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After claiming asylum, refugee children work to re-build their worlds across three dimensions: safety, belonging, and success. This article examines the pedagogical practices that support this work arguing that a key, but under-examined practice draws on what we have termed pedagogical love. Building on a qualitative Finnish-Australian study, we suggest that as refugee students enter schools in their host countries, pedagogical love can be created through teacher-student interactions in a range of ways despite limited shared language. Later, pedagogical practices that foster a nurturing classroom environment and help students to build a sense of belonging become increasingly important. As students settle in their schools and societies, teachers showing a belief both in the child and their contribution to their new society are crucial. We understand that these actions may be described as teachers' professional duty of care. Yet our findings show that teachers went beyond this duty by opening their minds and hearts to the students' lived conditions, engaging with their histories, and constantly shaping their pedagogy accordingly. These practices, we argue, are forms of pedagogical love. [ABSTRACT FROM AUTHOR]

In relation to the practice theory lenses employed in the special issue, he argues for the need to pay attention to how and why language matters when it comes to understanding how I sayings i circulate, both in educational practice I and i in the research that we undertake to study such practices. In the third paper, the international school landscape provides an alternative setting for a consideration of educators' identity, relationships and work practices. Practice philosopher Ted Schatzki's paper continues the theme of disruption to educational workplaces and learning environments wrought by Covid 19. [Extracted from the article]

This article explores a child-led project of building a treehouse through the theory of practice architectures. It draws on video data collected by 13 children wearing microcameras (GoPro) in a multicultural Australian primary school. The data was co-analysed with the children. The article illuminates how play practices emerge, diffuse, persist and/or disappear with time. This knowledge is needed to understand the different facets of free play and build enabling conditions for its unfolding. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including experiences of Israeli high school principals in a time of national curriculum reform; Irish education policy and data and experiences relating to school choice.

This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including preparing students for precarity; exploration of the labour conditions and professionals working in further education in England.

Glaring inequality is a feature of the Commonwealth's diversity. Most countries of the Commonwealth are developing countries in regions with high exposure to climate change impacts. Its 25 Small Island Developing States and 14 least developed countries face disproportionately high exposure to adverse consequences and face water scarcity brought on by droughts and melting glaciers, floods, destructive tropical storms, storm surges and rising sea levels. The global COVID-19 pandemic has highlighted countries having systemic and interconnected exposure to exogenous threats like climate change. Examining the relationships between income, poverty and carbon inequality within the Commonwealth may offer insights on how stronger cooperation based on the principle of 'equality in partnership' could be implemented to mobilise more resources and action to tackle climate change. [ABSTRACT FROM AUTHOR]

This paper reports on the findings from a multi-site case study conducted in Australia, Finland and Jamaica which explored the conditions that enabled and constrained the autonomy of school principals. Systematic data collection was carried out in the form of interviews of school principals and the data was analysed using a qualitative approach. The analysis indicates that: (1) school principals' practices are prefigured by the peculiarities of historical trajectories and ideological traditions enmeshed in schooling sites; (2) these prefiguring arrangements in turn influence varying realisations of autonomous decision making practices across national sites; and (3) even in the expression of high/low levels of autonomy, there are contradictory and contested practices. Through the analysis, three different orientations to autonomy were found: a neoliberal market orientation, a professional practice orientation and an educational praxis orientation. [ABSTRACT FROM AUTHOR]

This article explores the social and historical formation of 'successful' refugee students' learning practices utilising in-depth, critical incident interviews with primary school aged, refugee-background students in Australia. Employing a practice lens, this article firstly explores the informal learning practices the students identify from their past; secondly, examines the arrangements which hold these learning practices in place, and thirdly, explicates the ways in which these practices may enable students' educational achievement in their current host country. We conclude that despite difficult starting points and educational gaps, many refugee students find ways to learn and succeed in school, but such achievement should not be a matter of serendipity. Inclusive schools must acknowledge not only the challenges in refugee students' learning, but also the resources they bring into their education. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles within the issue on topics including New York State education policy constructs the role of the school principal; implementation of gifted programmes in the U.S. and 1988 Education Reform Act.

