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Türkiye with its multifaceted soft power, it aspires to strengthen its influence throughout the surrounding countries of the Arabian Gulf. Türkiye is applying the maximum prominent cultural and educational diplomatic strategies for boosting knowledge and cooperation to preserve its impact inside the Gulf location. By establishing the Yunus Emre Institutes (YEE), the implementation of cultural and educational activities, the ties between Türkiye and the member states of the Gulf Cooperation Council (GCC) has been reinforced. As a result of the world's rapid change soft power has become essential in the international arena. This article significantly assesses Türkiye's soft power tasks in the GCC area and its implication on the Arabian Gulf regional dynamics. It examines Türkiye's public diplomacy initiatives in the GCC through cultural and educational diplomacies on domestic and regional attitudes.

A considerable body of literature exists pertaining to realistic mathematics education (RME) and its correlation with mathematical literacy, with numerous studies demonstrating incongruent results. The principal objective of this meta-analysis is to systematically investigate the overarching influence of RME on mathematical literacy within the context of Indonesia. The collection of documents comprises a total of seventeen publications that were released between the years 2014 and 2023. The estimation methodologies utilized in this study were grounded on a random-effects model, and statistical computations were conducted utilizing the comprehensive meta-analysis (CMA) software in academic writing. The equation proffered by Hedges was employed for the quantification of effect magnitude. The outcomes of the investigation reveal that the implementation of RME learning yielded a noteworthy and advantageous impact (effect size = 1.031; p < 0.05) on the adeptness of students in the domain of mathematical literacy. Moreover, many moderating factors, including class capacity, educational level, geographical location, content of the Programme for International Student Assessment (PISA), and the combination of learning, did not significantly impact students' diverse mathematical literacy proficiency. This study proposes that mathematics educators should consider utilizing the RME as a means of improving students' proficiency in mathematical literacy.

The use of virtual reality and 360° videos has been little researched so far, especially in social work studies and teaching. The reasons for this are the low prevalence of VR headsets in social work courses and the fundamental technological deficit in social work, which means the lack of clear causal chains within it. Professionals must adapt their practical knowledge to the individual framework conditions and problem situations depending on the case situation and field of work. In contrast, in simulation-based approaches, as used in the teaching of many rather object-oriented courses of study, fixed sequences of action usually lead to success. At the same time, 360° videos, with suitable didactic framing, can be used to convey case studies in an immersive manner that can then be continued individually, methodically developed and reflected upon. In the" Teilprojekt XR", two approaches to the use of VR headsets were designed, the first enables remote collaboration, the second offers a chance for analysis and reflection using 360° videos. The first approach is Collaborative work using VR headsets, which is intended to be an addition to communication with existing video conferencing systems. It has the potential to counteract the previous challenges associated with zoom technology and create more proximity. The first few evaluation results (n=11) on the methodological implementation of collaborative work with VR headsets suggest that this approach can bring added value to students. However, getting started with VR headsets is challenging for students and only a few have taken up the offer so far. The integration of 360° videos in education has potential for social work, as the high degree of realism and immersion can improve the link between theory and practice. Students can thus obtain realistic insights into practical examples already during their studies and professionally reflect on their own perspective in the situations. The use of 360° videos using VR headsets has been tested and established in teaching in four seminars so far. The students experience the simulated case situations from the subjective perspective of the different protagonists and can thus more easily put themselves in their individual perspective. Didactically, these observations are professionally framed by teaching content taught in advance, group work in small numbers as well as a collaborative analysis and reflection within the seminar group. The results of the evaluation (n=60) of the integration of 360° videos into teaching are promising and show a clear potential for university didactics. A flow experience and an experience of presence were confirmed by the students when working with the 360° videos. Furthermore, the students reported that the methodological extension supported their comprehension of the course materials and validate the usefulness and advantages of using 360° videos during the seminars.

Academic advising is a proven high-impact practice, shown to have the potential to help increase students' prospects of academic success, increase their sense of belonging and integration at their institution of higher learning, and provide unique insights into the lived realities and experiences of higher education students. For this reason, advising can be seen as a transformative activity within the student support space in South African higher education institutions. As a practice and profession, advising has existed in the Global North (GN) for decades. However, in South Africa -- a developing country in the Global South (GS) -- academic advising remains a nascent field. Consequently, the overarching ideas that inform academic advising in the South African context (both theoretically and practically), tend to be drawn predominantly from the GN and more developed countries. The unchallenged acceptance and tacit dominance of theoretical perspectives and practices from these countries can be considered problematic. This is largely due to differences in the socioeconomic, cultural, and historical contexts of students attending university in GS countries like South Africa. This paper works towards developing a conceptual framework, informed by social realism, for analysing academic advising in GS contexts. It is the anticipated value of a GS framework for analysing the emergence of academic advising in South African and similar contexts that is the core contribution of the paper.

