Pedagogy, Culture & Society

Vol. 32, n°5, 11/2024

 

• Solidarity Movement in the School History Textbooks in Poland - Selected Contexts of Gender, Religion and Politics, Daria Hejwosz-Gromkowska & Dobrochna Hildebrandt-Wypych
• Locally-grounded, embodied, and spiritual: exploring alternative constructions of democratic education with/in Indonesian schools, Teguh Wijaya Mulya, Zulfa Sakhiyya, Ahmad Bukhori Muslim & Anne Suryani
• School design and learning: a sociomaterial exploration in rural schools in Chile, Patricia Thibaut & Lucila Carvalho
• Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19, Linor L. Hadar
• Storying with plastic excess: relations with plastic in early childhood education, Kelly-Ann Macalpine & Veronica Pacini-Ketchabaw
• Able-mindedness and citizenship in education policy discourses on digital skills, Touko Vaahtera & Sirpa Lappalainen
• Hope labour in sport management: Sport industry internships, free labor, and reproduction of the intern economy, Matt Hawzen & Ryan King-White
• ‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool, Louise Archer, Spela Godec, Uma Patel, Emily Dawson & Angela Calabrese Barton
• The evolution of a young refugee-background female student’s math identity, Eleni Oikonomidoy & Fares Karam
• Lessons on educational borrowing and change: teachers’ implementation of differentiated instruction in Singapore, Tang T. Heng
• Affect and the force of counter stories: learning racial literacy through thinking and feeling, Samantha Schulz, Lester-Irabinna Rigney, Michalinos Zembylas, Robert Hattam & Nadeem Memon
• When cultural reproduction overshadows personal transformation: the case of Russian schools teachers in Estonia, Liudmila Zaichenko
• English as a world opener in Chinese universities: fostering interculturally aware communities of learners in the English reading classroom, Wen Xu & Jorge Knijnik
• Technē and technology: young men, literacy and the facility to write, Megan Watkins
• The education and exclusion of heathcliff: a lesson on ‘looked after’ and ‘previously looked after’ children in schools from nineteenth-century literature, Elizabeth Chapman Hoult & Mel Gibson
• Minoritising process drama for teaching Cantonese to ethnic minority children in Hong Kong, Po-Chi Tam
• ‘Who owns time?’: Reflecting on the temporal dimension of sustainability with Zapatista and Norwegian educators, Léa Marie Maison
• Student involvement in assessment and power relations: teacher’s perspective, Ívar Rafn Jónsson
• Agents of change or collaborators? The first Palestinian students from Eastern Jerusalem studying to become Hebrew teachers in an Israeli university, Asmahan Masry-Herzallah & Adar Cohen
• Hong Kong preschool stakeholders’ perspectives on the teaching and learning of arts and creativity, Jerry Yeung & Alfredo Bautista
• The phenomenon of cancel culture through the social media: pedagogical implications for teacher education, Michalinos Zembylas
• Educating immigrant and refugee students: A culturally relevant pedagogy perspective into elementary teachers’ professional needs in Türkiye, Sibel Akin-Sabuncu & Koray Kasapoglu
• ‘Death livens you up’: death education through the eyes of adolescents, Pablo Rodríguez Herrero, Bianca Fiorella Serrano Manzano & Agustín de la Herrán Gascón
• Exploring the identities of pathways educators through the lens of Third Space Theory, Kieran Balloo, Fabiane Ramos, Russell Crank, Daniel Crane, Susan Hopkins, Mary McGovern, Frey Parkes, Julie Penno, Niharika Singh, Nicholas Todd, Victoria Wilson, Angela Windsor & Sue Worsley
• Assemblages of security? – A study about starting school and feeling safe and secure at school, Susanne Severinsson

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