From a normative perspective, education serves a double purpose, that is, to prepare students to live well in a world worth living in. The practices of educational leadership are crucial elements in achieving this telos. In this article, we reimagine leading practices as pedagogical love, orchestrating conditions which enable refugee students' academic achievements and overall school wellbeing. The article draws on a large, parallel case study which examined refugee education in Finland and Australia. The data used for this article consists of interviews with a leadership team in an Australian primary school. We argue that educational leading as pedagogical love needs to be reimagined as a co-constructed praxis between refugee children and educators, and that it can be enabled by a well-thought through combination of philosophy and practice. We suggest leadership practices as pedagogical love may disrupt the drive toward standardized curricula with its emphasis on performativity and testing. Exploring leading as pedagogical love allows us to show how love as a practice unfolds within the practice architectures of specific educational sites. As these practice architectures can be explored and theorized, they can also be transformed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editor discusses various articles with the issue on topics including public servants steering education bureaucracies; research on schooling during the Covid-19 pandemic and principals leading Irish language immersion education in secondary schools.

This paper examines the approaches of cultural and religious inclusion at one small state-funded primary school situated in suburban Australia. The school community is experiencing high levels of racialised, gendered and religious conflict. Through case study data from leaders and teachers, we illustrate the potential and limitations of these approaches and consider their location within the notions of secularity and Christian privilege that characterise Australia's public education system. The paper is situated within the context of current anxieties around social conflict and unrest especially in relation to religious racism or Islamophobia and amid calls for the introduction of a multi-faith education in Australian public schools. Against this backdrop, we highlight key tensions and difficulties confronting schools in their efforts to be inclusive towards creating a climate of social cohesion. [ABSTRACT FROM AUTHOR]

Background and Aims. Previous studies modelling human neural crest differentiation from stem cells have resulted in a low yield of sympathetic neurons. Our aim was to optimise a method for the differentiation of human embryonic stem cells (hESCs) to sympathetic neuron-like cells (SN) to model normal human SNS development. Results. Using stromal-derived inducing activity (SDIA) of PA6 cells plus BMP4 and B27 supplements, the H9 hESC line was differentiated to neural crest stem-like cells and SN-like cells. After 7 days of PA6 cell coculture, mRNA expression of SNAIL and SOX-9 neural crest specifier genes and the neural marker peripherin (PRPH) increased. Expression of the pluripotency marker OCT 4 decreased, whereas TP53 and LIN28B expression remained high at levels similar to SHSY5Y and IMR32 neuroblastoma cell lines. A 5-fold increase in the expression of the catecholaminergic marker tyrosine hydroxylase (TH) and the noradrenergic marker dopamine betahydroxylase (DBH) was observed by day 7 of differentiation. Fluorescence-activated cell sorting for the neural crest marker p75, enriched for cells expressing p75, DBH, TH, and PRPH, was more specific than p75 neural crest stem cell (NCSC) microbeads. On day 28 post p75 sorting, dual immunofluorescence identified sympathetic neurons by PRPH and TH copositivity cells in 20% of the cell population. Noradrenergic sympathetic neurons, identified by copositivity for both PHOX2B and DBH, were present in 9.4% ± 5.5% of cells. Conclusions. We have optimised a method for noradrenergic SNS development using the H9 hESC line to improve our understanding of normal human SNS development and, in a future work, the pathogenesis of neuroblastoma. [ABSTRACT FROM AUTHOR]

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities. [ABSTRACT FROM AUTHOR]

Highlights. The study examines the practices of mentoring of new teachers in Finland and Australia. The study's aim was to reflect on how mentors and mentees understood mentoring as a social practice. Five mentoring categories emerged: opening up, facilitating, counselling, guiding and leading. Educators need to be more explicit about differing aims, goals and values of mentoring. Good mentoring is about balancing communicative and strategic action. [ABSTRACT FROM AUTHOR]

An editorial is presented on complex challenges facing education systems across the world. Topics include contributing to cross-cultural discourse and fertilisation around the importance of leadership during times of crisis; and school principals in a region enduring much turbulence and conflict and comparing them to international practices.

Refugee youth are faced with complex information needs that require them to identify and map the everyday spaces that can contribute to their learning outside the formal schooling system. The use of everyday spaces by refugee youth aged 16–25 was investigated using photovoice and interview data collection methods. The findings of the study suggest that the information needs and information literacy practices of this cohort arise from the desire to connect with a new community, to learn new social rules and to become established, while at the same time supporting the information needs of other family members and dealing with the social challenges that arise from cultural expectations. These challenges require them to connect with a wide range of everyday spaces to support their learning needs. [ABSTRACT FROM AUTHOR]

The article presents the discussion on school leadership and the Covid 19 pandemic including the impacts on policy and practice in the field of educational leadership, management, and administration.