Purpose: Following globalisation, a rich literature on global citizenship education developed (Akkari & Maleq 2020; Goren & Yemini 2017). However, recent developments in international politics prompt us to ask whether global citizenship education gives young people a grasp of the international world. We argue that global citizenship education theory must be supplemented because it does not provide much guidance to help young people understand international politics properly. Design/methodology/approach: We discuss how theories of global citizenship education conceptualise international conflicts and how three theories on international politics offer supplementary conceptions and perspectives. Findings: Global citizenship education should be supplemented with theories of international politics. Research limitations/implications: Our analysis only indicates some implications for global citizenship education, and further research on the didactical implications is required. Practical implications: Global citizenship education must rely on a wider set of theories to prepare the students for understanding global issues.

Questions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user-facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra-actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text-based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.

Although actual experiences of upward social mobility are historically low, many adolescents and adults express a "belief" in social mobility (e.g., that social status can change). Although a belief in upward mobility (e.g., that status can improve) can be helpful for economically disadvantaged adolescents and adults, a belief in upward social mobility in adults is also associated with greater acceptance of societal inequality. While this belief might have similar benefits or consequences in children, no previous work has examined whether children are even capable of reasoning about social mobility. This is surprising, given that elementary-aged children exhibit sophisticated reasoning about both social status, as well as about the fixedness or malleability of properties and group membership. Across an economically advantaged group of 5- to 12-year-old American children (N = 151, M[subscript age] = 8.91, 63% racial majority, 25% racially marginalized; M[subscript household income] = $133,064), we found evidence that children can reason about social mobility for their own families and for others. Similar to research in adults, children believe that others are more likely to experience upward than downward mobility. However, in contrast to adult's typical beliefs--but in line with economic realities--between 7- and 9-years-old, children become less likely to expect upward mobility for economically disadvantaged, versus advantaged, families. In sum, children are capable of reasoning about social mobility in nuanced ways; future work should explore the implications of these beliefs.

Background: Although adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on-screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning. Aims: We explored whether and how embodied on-screen instructors rendered with different levels of realism in multimedia lessons affect learning process and learning outcomes. Samples: We recruited 125 college students as participants. Methods: Students learned about neural transmission in an online multimedia lesson that included a real human, cartoon human, cartoon animal or no instructor. Results: Students learning with cartoon human or cartoon animal instructors tended to fixate more on the relevant portions of the screen and performed better on retention and transfer tests than no instructor group. The real human group fixated more on the instructor, fixated less on the relevant portion of the screen and performed worse on a retention test in comparison to the cartoon human group. Fixation time on the instructor fully mediated the relationship between instructor realism and retention score. Conclusions: The addition of embodied on-screen instructors can promote multimedia learning, but the promotion effect would be better if the embodied instructor was a cartoon animal or cartoon human rather than a real human. This suggests an important boundary condition in which less realism of on-screen embodied instructors produces better learning processes and outcomes.

Problem-based learning (PBL) can take many different shapes but has as a common denominator that it builds on the principles of collaborative, constructive, contextual, and self-directed learning. Systematic review approaches that aim to provide insight in what features make PBL work generally fall short, as they tend to disregard the influential role of implementation contexts. The realist review approach seems to be promising in this respect, as this type of review aims to address the comprehensive question: What works for whom, in what circumstances, in what respects, and how? This article elaborates on the theoretical foundation of the realist review approach, provides examples and a step-by-step description of how to conduct a realist review, and sketches a promising perspective on the way in which realist reviews can contribute to furthering insight in PBL and its future development.

Achieving the targets of science education mostly depends on the true understanding of the fundamentals where science and the scientific efforts are embedded through the realist ontology and epistemology that science is based on. Models have a special place in science education revealing to understand the nature and status of scientific knowledge. By considering this function of models, this research puts forward the views of the primary students on scientific models. The participants of this qualitative survey research are twenty-eight 7th graders of a primary school in Izmir, Turkey. The participants are given a questionnaire and a worksheet, which were developed by the researchers, addressing both epistemological and ontological character of models. The results showed that students have generally moderate understanding of models through perceptual and ordinary reality.

In response to a lack of theoretical engagement and interdisciplinarity in research with international students, this paper explores the affordances of critical realism and the critical realist theory of interdisciplinarity to the field. In so doing, I purport to offer the field an alternative philosophical paradigm and a theoretical blueprint that enables metatheoretical unity and theoretical pluralism to engage interdisciplinarity.

