Education & Pedagogy

This article offers a comprehensive thematic literature review on labour education, exploring the major contributions as well as some of the limits of this scholarship and future directions for researchers. Based on an analysis of 180 English-language publications from the 1960s until today, we find several general trends that we analyse as four broad themes in this literature: the politics of labour education; labour education in, through, and with formal educational institutions; the pedagogy of labour education; and labour education, globalisation, and transnational solidarity. Identifying some of the gaps in the existing scholarship, we propose several future directions for research on labour education: connecting social movement scholarship and the labour education literature; labour education programmes that centre intersectionality, namely themes such as gender justice, anti-racism, and disability; labour education through solidarity with other social movements, such as the environmental movement; and labour education programmes led by different types of labour organisations beyond trade unions. Overall, this article contributes to our understanding of how labour education can strengthen the labour movement, reduce inequality, and promote decent work for all.

Cooperating Teachers are an integral part of physical education teacher education candidates' field experience. With an increasingly diverse student population, it is important that teachers have the knowledge and skills to teach high quality, and socially-just physical education. In addition to the increased focus on equity, diversity and inclusion, the COVID-19 pandemic brought uncertainty and challenges for many teachers, as physical educators needed to navigate pandemic pedagogies, while re-examining physical education best practices. To best prepare candidates, there is a need for strong mentorship and support in fostering the development of candidates learning to teach today's students. The purpose of this paper is to reiterate the necessary skills of cooperating teachers in supporting candidates, and to encourage cooperating teachers to examine their current pedagogical practices related to teaching online physical education, the implementation of social emotional learning in the curriculum, and strategies for teaching socially just physical education to meet the unique needs of K-12 students.

Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999-2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work.

The Finnish education system has received worldwide attention due to the top academic performance of Finnish school students. Physical education, as an integral part of the Finnish education curriculum, potentially contributes to the overall success. The purpose of this article is to summarize Finnish physical education reform during the past decades and to review and critique recent literature that has examined the effectiveness of Finnish physical education programs. This review concludes that physical education has a solid foundation in Finnish schools and that it enjoys strong support in Finnish society. Although physical education contact time has diminished across four decades, the current basic education reform has begun to allocate more time and funding for elementary and middle school physical education. The literature review, however, revealed limited evidence on the effectiveness of physical education programs. In the future, robust studies are needed to provide evidence of the effectiveness of physical education. It is likely that with rigorous research evidence, the current efforts to allocate more time for physical education should be more easily justified and supported.

The aim of this paper is to reconsider recent pan-European developments in teacher education and to discuss some aspects of its future. Teacher education across Europe has been largely "universitised"; therefore, both its present and future should be discussed within the context of the general changes in European higher education deeply marked by the Bologna Process and the emerging European Higher Education Area. The author relies on Goodlad's and Clark's discussion of teacher education from a higher education perspective and tries to continue in the context of European higher education reforms of the past decade. The central controversy of these reforms has concerned the length of traditional undergraduate courses at universities in most continental countries (4 to 5 years), particularly with regard to the relationship between "academic" and "professional" higher education. Until today, most teacher education institutions have adapted to the new system of two "Bologna" cycles (Bachelor and Master). However, the reforms have led to different interpretations and their implementation has varied in different countries, thus opening new dilemmas about the future of European teacher education.

Designed as a resource manual for use in conjunction with state and/or local level career education staff development training sessions, this handbook also provides local practitioners with information to develop new or improved career education programs. Chapter 1 overviews the concept, rationale, goals, and objectives of career education in Massachusetts. The next six chapters cover topics chosen on the basis of results of a needs assessment. Each chapter includes an introduction, examples of successful implementation strategies, and sources for reference materials and may be used separately from the others. Topic areas (with other information discussed) are career education program planning and implementation (career education as an educational change process), getting staff involved and designing inservice training programs (promoting career education, developing support groups, models for inservice training), curriculum infusion, community resource utilization (developing a resource directory, in-house teaching strategies, community-based teaching strategies), career education and special needs students (mainstreaming, teacher collaboration, Individual Education Plans), and evaluating career education programs (examples of evaluation instruments, techniques, and procedures). A list of career development concepts is appended. (YLB)

