abuse, with confused cultural attitudes too often shaping practice. When the telescope is reversed, however, severe learning disabilities provide us with a kind of Brechtian "alienation effect" which reveals the fault lines running through so many progressive movements and helps us to frame them historically, while also challenging assumptions about how those with severe learning disabilities are regarded and can best be given the support and freedom that they need.

The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pedagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.

This paper presents an approach to the political experience of the Otomí community living in Mexico City and its councillor Maricela Mejía, in their struggle for the right to housing, education, health and work. They have been making these demands for more than twenty years to cover basic needs, but they have been denied because of the marginalised and excluded conditions in which they live in the urban context. The aim of this text is to show the struggle of the Otomí community as a collective subject can be understood as a defence of the territory, as a space that symbolises the cultural continuity, identity and political action of the original peoples. This text focuses on the seizure of the National Institute of Indigenous Peoples (INPI) by the Otomí community on 12 October 2020. The INPI, as a government institution, has its antecedent in the Instituto Nacional Indigenista (INI), which took the reins of Mexican welfarism, promoting plans and projects focused on the improvement of "indigenous" communities, with development ideas. The political participation of Otomi women in the takeover of the Institute has been fundamental, as they are the ones who have the spoken up in front of government representatives, a situation in which women demand and play a leading role as interlocutors. In addition to proposing alternative forms of organization and resistance, based on accompaniment, listening and exchange with women from other indigenous peoples and other organizations in struggle. This text recovers some of my experiences of my approach to this movement of struggle and accompaniment of the Otomí community in the takeover of the INPI. It also recovers the words and some experiences of the Otomí women's communication commission for the representation of their word and voice before the representatives of the Mexican government.

Since the year 2000, a deepening political and economic crisis in Zimbabwe has forced parents to emigrate en masse to regional and international destinations such as South Africa, Botswana, Namibia, and the United Kingdom, the United States of America, Canada, Australia, and New Zealand respectively. Without guaranteed employment and with little knowledge of the education systems and the living conditions in the destination countries, most parents chose to initially emigrate on their own, settle down and later on send for their children. However, most of these children never joined their parents, owing to the various challenges that the majority of parents encountered in the diaspora: unemployment, lack of documentation, and poor living conditions. Against this background, this paper assesses experiences and challenges faced by the left-behind children (LBC) and explores these children's perceptions of their interactions with teachers through inclusive education practices. A phenomenological research approach was adopted; in-depth interviews were used to collect data. The high schools were purposively sampled, one from a low-income area and the other from a high-income area in order to get a more pronounced picture of the experiences of LBC in the city. The results of the study indicate that LBC faced numerous challenges: excessive household chores, little help from guardians with homework, inadequate representation at school meetings, and non-payment of school expenses. Most children viewed their interaction with teachers as generally negative and reported that most of their needs were not met. The study recommends the crafting of inclusive education legislation for the country so that new vulnerabilities are holistically dealt with.

Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers' capacities to operate as political actors, in opposition to standardized and apolitical professional models.

This essay contends that honors education should seize the opportunity to expose our students to the horrors of our society such as "the violence against those among us with the least amount of power." We can affirm our curricular foundation (writing, reflection, and critical thinking) by supplementing it with histories of oppression in order to better equip our students with the tools necessary to become change agents. Such a shift in curricular content and pedagogies could engender changes in our institutional practices that model successful collaboration across races, cultures, and disciplines for our students, ultimately leading the way to a more just university. Our investment in our students' ability to take the lead in interrupting oppressive patterns, challenging the status quo, and becoming change agents will lead to a more just society.

The international debate on colonisation is gaining momentum, primarily in the Americas, Africa and Australasia. Recent incidents in South Africa, such as the Fallist movement and the protest over rules on black girls' hair at certain schools, have sparked renewed debates on (de-)colonisation in the education system. It has become critical that those concerned with the transformation of education in a post-colonial, post-apartheid South Africa consider socio-political and historic contextual factors. This is especially the case when it comes to their endeavours to implement inclusive education, with its imperative to provide equal and quality education and support for all. Educational transformation in South Africa is based on systemically positioned support structures. However, these structures have their roots in countries that do not have the same sociopolitical history and current contextual constraints as developing countries. This research aims to understand the perceptions of teachers regarding the role Inclusive Education Teams (IETs) play in establishing an inclusive school in the Western Cape Province. For this case study, participants were purposefully selected from an inclusive school. Data were collected through semi-structured individual interviews and a focus group discussion. The findings show that, despite the in-service training provided by the IET, teachers still need continuous, contextually responsive support.

This paper presents an empirical study derived from the WomenWeLove Project (http://ofwomenwelove.org/) and inspired by the storyworlding methodology. Exploring the central questions of how we became feminists and what enabled us to encounter each other in the Feminist Research Collective, we, the two authors, shared our stories with the women we love and contextualized them within their respective socio-cultural histories of the time. The following reading of the ripple stories focuses on rethinking the canonical narrative of feminist movements as three or more distinctive different waves. It suggests that a re-worlding effort could work with the metaphor of ripples instead of waves, start with microscopic personal and intergenerational narratives, and attend to the macro, cultural, and sociopolitical ramifications of the stories. Putting the ripple stories and the following essay together, the article critically explored storyworlding, feminist agency, consciousness-raising, and inter/intra-generationality in critical feminist studies.

Intergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how IGD can contribute to adult education's socially just goals by facilitating transformative learning. An initial review of the literature, followed by a discussion of IGD's relationship to existing social justice pedagogy, highlights IGD's transformative aspects in various learning settings within the adult education field. Finally, this article provides recommendations on how IGD can contribute to adult education practice and research while exploring implications and limitations.