Climate change education is infused with images of light. Scholars in the field tend to emphasize hope, sustainability, and solution. They foreground knowledgeable humans who construct better worlds and thereby bind themselves to modern understandings of human being and becoming. I draw on agential realism and object-oriented ontology to contest the metaphor of light, the focus on hope, and the modern premises they rely on--particularly in the context of massive sustainability crises such as climate change. The ethical dimension of agential realism and object-oriented ontology--their call for care and solidarity--offers an alternative to hope, one that aligns well with Kropotkin's concept of mutual aid. Instead of opening a pathway to sustainability, I understand education as a sphere of human being and becoming that should have its foundation on care and solidarity. As an alternative to the metaphor of light, I develop a metaphor for education in times of crisis: an education 'in shades of blue.' Blue is an existential color. It relates to dystopian and utopian images, to issues of power and force, and to solidarity and care.

Drawing from a practice-based research study in Swedish secondary schools, the aim of this paper is to explore how facts and values are made and unmade as separate and entangled phenomena in sexuality education. In this exploration, we work with a posthumanist approach - agential realism - and more specifically the concept of agential cuts. The empirical material draws from two moments in the teaching of sexuality education, one concerning nakedness and one concerning gender diversity. The analysis puts forward how the lesson topics in relation to school subjects and exercises become significant actors in how facts and values are enacted in the teaching. This implies that facts and values are enacted together-apart within a relational set of interdependency and hence are always present although temporarily more forcefully and ephemeral. To conclude, we discuss the complexities of how facts and values are part of enacting the everchanging knowledge area of sexuality education and urge for acknowledgement of this matter.

Purpose: Critical realism is an increasingly popular "lens" through which complex events, entities and phenomena can be studied. Yet detailed operationalisations of critical realism are at present relatively scarce. This study's objective here is built on existing debates by developing an open systems model of reality, a basis for designing appropriate, internally consistent methodologies. Design/methodology/approach: The authors use a qualitative case study examining changing practices for client contact management in professional services firms during restrictions imposed by the COVID-19 crisis to show how the model can be operationalised across all stages of a research study. Findings: This study contributes to the literature on qualitative applications of critical realism by providing a detailed example of how the research paradigm influenced choices at every stage of the case study process. Originality/value: More importantly, this model of reality as an open system provides a tool for other researchers to use in their own operationalisation of critical realism in a variety of different settings.

Critical discourse analysis (CDA) is known for its capacity to reveal ideology reproduced through discourse, but when applied to educational research, its focus on mere language constrains its utility for understanding and improving social reality. In this paper, through the example of a textbook study, we explore how CDA can be strengthened by critical realism. As a theory of ontology and epistemology, critical realism seeks to explain how causal mechanisms in society constrain and enable the emergence of human agency. As a practical framework, it can offer a research design for the textbook study, featured by a stratified ontology, a dialectic epistemology and a methodological requirement for self-reflexivity. Such a design can overcome the limitations of positivism and interpretivism. It can enable CDA to demonstrate both criticalness and a higher level of explanatory power, with the potential to identify real (rather than Utopian) possibilities for human emancipation.

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines--a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines.

There is much interest in employing computer technology in design professions and education. However, few attempts have been made to apply immersive visualization technology to learn design details in landscape architecture. This study aims to illuminate how virtual reality (VR) technology helps students with design details in landscape architecture. Students were given a course project to create 3D models such as boardwalk structures located in residential pond areas. Based on their 3D models, we asked 16 research participants to answer survey questionnaires about the perception of realism, scale, and effectiveness of using computer technology in semi-immersive environments (e.g., monitor display-based) as opposed to fully immersive environments (e.g., VR head-mounted display-based). The results of our study showed that students had a higher realism in fully immersive environments compared to semi-immersive environments. In terms of perception of scale, participants perceived the height of the simulated model to be higher than they had anticipated in fully immersive environments. While there were no statistically significant findings regarding the effectiveness of design evaluation in the two modalities, students mentioned that VR technology can effectively assist in creating design details, as it provides them with a better understanding of the spatial characteristics of models.

The contemporary landscape of dread in living and teaching demands a creative and experimental form of investigation that can trace the affective contours of the present and uncover the obscure openings for an oppositional imagination. In a series of interlinked excurses, this essay articulates a poetic probing of the nexus of slow fascism and capitalist realism in the contemporary United States, as this is lived in the waking dreams of pedagogy and imaginative praxis. Looking beyond familiar analyses, this project exposes the terror of loss that motivates the punishments visited upon school and society by elites and points to the spectral presence of justice, which lives with us as persistent horizon even as it is persistently refused by power. Interleaved with these unravelings of the texture of experience as domination, this project gestures toward a thinking and teaching that is wise to capitalism's recurrent fantasies. This pedagogy inverts the certainties that organize our senses of knowledge and curriculum, navigates the hidden topology of the real (beyond the reflexive affirmation in schools of "what is"), and proposes an unruly form of thought that moves out past the walls that sign the edge of the classroom and the edge of the truth. This project does not announce a settled approach but rather challenges the limits of the familiar at the level of our structures of feeling. We feel the terror of the given in the present, but we can also follow the seam of experience toward the point at which its impositions are attached--in spite of themselves--to the confounding/liberatory logic of the "impossible."