In an effort to pool information on the working operations of Indian teacher education programs in Canada and parts of the United States, a conference on Native teacher education was held in mid-October 1973 at Saskatoon. Nine programs sent delegates, including the University of Alaska, University of Alberta, Brandon University (Manitoba), University of Calgary, Universite du Quebec a Chicoutimi, Northwest Territories, University of Saskatchewan, University of South Dakota, and Winnipeg Centre Project. Conference proceedings present in full text three opening speeches by: the Dean of Education, University of Saskatchewan on parameters of Native teacher education; a member of the National Indian Brotherhood compares Indian education in the past, present, and future; and a staff member of the Department of Indian and Northern Affairs looks at Native teacher education in Canada. Descriptions of the nine teacher education programs represented include contact people for the program, program objectives, funding sources, course descriptions, unique aspects of the program, impact on Native education, and written comments on the program from Indian student participants. (ERB)

A history of Roosevelt's New Deal education policies shows that the Depression of the 1930s led to unprecedented experimentation in federal educational programs. Three aspects of New Deal education policy are important. First, the New Deal set precedents that redefined and legitimized the federal government's role in education. Working through structures parallel to traditional education--such as the Civilian Conservation Corps (CCC), the Works Progress Administration (WPA), and the National Youth Administration (NYA)--the federal government constructed schools, helped employ teachers, and offered a wide variety of courses. Second, the New Deal demonstrated the necessity and the effectiveness of federal intervention for the education of blacks and other educationally deprived groups. The CCC, WPA, NYA, and other programs emphasized the training of blacks, though often in segregated circumstances. Third, however, the New Deal failed to institutionalize its new policies. Thus it built no group of professional educators committed to federal participation in education. The New Deal's experiments in educational policy did help establish new ideas about federal responsibility for education and new goals for equal and democratic education. (Author/RW)

This publication provides a framework for the development of global education teaching skills, K-12. There are seven major sections. Section I very briefly describes the contents of the publication. Section II examines the need for global education. Discussed are forces creating the global age, global issues, major trends in the international field, the neglected aspect of foreign affairs, lack of teacher education competencies, the need for internationalism in American education, and how American education must change. Section III, "What is Global Education?" presents various definitions and descriptions of global education. Section IV outlines attitudes, knowledge, and skills that can be taught through global education. The goals of education are the topic of Section V. How to establish a global education framework is discussed in section VI. Included is a discussion of dimensions of global leadership, organizing themes for social studies, a proposal for a nationally and internationally oriented curriculum, and global education goals. The concluding chapter discusses how to teach culture in the classroom. Included among the topics examined are cross-cultural approaches and skills, goals of cross-cultural education, and strategies and techniques for teaching about culture. (RM)

The purpose of this monograph is to provide guidelines for planners who are working with current problems in nonformal education. A typology proposed defines nonformal education as ranging from those activities organized outside the formal system to those in which nonformal education is part of the educational system. An overview is given of the variety of nonformal educational activities that exist in the major areas of the Third World. This is followed by a discussion of the rule of nonformal education in development. The next section focuses on the planning task itself. Criteria are suggested that will help in selecting the amount and type of planning appropriate for different kinds of nonformal education. A series of goals, activities, and structures are suggested for a decentralized and differentiated planning process for nonformal education at the national, regional, and program levels. Some critical planning issues are examined in the context of four different categories of nonformal education activities: school-based learning centers, nonformal youth programs, adult basic education and community development, and vocational skill training. (Author/MLF)

