Education & Pedagogy

Purpose: This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy. Approach: The article explores global education in Poland from a critical and postcolonial perspective. It examines both supra-national factors shaping global education nowadays (like migrations, cosmopolitan turn, growing right-wing populism, the culture of measurement) and specific Polish context as a country not only "in-between", but with the experience of "triple coloniality". Findings: I argue that taking into consideration this complexity and multilayeredness of the Polish situation, together with more general, not country-specific factors, can offer new insights and understandings of global education in Poland. It is a necessary step to decolonise global education and make it more inclusive.

Effective collaboration among general education, special education, and support professionals is critical for the support of student learning and growth. However, preservice teachers rarely get the opportunity to learn about this process or to engage in meaningful interactions with professionals from other disciplines during their preparation programs. In this article, the authors discuss adapting the interprofessional education model from the health sciences to the teacher preparation context. The interprofessional education model brings students from multiple disciplines together in multidisciplinary teams to explore, analyze, and evaluate learner academic, behavioral, and support services assessments and to make recommendations for future learner support. The authors discuss their experiences implementing a short-term online interprofessional education experience for undergraduate and graduate students across five disciplines. The authors also discuss the implications of and make recommendations for establishing and sustaining interprofessional education in teacher preparation programs.

Higher education is at a pivotal point of reflection due to the forces of neoliberalism, anti-Blackness, and the ongoing COVID-19 pandemic. In the past, higher education has overlooked the university's far future, opting to focus on readily conspicuous change. Along with this disregarded conversation, these crises present higher education faculty, administrators, and staff an opportunity to critically re-think the future of higher education given what we know now and what we do not. In this dialogic essay between a higher education policy doctoral student and a tenured media and communications professor, the authors peer into the hit HBO series "Lovecraft Country" and its underlying themes of horror, fantasy, and historical reality to extract vital lessons for higher education. The authors further participate in conversations about utilizing world and story-making tactics to help higher education envision the university of the future--a future that is radical and boundless.

In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.

Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special educators of color are perpetually underrepresented in the workforce. At the same time, special education research remains overwhelmingly silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how special education teacher preparation programs can center the crucial role of Black educators in special education.

Even as momentum builds for critical, culturally sustaining, and decolonial approaches to pedagogy, curriculum, and teacher education, efforts in practice-based teacher education remain epistemically linked to Eurocentric, colonial objects of schooling, and shallow notions of justice. Yet attention to the what the day-to-day work of teaching is critical to novices' development, especially when the challenges we hope they will embrace--disrupting oppression and advancing liberation--are so complicated. Clear, concrete models of decolonial repertoires of practice are needed to ensure our teacher education efforts produce skilled practitioners prepared to advance the decolonial project in education. In this article, through a decolonial reading of the practice-based literature, and an examination of rehearsal deployed with decolonial intent, I argue for a decolonial practice-based teacher education that will cultivate educators to engage in epistemic disobedience, learning how to teach while resisting the coloniality that permeates schools.

In this review, we will investigate the pathways linking education and health to understand why education appears to improve health in some settings or among certain populations, and not in others, as well as to inform recommendations about how best to target investments in education to maximize the benefits to health. We will seek to answer the following key research questions, focusing specifically on the mechanisms that affect fertility, HIV, and infant and child mortality. If feasible, these answers will include meta-analyses of comparable education and mediator outcomes: (1) Do changes in education affect the primary theorized mediators (e.g., knowledge, attitudes, resources, and agency; health behaviors and harmful practices) of the relationship between education and fertility, HIV and child mortality? (2) How does the relationship between these mediators and education vary across different aspects of education (e.g., grade attainment vs. literacy/numeracy vs. attendance)?

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home (IaH) is regarded as a beneficial approach to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China's higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China.

The learning preferences of the learners are of prime importance in the planning of distance education systems and the design of learning environments. Learning technique and learning material preferences are considered as the two most common and referable learning preferences to understand the learning preferences profile of distance education students. This research investigates the learning preferences of distance education students. Data was collected from 3390 distance education students from Anadolu University, considered as one of the mega universities in the world. Neurol Network Analyze conducted to profile learning preferences of distance education students. For this purpose, Multilayer Perception Model was applied as an artificial neural network analysis model in the analysis of data. The age of students was found as the most important independent variable on the prediction of material preferences and learning technique preferences of distance education students. The full Multilayer Perception Model of the learning preferences profile of distance education students was provided as a conclusion. Recommendations provided for future research and applications.