The goal of better medical student preparation for clinical practice drives curricular initiatives worldwide. Learning theory underpins Entrustable Professional Activities (EPAs) as a means of safe transition to independent practice. Regulators mandate senior assistantships to improve practice readiness. It is important to know whether meaningful EPAs occur in assistantships, and with what impact. Final year students at one UK medical school kept learning logs and audio-diaries for six one-week periods during a year-long assistantship. Further data were also obtained through interviewing participants when students and after three months as junior doctors. This was combined with data from new doctors from 17 other UK schools. Realist methods explored what worked for whom and why. 32 medical students and 70 junior doctors participated. All assistantship students reported engaging with EPAs but gaps in the types of EPAs undertaken exist, with level of entrustment and frequency of access depending on the context. Engagement is enhanced by integration into the team and shared understanding of what constitutes legitimate activities. Improving the shared understanding between student and supervisor of what constitutes important assistantship activity may result in an increase in the amount and/or quality of EPAs achieved.

Purpose: In this article, I explore how critical realism influenced the methods and methodology as well as the translations of interviews from Japanese into English and the interpretations of teachers' understanding of the school at the center of this research. Design/methodology/approach: This article investigates the interaction of critical realism within an English-language-based study of a Japanese high school using ethnographic methods and methodology and its influence on translations within the study. Critical realism combines a postpositivist ontological view with an epistemological constructionism. There is a reality to the school, which cannot be completely measured. This reality, the physical dimensions and composition (breadth, height, volume and number of classrooms) of the school, does not change based upon time or viewing location of an observer. Findings: Critical realism provided strategies for and a focus on the translation of participant interviews from Japanese into English within this ethnographic study of a high school in Japan. These helped to provide a better understanding of the teachers' perception of the reality of the school. Originality/value: This is original research.

This study reconsidered educational materials by analyzing educators' opinions regarding handmade manipulative materials (HMMs) for children with profound intellectual and multiple disabilities in Japan. Instead of concurring with the view that educational materials are static and inert products, the author adopted an agential realist perspective and considered them as agencies working and becoming with teachers and children. The author interviewed two retired teachers who had spent more than 30 years in HMM production and analyzed the obtained data using a diffractive methodology. Findings showed that making and remaking HMMs allowed teachers and children to engage with actualizing concepts without language and demonstrated the open-ended nature of learning for teachers and children with HMMs.

Although encompassing a variety of research approaches, qualitative research in music education shares the assumption that reality is socially constructed; it takes this construction to be based on the specific perspective of the individual human; and it considers epistemology and ontology to be different fields of study. The posthuman theory of agential realism, on the other hand, argues that the world is becoming through intra-actions; it decentres the individual humanist subject; and it studies onto-epistemology -- practices of knowing-in-being. Considering these fundamental differences, the quality criteria of qualitative research are not applicable to posthuman music education research. Nevertheless, posthuman research is concerned with the ethics of research and how to response-ably and ethically take part in the world's becoming. Thus, the emerging field of posthuman music education research must develop other ways of evaluating research beyond the quality criteria found in qualitative methodologies. This paper argues that diffraction -- both as a physical and musical phenomenon and as a philosophical concept -- might be a fruitful approach. By reading quality criteria diffractively through the agential realist concept of response-ability, it poses critical and creative questions, moving us towards evaluating the quality of posthuman music education research on its own terms.

This theoretical paper explores how researching the identities of musician-teachers can be differently conceptualised through a critical posthuman lens. Wider calls to action demand an expanded professionalism of musician-teachers, but when such recommendations are combined with fixed notions of identity as self-contained and producible, they risk becoming essentialistic and exclusionary. Foregrounding the intricacies and tensions in locating the teacher subject therefore posits a need for theories of complexity and becoming. Barad's agential realism provides an onto-epistemological shift, such that the musician-teacher is not separable from the world, but intra-actively comes into being through a relational ontology, exposing identity as a mechanism of capture through series of agential cuts. These material-discursive entanglements and performativity of the dichotomous musician-teacher role are then discussed. By thinking difference differently and addressing relations of power, these have ethical implications for research and what comes to matter, drawing on non-representationalism and signalling post-qualitative methodologies. This philosophical framing does not serve to reduce complexity, to figure out what works, but rather stays with the trouble -- the messiness -- by arguing for future empirical work that is inclusionary in the widest sense and grounded in the embodied, affective experiences of musician-teachers themselves.

