Education & Pedagogy

Following an argument that the 2030 Agenda consolidates a neoliberal hegemonic 'development' system, we analyze how SDG4 deepens an instrumental and utilitarian 'education for sustainable development'. Alternatively, the Epistemologies of the South are presented as ways of knowing that are capable of accommodating a critical environmental and intercultural education (CEIE). Under a qualitative methodology, two extensive ethnographic studies were carried out, based on convivial individual and collective interviews with indigenous peoples. In addition, documentary analysis was carried out. This strategy made it possible to analyze two different cases of intercultural education (one of "'that which is'" and the other of "'that which is not'") in Latin America: the model of intercultural bilingual education of the schools for the qom in Rosario, and the autonomous education model of the Zapatista schools in Chiapas. We show how the experience of Zapatista's 'true education' allows us to look beyond 'development' and 'schooling', to where life is a melding of ecosystem(s) and culture(s).

The Indonesian education system, in general, still has many challenges in learning science. The results of the 2018 PISA survey put Indonesia in 74th place, which is sixth from the bottom. Indonesian students' reading ability, with a score of 371, is in the 74th position; Mathematics, with 379, is in the 73rd position; and Science, with a score of 396, is in the 71st position. This situation is intriguing to explore how history influences the education system's current conditions, especially in science learning. The article will explore the effect of changes in the education system on science learning in Indonesia. Exploration of science learning will start from the education system before the independence of Indonesia to the current education system. Using a historical approach, and this article concludes that political power influences change in the ideological orientation of the system and the direction of education, especially in education policy, curriculum changes, and learning activities. This change in situation plays a huge role in determining the achievements of current science learning and achievements.

This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transformative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several intersecting dimensions of educational change: values and traditions, demographics, educational practices, curricula, and society.

Given the information age, an important educational objective is cultivating innovators who can propose unique ideas. Learner-centred education is a way to achieve this objective; however, what is the current effectiveness of learner-centred education? A meta-analysis was conducted to analyse 72 effect sizes from 42 quantitative studies to determine the effect of learner-centred education on students' academic achievement across a 10-year period (2010-2020). The overall effect size was 0.5446 (95% CI [0.3754, 0.7138]), which was medium, positive, and significant (P < 0.001). Thus, learner-centred education can significantly improve students' academic achievement. There were significant differences (all P < 0.05) in the influence of learner-centred education on academic achievement among six independent variables (subject, region, education phase, learning environment, teaching strategies, and autonomous learning form). Future research should focus on the positive impact of learner-centred education and choosing teaching strategies and learning forms to the discipline to promote it.

Most research exploring school-based forgiveness education programs focuses on student outcomes. However, some scholars have begun studying teachers' views of forgiveness. We build on this work by exploring teachers' views of forgiveness education in Greece and Saudi Arabia. A total of 134 teachers (76 Greek and 58 Saudi) completed a survey asking about the meaning of forgiveness, topics to include in forgiveness education, and benefits and challenges of forgiveness education. We compared responses between Greek teachers with and without experience delivering forgiveness education and between Greek and Saudi teachers. Greek teachers with and without forgiveness education experience had different views of the benefits and practical challenges of forgiveness education. The Greek and Saudi teachers differed in how they understood forgiveness in relation to reconciliation, excusing behavior, mercy, and beliefs about the benefits of forgiveness education for the classroom. Implications for the implementation of forgiveness education and teacher training are discussed.

Enlightenment modernity brings about the domination of industrialization, bureaucracy and instrumental rationality over the subject and its school life. At this time, the subject is like living in what Weber called the "iron cage" ruled by instrumental rationality. The worship of rational authority in education has reached such an extent that aesthetics characterized by perceptual enjoyment has been suppressed, denied and outlawed, which is embodied in the loss of transcendence of aesthetic education. Utilitarianism and entertainment are the main manifestations of the loss of transcendence in aesthetic education. Therefore, it is necessary to regain the transcendence of aesthetic education in three aspects: first, to redeem the rigid and bureaucratic school life through aesthetics, to save the "beautiful risk" of education dominated by instrumental rationality in education; second, to resist the one-sided development of human beings through aesthetic education, and to create unique and individualized personality traits by cultivating students' individualized aesthetic interest; Thirdly, we should resist the "standard answer" through the interpretation of the pluralistic meaning of works of art in aesthetic education.

Renewing the social contract for education is the central call of the "Reimagining Our Futures Together: A New Social Contract for Education" report from the International Commission on the Futures of Education. The International Commission outlines two foundational principles for such renewal: an expanded vision of the right to education throughout life, and education as a public endeavour and a common good, reflecting humanity's wide diversity of ways of knowing, living, and being. These principles provide a common thread for the think pieces in this issue, which attempt to unpack the idea of a new social contract from a variety of positions. The pieces are discussed around six themes: reorienting educational purpose; governing diverging motivations; recasting leadership and participation; envisioning new possibilities for higher education; enriching the knowledge commons; and unleashing imagination beyond the status quo. This introductory article argues that rebuilding and strengthening trust is the watchword of any effort to renew a social contract for just and equitable futures of education.

