Pedagogy, Culture & Society

  Vol. 31, n°3, 2023

 

• Transnational women academics of colour enacting ‘pedagogy of discomfort’: positionality against a ‘pedagogy of rupture’, Reshmi Lahiri-Roy, Nish Belford & Nicola Sum
• Does mindfulness belong in higher education? – An eight year research of students’ experiences, Oren Ergas & Linor L. Hadar
• Perpetuation of gender bias in New Headway: a multimodal critical discourse analysis with a diachronic lens, Ufuk Keles, Behzad Mansouri & Bedrettin Yazan
• High school English textbooks promote gender inequality in Afghanistan, Sayeed Naqibullah Orfan
• The meanings of differentiated instruction in the narratives of Eritrean teachers, Desalegn Zerai, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas & Tanja Vehkakoski
• Practising school-home collaboration in upper secondary schools: to solve problems or to promote adolescents’ autonomy?, Gørill Warvik Vedeler
• Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project, Jane Carter, Ben Knight & Karan Vickers-Hulse
• Still in the shadow of Confucianism? Gender bias in contemporary English textbooks in Vietnam, Mai Trang Vu & Thi Thanh Thuy Pham
• School: a sad duty or an enriching necessity? Effects of long-term historical institutions on educational attitudes, Justyna Kościńska
• ‘I feel like two different teachers’: the split self of teacher subjectivity, Mandy Pierlejewski
• The strange case of querying gove’s cultural capital legacy, Claire Birkenshaw & Anne-Louise Temple Clothier
• K (student): ‘I need to think about new ways to bring their home and culture into the class’. Preservice Teachers Develop a Culturally Relevant Pedagogy, Dolly Eliyahu-Levi & Michal Ganz-Meishar
• Informal learning of Cantonese operatic singing in Hong Kong: an autoethnographic study, Bo-Wah Leung
• Within the national confines: Israeli history education and the multicultural challenge, Roy Weintraub & Nimrod Tal
• A curriculum of mathematical practices, Peter Grootenboer, Christine Edwards-Groves & Steven Kemmis

Book Review

• Considerations for 21st century pedagogy? The future of teaching and the myths that hold it back, by Guy Claxton, Abingdon, Oxon, Routledge, 2021, 230 pp., £12.79 (paperback), ISBN 9780367531645, Adnan Bayyat

https://www.tandfonline.com/toc/rpcs20/current