Epistemicide occurs when one knowledge is exalted at the expense of local or indigenous knowledge systems leading to the demise of such knowledge systems. In this article, I focus on how some conceptions and ways of incorporating indigenous knowledge systems seem to be entangled in the same misnomer to which they owe their existence (i.e. a mischaracterisation of indigenous knowledge systems leading to epistemicide in the school curriculum). Subsequently, I interrogate some examples from three curriculum statements of post-apartheid South African schools where there is a conspicuous attempt to include that which is presumed to be indigenous knowledge systems. I argue that such epistemologically unwarranted acts of integrating indigenous knowledge systems in the three post-apartheid curriculum statements unfortunately do not safeguard indigenous knowledge systems from epistemicide. In fact, the manner in which indigenous knowledge systems are integrated creates a false dichotomy and sense of identity. Bluntly put, the evident integration of indigenous knowledge systems as apparent theoretical knowledge fortifies epistemicide as opposed to alleviating it. Universally true knowledge about indigenous people and practices should therefore be included within the school curriculum to provide historical meaning to the content that is taught and instil a true sense of identity within the communities of indigenous people.

"Speculative Realism in Environmental Education and the Philosophy of Education" was a joint research symposium for the networks on Environmental and Sustainability Education (NW 30) and Philosophy of Education (NW 13), held at the European Conference of Education Research (ECER), 25 August, 2023, in Glasgow, Scotland. The symposium aimed to open up discussion on renewed interest in realisms in the field of philosophy, and what that might mean for education research and the field of environmental education research in particular. As backdrop, environmental education harbours strong democratic traditions as well as recognitions of relationships to a world that is composed by more than human positions and desires. The symposium then forms part of an ongoing discussion of how these positions are understood and intermingle in a rapidly changing world. The expectation of the event was to broaden discussion about the voices present in environmental education, human and otherwise, and sharpen engagement with established traditions within the field. In brief, three paper presentations and discussion by Graham Harman probed questions of: (a) the lightness and darkness of the objects of education, (b) who visibly desires which object in/as education, and (c) the risks of literalisms and correlationalisms in, for example, what is alluring to, and pursued by, educators. In other words, what we care about "in" and "as" environmental and sustainability education, what is perceived/treated as peculiar, and what is treated as normal and perverse to the realities of education in the Anthropocene, all matter to the work of speculative realism.

In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide. Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature. By discussing entanglements, and how educators might attend to them as a pedagogical tool, our paper responds to this line of thinking. Vital materialism and agential realism were put to work in a post-qualitative study at a Swedish folk high school. Through engagement with a group of outdoor students, empirical material was created and examples of material-discursive entanglements analyzed. We conclude that outdoor educators can create possibilities for attending to the entanglements of different bodies, thereby making possible a learning with them. This may open alternative ways to conduct outdoor education that challenge the conceptualization of a nature/culture divide.

The author follows a new materialist approach to consider the informal and collaborative creative gathering called jamming as creative play, and she makes a case for the jam as a transformative event of genuine intrasubjective dialogue. She uses Karen Barad's theory of agential realism and Hans-Georg Gadamer's ethics of play to argue for the jam as an ethico-socio-political event that supports the communal and creation-centered aspects of our collective existence and offers an opportunity for learning responsibility (or "response-ability," as Karen Barad calls it) and accountability. She concludes that jamming, like creative play, offers the kind of cooperative underpinnings essential to our relational and ontological makeup.

The climate emergency mandates a refocusing of society and education on the relationship between humans and the more-than-human world. Emerging from decades of social constructionism that openly promoted climate science denial, social and educational theorising now engages with new materialist philosophies and the agency of matter. Physicist Karen Barad's book Meeting the Universe Halfway, cited over 13,000 times, offers an ontological foundation for new materialism based on her idiosyncratic application of quantum physics. While critically reviewing Barad, I found myself unexpectedly "sliding back down" into the terrain of my physicist pastime, rereading quantum mechanics in depth. I reflect here on how this "ontological detour" empowered me to "climb up a ladder" towards the theoretical foundation for my PhD project in climate change education. I argue that ontological grounding and cross-disciplinary engagement are vital for advancing research and gaining perspectives through lateral connections.

The present study aims to analyse the perceptions of reality of 5-6 year old children about the cartoons they watch. The study group of the research includes pre-schoolers. Within the scope of the study, a private pre-school and a public preschool which volunteered to be a part of the study were determined, and the study was carried out with 101 randomly-chosen students. The data were collected via face-to-face interviewing. The answers responding semi-structured interviews were noted down. Expert opinion sand the literature were taken into consideration for the preparation of the questions. The pictures that the children drew were also used as another data source. In the study, descriptive analysis, content analysis, and interpretative analysis were used. It was determined that the content of the cartoons varied depending on gender, that the children from the schools of low socio-economic level could not distinguish real elements from the imaginary ones while watching cartoons, and that some children were in clined to transform the elements which were imaginary into realisticones in their minds.