In this article, we revisit the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Drawing on critical race theory (CRT) as its theoretical framework, we incorporate principles of participatory action research (PAR) to conceptualize community-based anti-racism education where community members and academics collaborate as equal partners throughout the process. Three key features emerged out of this analysis to characterize this approach: using people's lived experiences as an entry point to understand contemporary forms of racism, underscoring the importance of participation at the grassroots level, and prioritizing an action-oriented feature of community-based anti-racism education. By combining synergies between CRT and PAR, this approach has the potential to contribute to facilitating collaborative, equitable partnerships in practicing anti-racism education in diverse communities and enabling action-oriented anti-racism education as a site of advocacy, emancipation, and institutional practice for social change.

This article fills a notable gap in existing research on outcome-based education (OBE) in India. It reports findings from a multi-sited field-based investigation of OBE across five relatively highly ranked institutions in India. Building on actor-network theory the article argues that attempting to study OBE opens up a range of concerns such as disciplinary dispositions, teacher training, methodological limitations of OBE, concerns of labour, management and the problem of designating the scalar boundaries of OBE. The article argues that OBE allows problematizing the distinction between skill and knowledge and the hierarchy that exists between them. It argues that OBE need not be construed as a degradation of higher education into trade schools, rather this moment provides us an opportunity to rethink the relationship between vocational, technical, and general education. This assumes significance in the current context as the new clientele of higher education do not have the luxury nor often the aspiration for further education but want to use undergraduate education as a take-off to build meaningful careers outside the academia.

Indonesia has prioritized upper secondary vocational education since 2006. This study examines the labour market outcomes of upper secondary vocational education in terms of decent work (DW), using Indonesian Family Life Survey data and a research framework that links DW into the broader labour economics of the school to work transition. We compare urban and rural workers with upper secondary vocational education to those with general education, using both simple regressions and propensity score matching. Workers with upper secondary vocational education do not earn higher wages or have better employment conditions than workers with general education. An exception is for workplace-provided training and pensions, where vocational graduates did better than general ones in 2014-15, a change from 2007; this effect was also much stronger in urban than in rural areas. Our findings raise questions about Indonesia's policy of expanding upper secondary vocational education without also focusing on its quality.

Those working toward equitable K-12 computing education in the United States have always had their work cut out for them: understanding how best to teach, developing robust curricula, designing novel tools, building teacher capacity, and supporting systemic change in schools to bring equitable computing education to young people. Collectively, these areas represent an ambitious and complex set of problems to solve. But current changes to the educational landscape in the United States--where teaching basic ideas about how to critically engage with the world has become deeply politicized, and where forces working toward privatization of education are on the rise--require us to broaden the scope of our work. Our efforts must shift to not just include the aforementioned problems but also include ones that are more explicitly political: engaging in solidarity with the larger project of public education and supporting teachers to have the freedom to teach what students will need to contribute to our society.

Purpose: The socialization literature has identified the importance of school administrator support in physical education teachers' work experiences. The purpose of this study was to understand how principals' own socialization influences their perspectives on and support for physical education. Methods: Data were collected through semistructured interviews with 29 school principals (14 males and 15 females) and 15 physical educators (11 males and four females) matched at the schools from which principals were recruited. Results: Qualitative data analysis resulted in four intersecting themes: (a) Administrators' prior socialization and subjective theories frame support for physical education; (b) supportive principals are visible, engage with their teachers, and hold them accountable; (c) stress is exacerbated when principals and physical educators' values and beliefs differ; and (d) school and policy constraints influence administrators' vision and support for physical education. Discussion and Conclusion: Educational leadership programs should consider preparing principals to support the work of physical education teachers.

There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people's development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners' development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.

This study aims to explore the panorama of international education development in China from a retrospective policy mapping perspective. In China, international education is closely linked with educational internationalization and opening to the outside world. The internationalization of education in China refers to the cross-border communication, cooperation, and integration of educational undertakings of different countries to realize the understanding and respect of multicultural society. In general, the international education policy in China includes four stages: From 1949 to 1976, the international education policy is the exploratory stage, from 1976 to 2000, the steady development stage of the international education policy in the reform and opening up period, from 2000 to 2012, the comprehensive development stage of the international education policy in the new century, and from 2012 to now, the new international education policy under the background of 'One Belt and One Road' and the new policy challenges under the COVID-19 pandemic. In addition, the conclusion and implication are offered in the last.

To address the national teacher shortage, the federal government has permitted alternative route preparation programs in an attempt to increase the supply of licensed teachers. Alternative route (AR) programs vary by state, but generally aim to train teacher candidates who do not have a traditional education preparation background to fulfill high-need teaching areas, such as special education. As a result, many AR special education programs are housed within various institutions of higher education across the United States. However, teacher educators often bear the responsibility to develop and sustain ARs within their institution of higher education with little guidance. The purpose of this manuscript is to provide a pillar framework for teacher educators in attracting, preparing, and retaining high quality AR special education teachers. Research-based strategies specific to AR infrastructure and teacher preparation policy implications are discussed.