Globally, increasing attention has been paid to disability inclusion in the education sector, from international development to national policymaking. Discussions on inclusive education appear in various conferences, events, policy briefs, academic articles, and global reports. The 2020 Global Education Monitoring Report centralizes inclusion in education, advocates the message of "All Means All", and highlights inclusive education as its core recommendation (United Nations Educational, Scientific and Cultural Organization, 2020). In the context of increasing global discourse around disability inclusion in education, how does education for people with disabilities fare at local and national levels? Building on the author's prior research experience and connection to disability rights movement in China, this study sets out to explore the educational landscape for a specific population -- Chinese people with visual impairments, and identifies various challenges and opportunities facing education inclusion in greater details.

Implementing quality assurance of university students' learning outcomes is an important challenge. In response to the COVID-19 pandemic, wherein many universities are implementing online education as "a new form of education," there is a pressing need to rethink class methods. This study clarifies the effect of class experience via online education on Japanese university students' learning outcomes amid the COVID-19 pandemic. The results indicate that students acquire knowledge and skills through online education in the same way as conventional face-to-face education, but regardless of the specialized field, the knowledge and skills acquired differ according to the form of online education employed. Our finding that appropriate learning outcomes are assured even for online education in the same way as face-to-face education is likely to be of major significance.

The "Best Chance for All" was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary education. Specifically, we argue that the magnitude of the social and economic challenges presented by COVID-19 warrants holistic policy responses that enable the transition to a connected tertiary education system; one designed to deliver choice and flexibility for lifelong learners. A roadmap for this transition exists in the form of "The Best Chance For All." The vision can be actuated through demand driven funding arrangements across tertiary education that are coherently aligned to optimise the performance of both the higher and vocational education sectors and are underpinned by sustained investment in equity outreach and support.

This comprehensive school health education program offers a planned sequential curriculum for grades K-12 based on student needs, current and emerging health concepts, and social issues. It integrates the physical, mental, emotional, and social dimensions of health. The 10 areas covered are: (1) consumer health; (2) dental health; (3) disease control; (4) environmental and community health; (5) family health; (6) mental health; (7) nutrition; (8) personal health and physical fitness; (9) safety and emergency care; and (10) substance abuse. Specific programs and goals, effective management systems, and evaluation procedures are presented for all grade levels. For each item at each grade level the instructional objectives are listed along with the course content and skills to be achieved. The appendices contain information on: health education for the special education student; career education in the health education program; instruction in ethics, moral values, and citizenship in health education; time requirements for subject areas; and study habits, homework, and student responsibilities. (JD)

This study provides a comprehensive history of state education in England and Wales and asks why state education was delayed longer in these two countries than in other developed nations. Section 1 provides a history of early church and private schools and traces Britain's educational development up to the reforms of 1988. From the year 600 to 1988 the varied and complex school systems show that England and Wales educated their elites but delayed extending higher education to the working class until the 1960s and 1970s. Then the countries attempted to equalize educational opportunities largely through comprehensive schools. Section 2 explains school structure, organization, administration, and changes under the Education Reform Act of 1988 (ERA) and offers insight into education policy changes that show a change of direction from a child-centered, progressive, teacher-guided system to the conservative, differentiated, central government-directed, industry-serving school system of today. Section 3 provides a glossary of abbreviations, acronyms, and commonly used terms in education in England and Wales. (NL)

A number of misconceptions exist concerning broadcast education. Professional broadcasters often complain that broadcast students receive too little "hands-on" training, while academicians decry current broadcasting programs which do not challenge the students intellectually. In addition, broadcast students have their own set of expectations based on the view that college education is primarily a training ground for gainful employment. Most broadcast educators realize that, in the midst of the information age, students of mass communication must not only acquire a broad liberal arts education but must also be exposed to the cultures, politics, and problems facing other nations. Only those media students who clearly understand and appreciate the enormous power and influence of the mass media can succeed in becoming responsible producers, directors, reporters, writers, announcers or performers. A recent national survey of broadcast education programs indicated that most are carefully designed to offer students a balanced practical and theoretical experience. The "trade-school image" of broadcast education is simply an unfortunate misconception. (RS)