Lines and angles are essential for students because of geometry and its many applications in daily life. However, there are still many students who have difficulty grasping the material. Therefore, it is necessary to design learning using the right approach, context, and media. This study aims to produce a learning trajectory that can assist students in understanding the concept of lines and angles, maximize the effectiveness and efficiency of learning, create meaningful learning, and motivate student learning. This study used the Joglo Traditional House context as a starting point and the design research method developed by Gravemeijer and Cobb with three main steps: preparing for the experiment, designing the experiment (pilot experiment and teaching experiment), and retrospective analysis. However, in design experiment step is limited to the pilot experiment. In this study, all activities were designed based on Indonesian Realistic Mathematics Education. It involves six 7th-grade students from one of the junior high schools at Juwana Resident with three different abilities, namely two students for each level with high, moderate, and low ability. The learning trajectory generated in this study consists of a series of learning processes in four activities that can be used to develop local instructional theories and develop designs for further activities. Those are observing Joglo traditional house video for understanding lines and angles concepts, deducing line positions, discovering the angles' properties on parallel lines intersected by other lines, and solving lines and angles problems.

This paper examined six philosophical paradigms, namely positivism, interpretivism, post-positivism, pragmatism, post modernism and critical realism. The paradigms serve as the bases for knowledge management research and practice. Basing on a critical review of literature and drawing from tacit insights, the paper reveals that positivist managers and researchers tend to focus on explicit knowledge while paying little attention to tacit knowledge. In the same vein, interpretivists focus on tacit knowledge while ignoring explicit knowledge. Even when the post-positivist ontology provides useful insights, many managers and researchers may lack adequate skills to apply such insights in theory and practice. Pragmatism focuses on actions that possess instrumental value, yet there is a tendency to focus on personal value rather than organisational value. Postmodernism highlights the central nature of power structures and power struggle all of which tend to affect knowledge management practices. Critical realism prioritises tacit knowledge as the main source of competitiveness, yet tacit knowledge is insufficient on its own. The paper contributes to the understanding and debate of knowledge management research and practice.

Realist research is increasingly used to evaluate complex interventions. However, it can be challenging to codify and implement, with few examples to guide the process. This article describes how a team of social care leaders, practitioners and researchers developed initial program theories for the Trauma Consultancy Service (TraCS) in early learning settings, as the first phase of a realist evaluation. It explores conceptualisation of realist terminology, design and facilitation of realist interviews, and data coding and analysis using retroductive reasoning. Qualitative interviews with the TraCS team focused on understanding contextual factors, resources provided by TraCS consultants, changes in educators' reasoning and how components interacted to generate educator and child outcomes. Eight program theories capture how TraCS supports educators to develop a trauma-informed lens and practice. This research contributes to understanding of the benefits of welfare sector-driven consultancy in early childhood.

This article utilizes looks to punk rock pedagogy or the ways in which countercultural and decolonial ontologies are developed in punk subculture, to theorize Maori-Philippine relations in Aotearoa New Zealand. It uses an agential realist methodology to engage with the creative works of TOOMS, James Roque, and Marianne Infante (three New Zealand performing artists of Philippine ancestry). These works read through historiographic accounts of the Philippine diaspora to theorize how contemporary independent artists are reviving the ancestral bonds that once linked the Philippines and the Pacific. Theorizing Maori-Philippine relations through punk rock shows what Indigenous and immigrant peoples stand to gain when they decenter the colonizer and prioritize communing with one another.

This study aims to investigate prospective teachers' beliefs toward the realism of mathematics word problems. The study employed both quantitative and qualitative analysis. A 36- item survey was distributed to 28 prospective mathematics teachers in one of the private universities in Indonesia. The survey was developed using the framework proposed by Palm (2006). The survey data was analyzed quantitatively by giving a score to each item's scale responded by participants. Then, interviews were conducted with six participants who have realistic, non-realistic, and neutral beliefs toward word problems. The interviews excerpts were analyzed qualitatively through excerpt coding. It was found that 20 participants possessed realistic beliefs toward word problems, while the rest possessed non-realistic and neutral beliefs (7 and 1 participant consecutively). Prospective teachers with realistic beliefs emphasized that any information presented in the word problem should simulate real life as accurately as possible. In contrast, those who have non-realistic beliefs stated that it was acceptable if it can be imagined. Neutral prospective teachers believe that word problems' realism is relative to cultural setting and students' background.