This booklet provides an overview of the growing demands for adult education as well as other social services in helping migrant workers move out of poverty and succeed in cultures other than their own. Issues raised included questions about migrants' access to education and about building solidarity networks for ensuring basic human rights. A comparative view of migrant education practices in Asia and Europe and general issues relating to the problem of refugee education were also considered. The booklet concludes that it is possible to support the right of migrants and refugees to education by providing comprehensive education and training opportunities that promote their political, economic, and social participation and enhance their competence and their cultural base. Initiatives for these efforts already exist. Recommendations are made to develop and implement programs to help host populations to understand the rights and conditions of migrants and refugees and to enroll nomadic populations in education programs. (KC)

This report describes research carried out between 1996-99 which examined the extent and nature of drug education in Scottish schools. It explored young people's knowledge, attitudes, and behaviors about drugs and drug education and highlighted factors influencing the effectiveness of drug education. Research methodologies included a census of elementary and secondary schools, a student survey, interviews and focus groups with teachers and students in six schools, and an ongoing review of related literature. Results indicate that most schools had some form of drug education. There was a notable shift in provision of drug education for 6th and 7th graders. The main aims of school drug education were to provide information and promote decision making skills. Most students valued drug education. Students who used drugs believed drug education was beneficial to them. Most students were against illegal drug use and did not use illegal drugs. Interactive teaching methods showed promise for influencing students' health behaviors. Five appendixes include data on: samples, methods, and analyses; drug education context and approaches (a literature review); experiences and views of students using drugs; students' experimentation with and misuse of illegal drugs; and school drug education: main resources used. (SM)

This article investigates the development of Korean education fever from Japanese colonial period to contemporary South Korea. To discuss this study logically, three research questions are addressed. First, what is education fever related to Korean higher education from the politico-economic, educational, and historic-cultural perspectives? Second, how did Korean education fever develop during the Japanese colonial period? Last, how did Korean education fever bloom in the contemporary South Korea? In order to defend the research questions, the author uses a content analysis method through a historic cultural approach. As for the limitations of this study, Korean education fever will be focused on higher education from Japanese Colonial Period to Contemporary South Korea. At the education level, post-secondary education will be limited. The main topics to be discussed in this paper will be education fever related to higher education from the politico-economic, educational, and historic-cultural perspectives. The significance of this study is to provide useful resources and basic theories regarding the development of Korean education fever for the educational theorists and practitioners of the world.

Over the past 65 years, Sub-Saharan Africa has been the terrain of the biggest education expansion drive in human history (Wolhuter & Van Niekerk, 2009). On top of this expansion, Africa has been the site of imaginative experiments and innovations in education (Samoff & Carrol, 2013, p. 403). These all seem to offer attractive and fertile ground for Comparative and International Education scholarship to flourish. This chapter surveys the historical development and current presence of various facets of the scholarly field of Comparative and International Education in Sub-Saharan Africa. The ultimate aim is to chart a future course for the field in the context of the meteoric rise (economically, demographically, and politically) of the continent. To commence with, an overview of this context is first given. Subsequently the history of formal education and then of higher education in the region are sketched. The evolution and current state of Comparative and International Education within this context is then surveyed, concluding with a reflection on its future prospects and course. [For the complete volume, "Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36," see ED661540.]

Positive education has grown and evolved, first as a discipline and then a perspective. Since its first wave of development as an application of positive psychology within education, where the focus was primarily on students, the second wave brought with it recognition of the importance of wellbeing for all those involved in education too. Now entering the third wave, with this comes positive education not as a discipline but as a perspective. In particular, a perspective which embraces the challenges of culture and diversity alongside already positively oriented programs, structures and frameworks within education that, with continued refinements, can bring out the best of what could be (Kern & Wehmeyer, 2021). With this third wave still in its infancy, therefore, "Positive Education at all Levels" brings the reader to where we are today, showcasing positive education across all three levels of UK education: primary, secondary, and tertiary. With chapters for parents as well as for educators, this book will be of interest for all those involved in positive education, including those who may be learners of positive education too.