An editorial is presented on educators and education researchers. Topics include reflecting themes of leader autonomy, accountability, and leaders' experiences in a range of diverse cultural, historical, and economic contexts; exploring the impact of privatisation and commercialisation in education; and encouraging different ways of thinking about ongoing complexities of education and leadership.

Inspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt aphilosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode ofresearch within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying. [ABSTRACT FROM PUBLISHER]

Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries. Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice. Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentring of pedagogy from students, the ultimate purpose of pedagogical practice. Properly understanding pedagogy is one way of decentring the popular role title 'pedagogical leader'. [ABSTRACT FROM AUTHOR]

The article discusses various papers published within the issue including papers that examine issues of inclusive education, the development of socially just strategies in classrooms and the way teachers legitimise their classroom interactions in terms of their pupils' best interests.

In this paper we explore some challenges, constraints and possibilities for creating inclusive multicultural practices in previously monocultural education settings. Two sites are examined: one a regional high school in Australia, which has become more ethnically heterogeneous through an increase in predominantly African students of refugee origin; the other, a Swedish-medium primary-school setting in Finland with a slow but significant increase in the number of immigrant students. Utilising the theoretical lens of practice architectures, we focus on the key role that educators’ practices play in ethnically diverse learners’ identity formation, as part of the process of ‘multiplicity in the making’. We suggest how schools can foster more inclusive classroom practices, through adopting a praxis-oriented approach to teachers’ professional development. [ABSTRACT FROM AUTHOR]

An introduction is presented in which editors discusses various articles within the issue on topics including implementation of universal financial aid policies for higher education students; school principals and their conflicts in Chile and significant rise of private actors in education.

In this paper, we propose the concept of leading astravelling practicesin order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude thatpractice-informedlens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the authors discuss various reports within the issue on topics including critical educational leadership, scholarship, and major transformations in politics, business and education.

In this paper, we weave the auto-ethnographic narratives of the two authors with Bourdieu’s key concepts ofhabitus, fieldandcapital, as we seek to bring to a level of explicitness the reflexive lens which has shaped our scholarly work. In particular, we examine the process of becoming educational administration academics who share a scholarly disposition towards critical approaches to theory and practice. Such a location positions our work as marginal at best in educational administration scholarship and research, for it is a field characterized primarily by an orientation towards problem-solving and scientific rationality. We explore how our positioning as ‘outsiders within’ the field, combined with our multiple positions in fields such as feminism, unionism, schools and academia, has shaped a disposition towards critical scholarship. We suggest that the resources, which a disposition towards the critical may engender, are urgently required forms of capital at a time when there may be a powerful political investment in ignoring or overlooking the moral, ethical and political life force of educational administration scholarship as a potentially fertile site of intellectual activity. [ABSTRACT FROM AUTHOR]

Few studies of school leadership succession document the processes of continuity and change, especially within situations where there has been a strong tradition of tenure of principal, within a ‘quality’ school. This article examines how a new principal with a commitment towards notions of Learning Community Schools, ‘quality’ teaching and leadership, followed on from a long-standing prior principal with a more hierarchical and ‘traditional’ approach to leadership. At the same time, the prior principal had engaged community, and effectively contributed to the considerable status of his school within the district. Hence, the article examines the processes by which the school continued to be effective, in major part due to a smooth leadership transition that acknowledged and built upon the strengths of both the former and incumbent principals. In short, a context of continuity and change in leadership succession. Accordingly, the research adds to a small body of literature in increasing our knowledge base about leadership succession in a context of stability and continuity, rather than crisis. It suggests how ‘quality schools’ may be maintained and nourished via positive transitions in school leadership, where tenure is extensive, and in contexts with strong community ties and historical involvement. [ABSTRACT FROM AUTHOR]

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper. [ABSTRACT FROM AUTHOR]

In this article we investigate educational leadership as a site of practice, utilising the notion of 'practice architectures' as our lens. The latter shifts Etienne Wenger's more individualising notion of 'learning architectures' to a broader study of the systems and organisations that prefigure educational practices and potentially, leading praxis. Drawing on three forms of educational leadership in Australia, Norway and Sweden, we explore how possibilities for changes to the practice conditions of schools and universities may be engendered in ways that are nurturing of 'leading praxis'. We critically examine what practice architectures as a concept may reveal about leadership practice and in turn, praxis. We argue that leadership and educational leaders are particularly important to investigate, for as the key 'architects of practice architectures' they are in a position to influence the conditions in which praxis may flourish or be constrained. [ABSTRACT FROM AUTHOR]