This article -- initially published in Spanish by "Toma Uno" in 2012 -- explores the Catalonian project Cinema en curs, an annual, recurring and now international programme of film education that takes place with students aged 10-18 in schools and colleges. First detailing both the rationale and methodology motivating the project, the article goes on to discuss core aspects of the approach of Cinema en curs: the Lumière minutes exercise and the short films which serve as the culmination of students' work on the project. In doing so, the article also explores the value of approaches to film education that help learners develop an appreciation of their own lived experiences and the places in which they live. A new introduction from the authors places the article's discussion of Cinema en curs in a contemporary context.

The significance of illusion as a positive force in everyday life has been underestimated in both societal discourse and in empirical science. The objective of this study is to provide a synthesis of many academic disciplines' understanding of illusion and reality by proposing a taxonomy of functional and dysfunctional subjective realities as based on the assumption that the human mind is adaptive in an evolutionary sense and likely to be a quantum entanglement system. Assumptions and discussions needed to construct the taxonomy are generally based on empirical research drawing from evolutionary theory, neurology, biology, anthropology, psychology, psychiatry, physics and other disciplines. The purpose of the proposed taxonomy is heuristic, serving as a base for further studies drawing particular attention to the fact that, by evolutionary processes, Homo sapiens have been made dependent on multiple subjective realities where illusion and reality are not necessarily opposites. The article is concluded by discussing possible reasons for why illusions as a positive force in human behaviour has been neglected in comparison to the dysfunctions of the human mind of which research abound.

In this research, it is aimed to examine the perceptions of artwork of middle school 5th, 6th, 7th and 8th grade students within the scope of Art Criticism and Aesthetics learning field acquisitions in the Visual Arts Curriculum. This research is a qualitative research and was designed in the general survey model, which is one of the descriptive research types. Middle school students in the study group of the research were selected according to the easily accessible sample type from the purposeful sampling strategy. Accordingly, the study group of the research consists of 100 students studying in the 5th, 6th, 7th and 8th grades of a middle school in the 2020-2021 academic year. The data were collected through a form consisting of 11 questions prepared to determine the students' perceptions of artwork. Descriptive analysis method was used to analyse the data of the research. The data obtained were analysed in two stages; determining the frequency and percentage values according to the number of students choosing the pictures which are artwork or non-artwork, the density of the sentences in which the students stated the reasons for choosing the pictures, and the determination of categories and themes according to the answers given in accordance with the purpose of the research. Among the results of the research, it is seen that especially colour, perspective, composition and realism are effective in the selection of some works. While the sentences stating the reasons for the preference of the students who chose the work of art mostly developed in line with the field of art criticism and aesthetic learning, it was observed that the answers of some students were not conscious.

In recent years, the theory of antiblackness known, generally, as 'afropessimism' has been taken up in the field of Education. In this article, the author outlines afropessimism and emplaces it into the traditions of Black educational thought, namely Critical Race Theory. The article also highlights the emerging contributions of scholars who have begun to incorporate the use of afropessimist theory into their work. Ultimately, the author argues that the urgent and critical questions that afropessimism demands has the potential to open up a whole new world of inquiry and action in our quest for a liberatory and liberated Black education.

This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishes three layers of social reality (in this case higher education): the empirical, the actual and the real. The empirical layer is presented by the academics and their teaching; the actual are the institutional processes of teaching, learning, assessment, mode of provision (online, blended); the real are the power and regulatory mechanisms that shape the first two and affect academics' agency. Two dimensions of academics' experiences and perceptions are presented. The structural dimension reflects academics' perceptions of the emergent organisation of the education environment including the changing narratives around digitisation, marketisation and unbundling in the context of digital inequalities. The professional dimension aspects play out at the actor level with respect to work-related issues, particularly their own. This dimension is portrayed in academics' concerns about ownership and control.

Concern that children are not engaging in enough physical activity (PA) to bring about health benefits is a crisis globally. This paper aims to examine primary school-based PA initiatives from within an English context. A qualitative inquiry was adopted and underpinned by the socio-ecological model. The study was presented through a realist case study of three selected primary schools to reveal a collection of context-mechanism-outcome statements across five levels of the socio-ecological model (individual, interpersonal, institutional, community and policy). The findings highlighted a multi-layered interaction of PA within the school setting as well as the school's own relationships with external influences. Three key components emerged from the research findings; these included the (1) teacher's unintentional facilitation of simple PA in classroom settings, (2) innovative uses of community networks as an additional resource to schools and (3) the uncovering of a complexity of external influences from home, community and policies on school-based initiatives.

