Education & Pedagogy

In this article, I offer a critical reading of the higher education field-imaginary and its orienting assumptions, inspired by decolonial and abolitionist critiques. These critiques identify the constitutive and ongoing violence that underwrites modern institutions of higher education and, thus, the higher education field itself. In so doing, they challenge scholars and practitioners to reckon with the implication of higher education in systemic harm and unsustainability and to reimagine higher education as we know it. However, this reimagining should move beyond the common tendency to aspire to transcend the existing imaginary without disinvesting from the harmful promises it offers.

To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical work concerning music teacher educators' conceptions of culturally responsive education, which we unite with Barnett and Hodson's concept of pedagogical context knowledge and theories of andragogy and heutagogy into one comprehensive framework. We describe each facet of the model and provide suggestions for its use in both research and practice.

K-8 teachers who do not consider themselves as scientists may have difficulty connecting literacy development to science standards. However, with effective tools and experience, teachers can integrate literacy skills with scientific inquiry fostering dynamic learning for students. The implications can be a deepening of students' competence with communicating science concepts, while cultivating curiosity about the world around them. The purposes of this paper were to emphasize the importance of children's literature that connects nature to scientific processes; highlight the accessibility of informal science education providers in the community; and offer ideas for extended writing activities that integrate nature and science with students' personal experiences.

We estimate the wage returns of undergraduates who attained their degree via Scotland's Further Education College Articulation policy. We contribute to existing literature by adding to the research on varying returns based on paths to acquiring a degree, while also being the first paper to examine the returns associated with Scottish Articulation. While Articulation students receive a wage premium relative to college students, we find lower returns for Articulation students relative to those from older and higher ranking university institutions in Scotland. This result questions whether improving educational equality, translates to improved income equality between low versus higher income backgrounds.

One of the stated purposes of this Special Issue is to "discuss when and why intelligence has disappeared" in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed.

With a specific example from Norway and inspiration from Sara Ahmed's The Promise of Happiness, this article demonstrates how today's educational rhetoric lacks the language and will to recognise a key pedagogical dimension in education: what happens when the normative ambitions of education and students meet. At best, teaching students life skills to mitigate their mental health issues is naive. Inspired by Ahmed, such an initiative might actually work against its purpose. At a time when educational outcomes are emphasised in local and international political contexts, I argue that the task of philosophy of education should be 1) to reclaim the significance of the pedagogical dimension in education and 2) to philosophise on what negative emotions such as unhappiness require of education.

As some researchers predicted, online education is taking precedence over higher education worldwide. This work deals with this situation using three frameworks appropriate for the three concepts involved (i.e. technology, teacher and students). The literature was reviewed in the context of good-quality education and its relation to three distance-education frameworks. Some approaches and strategies indicate improvement in achieving electronic media-based learning (e-Learning) recognition for better outreach. This manuscript also shows that the most critical aspect of this outreach is thinking about the learning benefits that learners might gain from it and how they might assess those benefits using various tools, not only by direct comparison with old pedagogies or methods.

The Israeli ultra-Orthodox community is a segregated religious minority suffering from poverty, yet its youth do not receive financial education. This mixed-method research explores the effectiveness of a financial education program for affianced ultra-Orthodox men. 11 interviewees answered qualitative questionnaires, and 201 program graduates evaluated program effectiveness, financial conduct, and demographics, compared to 36 control-group participants. Qualitative results emphasize the program's importance for yeshiva students. Quantitative results demonstrate better savings behavior and more consultation willingness of graduates. Culturally-sensitive programming can lead to improved financial conduct; therefore, governmental investment is essential for Israeli economic welfare and for the ultra-Orthodox community.

For Martin, the right to free higher education may be claimed only by those ready and willing pursue autonomy supporting higher education. The unready and unwilling, among whom may be counted carers, disabled, and devout, are excluded. This is unjust. I argue that this injustice follows from a tension between three elements of Martin's argument: (1) a universal right to autonomy supporting higher education; (2) qualifications on entitlements to access this right in order to preserve the value of higher educational goods; (3) luck egalitarian motivations in Martin's distributive ethics. I consider options for avoiding such injustices and their implications for Martin's argument.

Malaysia is a multi-ethnic and multi-racial country, with a multi-religious and multi-cultural people as a result. Despite its diversified nature, Malaysia is a country that constitutionally acknowledges Islam as the official religion, and all affairs pertaining to Islam are at the highest priority. The key concerns that may be raised are: What about the implementation of education, particularly religious education? What curriculum has been designed? How are the teachers trained? This article presents the policy developments of religious education in the country, with an emphasis on Islamic religious education. An overview of existing research literature is also provided, as are some crucial questions that may lead to the future research agenda for religious education in Malaysia.

The issue of the coordination between different levels of power in the governance of higher education is crucial for countries with high levels of regional heterogeneity. This paper analyzes the features of transformation of national-regional relationships in higher education in Russia based on the framework of governance and management in higher education systems. Analysis of "higher education federalism" shows that the current highly-centralized governance model in Russian higher education is the result of a chaotic transformation process after the collapse of the Soviet Union. Also paper explains that actual coordination between national and regional levels is insufficient for real participation of universities in regional social and economic development.

This paper investigates the influence of entrepreneurial education on the relationship between entrepreneurial intentions and its antecedents of low-income students. It verifies the effects of entrepreneurial education as a moderating variable in the connection between intention and its antecedents. Our findings provide a theoretical contribution by showing that entrepreneurial education exerts no moderating effect on the relationship between entrepreneurial intentions and its antecedents on students coming from low-income contexts. It contributes to practitioners by highlighting the importance of entrepreneurial education curricula comprising hands-on activities which present real-life entrepreneurship situations to low-income students.

The paper explores the development and facilitation of a new initial teacher education (ITE) programme underpinned by critical perspectives. It looks at the past and existing influences that have shaped the ways schooling is understood and operationalised in Aotearoa New Zealand. Through an 11-month ethnographic case study approach, the paper discusses an investigation of how a cohort of teacher educators attempt to highlight and deconstruct inequities underlying contemporary educational practices to student teachers. The purpose is to prepare emergent teachers who will be socially conscious of the purposes of education and to reconceptualise teaching with the learning outcomes of classroom students at the centre of education.

The United States has seen an increase focus in science education at the same time that more students with disabilities (SWDs) are educated in a general education classroom. Because of this, science teachers must know how to implement best practices of working with SWDs. However, many science teachers report they do not feel prepared for this. This study explored required special education courses that middle school science pre-service teachers are required to take in the state of Tennessee. Overall, the majority of universities required only one course in special education. Themes of course descriptions and future directions are discussed.

This article examines the meaning and features of 'internationalisation' in higher education in the social and historical contexts of Hong Kong. From a perspective of shifting geopolitics of higher education aligned with a historical perspective of evolving academic traditions, this article discerns parallel developments featuring the transition of Hong Kong universities along two pathways--benchmarking Western universities' internationalisation agenda, and converging with China's projection for national integration and global outreach. The HK case provides a critique of liberal views of internationalisation of higher education based on the logics of neoliberalism, soft power, global citizenship, and internationalisation at home, suggesting a closer look at statist instrumentalism in conjunction with neoliberalism as competitive strategies in a realistic international higher education community.