In official European political discourse, borderlands, particularly those between old and new EU Member States, are positioned as ‘meeting spaces’ in which the idea of a unified Europe can be brought to life. In academic Border Studies, these ‘meeting spaces’ are theorised as ‘in-between’, ‘transitional’ and full of ‘liminal potential’ for change. However, both policy and theory seem to present a simplistic and uniform image of borderlands which lacks grounding in empirical research. This article argues that the study of cross-border culture reveals a more complex reality. It explores how the concept of liminality is playfully incorporated into and problematised in a German-Polish-Czech cross-border theatre production: Dreiland (2007). It looks first at the collaboration behind this trinational project before examining the themes, language and aesthetics of the play. It argues that the play successfully stages liminality, but also uncovers competing border narratives of nationhood and globalisation. The close reading of Dreiland therefore reveals gaps in European policy and academic theory and demonstrates the need for further study of cross-border culture, thereby setting the agenda for future research. Im offiziellen europapolitischen Diskurs werden Grenzregionen und vor allem diejenigen zwischen alten und neuen Mitgliedsstaaten der EU als ‘Räume der Begegnung’ positioniert, in denen die Idee eines vereinigten Europas ins Leben gerufen werden kann. In der wissenschaftlichen Grenzforschung werden diese Begegnungsräume als ‘dazwischen’, ‘im Übergang’ und voll mit ‘liminalem Transformationspotential’ theoretisiert. Trotzdem scheint es, dass sowohl die Politik als auch die Theorie ein zu einfaches und uniformes Bild von Grenzgebieten darstellen, dem eine empirische Grundlage fehlt. In diesem Artikel wird behauptet, dass die Analyse grenzüberschreitender Kultur eine kompliziertere Realität aufzeigt. Die spielerische Aufnahme der Idee der ‘Liminalität’ in die deutsch-polnisch-tschechische Theaterproduktion Dreiland (2007) und die Problematisierung dieses Konzepts auf der Bühne werden untersucht. Zunächst wird die Zusammenarbeit hinter diesem trinationalen Projekt erörtert, bevor die Analyse die Themen, die Sprache und die Ästhetik des Theaterstücks aufgreift und bearbeitet. Es wird behauptet, dass es dem Stück gelingt, die Liminalität auf der Bühne darzustellen, aber auch dass die alternativen Grenzdiskurse des Nationalismus und der Globalisierung eine gleichermaßen wichtige Rolle spielen. Die Analyse der einzelnen Aufführung von Dreiland soll dementsprechend die Lücken in der europäischen Politik und in der wissenschaftlichen Theorie aufzeigen und den weiteren Forschungsbedarf im Bereich grenzüberschreitender Kultur nachweisen. [ABSTRACT FROM AUTHOR]

The article focuses on the cross-boarder literary event and the foreign literatures that emanated from it. It notes that the principal aim of the trip was to improve the knowledge of German and Dutch writers' and audiences' about Poland and the Poles to open their minds to eastern Europe. Moreover, the pioneering trip also aim at building literary bridges between Germany and Poland.

This paper explores the ways in which senior female academics' leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women's leadership in the media and academia, this paper examines how two leading female academies drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the "subaltern" consequences of policy regimes and forms an integral part of policy fields. [ABSTRACT FROM AUTHOR]

An emergent strand within mainstream educational leadership scholarship is an engagement with notions of diversity. This is part of a belated recognition that in an increasingly globalising world the largely masculinist, white norms from which most accounts of leadership derive, lack sufficient explanatory power for educational systems. Utilising critical, black and Indigenous feminist work on the recognition of difference, as well as recent feminist scholarship deconstructing diversity discourses in educational leadership, this article outlines the origins of the key diversity discourses from which the educational leadership field draws. It then analyses recent articles on diversity and educational administration, noting how the various diversity discourses have been taken up and the subsequent implications for educational leadership theorising and practices. It concludes by arguing that critical feminist research about the politics of difference, amongst others, provides an important body of scholarship from which to develop self-reflexive and nuanced engagements with notions of diversity and leadership. [ABSTRACT FROM AUTHOR]

Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which discusses several articles in the issue on topics including the effects of COVID-19 in education; how education reforms manifest in a particular context; and teacher training colleges in Israel.