The last decades have seen an enormous growth in published research and evaluations, which makes it difficult for a researcher to stay up-to-date in their own field, let alone complement their knowledge with insights from other fields. In this paper we give an elaborate overview of a methodology that aims to tackle this task. It builds on the realist evaluation science approach and combines it with qualitative comparative analysis (QCA), hence its name: the ResQ approach. Central to the approach are generative mechanisms that can be found across fields, domains, sectors and contexts. The approach sets out to synthesize the evidence on the circumstances linked to the triggering of these mechanisms. QCA is used to identify the most relevant conditions, leading to theories around these mechanisms, called 'mechanism concepts'. New studies can test, and refine the mechanism concepts, setting up a continuous cycle of theory-building across disciplines enabling us to learn from other fields, disciplines and contexts in a systematic way.

Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher's pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher's pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher's desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.

Pedagogies for movement learning have been affected by a gap between natural science and social science. The gap has meant that pedagogy tend to focus relatively more on either product, material context, and normative ways of moving, or process, learners, social context, and non-normative ways of moving. Here, I suggest that philosopher and physicist Karen Barad's agential realist perspective may offer a theoretical approach that can contribute to enact pedagogies for movement learning that go beyond the gap between "the natural" and "the social." Such an approach does, however, not entail a "mixture," or "blending," of natural and social science theory. Rather, the perspective is based on a particular notion of discursive practice as (re)conceptualized by Barad. This approach is illustrated in the article by an empirical example.

The purpose of this study is to explore the implications of a standards-based curriculum for what constitutes knowledge in different teaching contexts. The research question is as follows: How is the logic of uniformity within curriculum standards recontextualised into actual teaching in different school environments, here focusing on the concepts of the knowledge underpinning the teaching? Many national school systems have adapted to the current accountability movement. The accountability movement is characterised by seemingly simple and reasonable logic that defines objectives to specify what schooling should result in for learners, evaluates the result and then uses the result to improve the schooling process. In reality, however, the recontextualisation of the subject curriculum to teaching practice is a complex process. This article draws on interviews with two teachers focusing on eight recently completed lessons. The analysis reveals two approaches to curricula--integrated and performance--underpinned by two different views of knowledge: transactional realism and social realism. Although the key aim for teaching based on transactional realism is 'coordinating the students' interest in' the curriculum and teaching content, the key aim for teaching based on social realism is 'giving the students access to' specialised knowledge.

Against the backdrop of teaching being downplayed in higher education, this study unravels how the university faculty members' implementation of teaching excellence is influenced by the interplay of objective structural conditionings and subjective internal deliberations, drawing upon Margaret Archer's social realist framework and her distinction between human reflexive modalities. By exploring 21 faculty members from three Chinese universities with different structural constraints and enablements, the study shows that dual modalities are manifest in all faculty members, among which meta-reflexivity applies to everyone. However, autonomous reflexivity and communicative reflexivity play more dominant roles in generating purposeful actions under the same structure. Furthermore, some structural forces are non-negotiable constraints, and people having the same reflexivity modality may act differently under different structural conditionings. The study calls for universities to cater to both structural arrangements and reflexive deliberations to transform constraints into enablements for teaching excellence.

Transcription is an integral part of much qualitative data analysis, yet rarely has it received close attention in debates over the use (or non-use) of "computer assisted qualitative data analysis software" (CAQDAS). This article draws upon a mixed-methods study that involved transcribing conversational interviews with carers, third sector practitioners and policy-makers, to explore how "computer assisted transcription software" (CATS) can affect data and its analysis in ways unanticipated at the outset by researchers. From an agential realist perspective, the article outlines three steps towards making principled choices over the use (or non-use) of CAQDAS in qualitative data analysis. These steps require navigating extremes associated with technological determinism; that we re-think our understandings of the software-data-researcher relationship; and that we move away from asking how well a given CAQDAS can 'perform' and towards exploring what a given CAQDAS can (and cannot) do.

This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of 'power' in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss' analysis of power can help reveal why 'power' is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.

This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young's social realist theory of powerful knowledge in the case of school history. The paper proposes that assessing the potential of the historical discipline for informing substantive knowledge selection in school history requires a more thorough account of the historical discipline's horizontal knowledge structure. Having attempted such an account, it is argued that while the historical discipline offers no consensus on exactly what substantive knowledge to teach, it does offer resources for tackling political and ethical questions inherent in substantive knowledge selection in school history. This is exemplified through the case of environmental history. The paper concludes that realizing the potential of the historical discipline to contribute to questions of substantive knowledge selection in school history requires that history educators move beyond theorizing the distinction between vertical and horizontal discourses, central to Young's theory of powerful knowledge, and, drawing on Bernstein, consider the historical discipline's particular horizontal knowledge structure and its dialogic, often critical, entanglement with horizontal discourses.