The Christian Council was at the heart of promoting sex education in Ghana in the mid-twentieth century, through its own institutions and through schools. It was responding to perceived and real shifts in Ghanaian society, and the need to control sexuality, as the nation pushed for 'modernity', whilst some worried about the loss of 'tradition'. This article outlines the beginnings of sex education and family planning provision, and the influence of Christian organisations in Ghana. It argues that Christian leaders pushed for the dissemination of biomedical knowledge within the boundaries of Christian morality and spirituality, in order to put a stop to clandestine abortion, and to promote the idea of a monogamous, Christian and moral citizenry in decolonising Ghana.

This essay explores the language of social protest in two geographic and diasporic locations in the Caribbean (Puerto Rico and the Dominican Republic) with long and ongoing histories of colonialism and imperialism. We analyze social media and digital mobilizing to examine how, in the midst of social protest, linguistic and semiotic tools indexed historicity, contemporaneity, and futurity through relational strategies that are not just textual and discursive, but also historical, social, and political. Throughout this essay, we share examples of intertextual and interdiscursive strategies that marked particular moments of protest as articulations of historical precedents, imperial and colonial presents, and alternative futures. These examples reveal how collective identities (i.e. el pueblo) are mobilized in social protest to generate counternarratives that address structures and systems rather than locate social critiques in particular individuals and political parties. In shedding light on the intra-Caribbean solidarities that emerge over time, this analysis also points to a need to examine the erasures (Gal and Irvine 2019) performed through claims to unity and collective organizing.

Niklas Luhmann speaks of the function of education in relation to modern society. Only within modern society, he argues, is it possible to speak of the differentiation of a specific function system of education. It is, more particularly, the differentiation of other function systems that leads to the question about the function of education. I look closely at Luhmann's analyses of the function of education and make a plea for a socio-historical approach, which looks at the ways in which education "functions" within society. Depending on the situation, beliefs in the functionality of education have given form to specific characteristics of the contemporary world society.

Although "trauma-informed education" has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of "trauma-informed" approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on "trauma-informed education" to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.

Catholic schools in the United States continue to struggle with declining enrollment just as the wider American Church continues to struggle with rampant disaffiliation. While some Catholic educators have generated creative solutions to keep their schools afloat, the long-term viability of U.S. Catholic education will require understanding the deep roots of current disaffiliation trends in the gradual fading of the Christian worldview from Westerners' imaginations. This article addresses this issue by interpreting sociological data about the faith lives of Catholics and Americans in general through the lens of contemporary research on secularization. Working from these interpretive insights, the author suggests concrete implications for how an understanding of the subtle forces precipitating this momentous historical change might guide the work of Catholic educators.

Stories live to be told to others, Dan McAdams (2008) writes: "Life stories therefore are continually made and remade in social relationships and in the overall social context provided by culture. As psychosocial constructions, life stories reflect the values, norms, and power differentials inherent in societies, wherein they have their constitutive meanings. The construction of coherent life stories is an especially challenging problem for adults living in contemporary modern (and postmodern) societies, wherein selves are viewed as reflexive projects imbued with complexity and depth, ever changing yet demanding a coherent framing." This paper considers the memoir as a kind of life story, to be explored through selected memoirists, researchers, and scholars by focusing on the relationship between identity construction, memory, history, and imagination. Narrative structure, as well as the compelling experiences and ideas detailed in memoirs, will be analyzed to arrive at a better understanding of issues related to the creative process.

Historical events in Arizona, including very recent ones, are eerily similar to those of Rwanda. In this article, stories of Arizona's political history are relayed while recalling those leading to Rwanda's genocide. The stories include references to key roles education policy has played in the oppression of students labeled Tutsi and students labeled Mexican. These stories are then mapped with respect to Barbara Harff and Ted Gurr's checklist evaluating conditions that may portend impending oppression. Conclusions derived from the stories and the mapping suggest that Arizona's phenomena extend beyond its borders and into a Trump presidency, necessitating our obligation to be leaders by extending cur-rent technical conversations supporting multiculturalism to boisterous multilingual advocacy regarding any dehumanization of oppressed communities.

Making a passionate case for teaching Black British history in the secondary school curriculum, Hannah shares here the personal journey she has travelled in planning for Black British history in her curriculum. She cites her inspirations and offers striking examples to illustrate her rationale and approach to teaching this history. Hannah considers the challenges Black British history presents to teachers and students in the classroom, and suggests ways in which these can be overcome.

In this article, Dr. Malott challenges the conclusion that the primary factor that led to Trump's victory in the 2016 United States presidential election was the racism of poor whites. Rejecting this position for its capitulation to bourgeois caricatures of segments of the working class, Malott points to the fall of communism for a more historically contextualized understanding of how we got to where we are. That is, this essay notes that the rise of the socialist bloc after World War II was so inspiring to the world's oppressed and colonized that it slowed down capitalism's tendency toward an extending rate of exploitation. After the fall of the Soviet Union and the socialist bloc, and an aggressive anti-communist campaign, capitalists unleashed a more aggressive capitalism called neoliberalism. After nearly five decades of neoliberal wealth redistribution, and the destruction of the communist movement, right-wing demagogy has risen in European country after European country. Meanwhile, the white middle class--like other segments of the work force--has experienced significant downward mobility and is therefore desperate for economic relief. Because the white middle class tends to see their interests as the same as the capitalist class compared to those of the white working class, this group of more privileged and pampered workers--as has been the case historically--is increasingly susceptible to racist and fascist ideology. It was within this context that Trump and the so-called alt-right (i.e., neofascists and neo-Nazis) gained marginal influence, which is quickly eroding evidenced by Trump's falling approval rating. As a response to Trump, neofascism, and capitalism more generally, this essay argues for a communist education and the organization of the party form.