The article discusses the struggles of foreigners in Germany and in the entire European region as depicted in several German plays including "Fremdes Haus (Strange/Foreign House)," by Dea Loher and "So Wild Ist Es In Unseren Wäldern Schon Lange Nicht Mehr (It hasn't been this Wild in our Forest for a Long Time)," by Theresia Walser.

An introduction is presented in which editor discusses various articles within the issue on topics including genealogical analysis of the evolution of teachers' identities, paradigms in school improvement and reforms in education.

This paper analyses the composition, distribution, and history of school funding in Australia through a spatial lens (Soja 2010). We explore multi-scalar school funding policy through three layers of economic maldistribution. We sketch the funding disparities between the three school sectors (public, Catholic, and independent) exposing a spatial injustice in policies of school choice; the spatial and economic maldistribution between state jurisdictions; and the economic maldistribution within state public systems, including the ability of their school communities to contribute funds. Spatial injustice is uncovered in economic maldistribution within and across these policy layers, adding nuance to existing school funding debates. The Australian case is relevant to international explorations of school funding as an example of 'unjust practice' in the hierarchies between schools across sectors, between jurisdictions, and within systems of public [ABSTRACT FROM AUTHOR]

This article focuses on the lack of women participation in policy making in agricultural sector in Australia. In rural Australia, where women have been described as invisible, very few women achieve leadership or policy-making positions in traditional farm organizations or on statutory agricultural boards despite their significant contributions to agricultural production. What is perhaps slightly unusual about the Australian situation is the rising crescendo of discontent and exasperation from the farm women's groups who have sought their own channels to government through new and more radical women's lobby groups. In the last fifteen years women's participation in the Australian agricultural workforce has risen from 15 per cent to 32 per cent and women now make up 40 per cent of farm business partners. Despite their higher rates of education, their evident economic contribution and their commitment, farm women are largely invisible in policy and decision making. An increasing amount of research in the last ten to fifteen years, both within Australia and overseas, has analyzed women's exclusion from power at the higher levels of the private and public sectors.

Explains the use of the book of Genesis in the work of Kenyan author Ngugi Wa Thiong'o. Interpretation of Ngugi's reconfigurations of biblical elements; Analogies between the histories of Israel and Kenya; Ngugi's strategic use of religious and biblical imagery.

This paper analyses the move by an Australian university faculty to a new building featuring open plan and alternative workspaces. Through the lens of the theory of practice architectures, the paper examines how the new built spaces both enabled and constrained the professional learning practices of academics. Drawing on a case study of the transition, the paper explores the ways in which the move to the new building disrupted existing ecologies of practices around professional learning, and how academics subsequently sought to establish new 'niches' to foster professional learning practices. The six study participants, who are also the authors and represent a range of career stages, made efforts to establish conditions for professional learning practices and a praxis of 'becoming an academic'. They did so by working with, around, and against the pre-figuring arrangements of the new built environment. The paper contributes to knowledge about how workspaces can disrupt and reconfigure the professional learning practices of educators. It addresses a gap in the literature on academics' professional learning in relation to changes in physical workspaces, making visible the ways in which academic practices are shaped by and shape new arrangements for professional learning in response to the built environment. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented on topics including educational productivity; educational leadership; and promoting thriving school systems.

An introduction to the journal is presented on topics including rise of elementary education at the periphery of Europe; gendered nature of occupational outcomes amongst history graduates in Canada; and creation of educational leadership.

An introduction is presented in which the editor discusses articles in the issue on topics including the campaign and subsequent election of Donald Trump, the 45th President of the United States.

This article employs the concepts of recognition and precarious mobilities to understand university education for people from a refugee background. The authors draw on their ongoing qualitative longitudinal narrative enquiry exploring the experiences of 22 students in Australia from asylum-seeking backgrounds during their three-year study for a Bachelor's degree. Theories of recognition informed by the work of Axel Honneth and Nancy Fraser provide a conceptual framework for analysing the students' experiences in navigating government and institutional policies and practices which often fail to recognise the unique needs of this distinct group. Few higher education institutions fully acknowledge the educational capital and transnational understandings that students from refugee backgrounds develop through navigating precarious mobilities. Instead of receiving recognition for these assets, such students often feel they do not belong in higher education in the host society. Thus, belonging, an essential component in supporting their success in higher education and settlement, is undermined. To appreciate how university practices are informing student experiences, the authors explore two competing discourses: "the education of international students is Australia's third-largest export" on the one hand, and "higher education should be made available to all who can benefit from it" on the other. [ABSTRACT FROM AUTHOR]