Education & Pedagogy

Although tracking is typically the subject of secondary education, this embedded case study brings attention to the comparable mechanisms at work within postsecondary institutions that produce serious consequences for racially minoritized students admitted into the "low" track. By engaging Victor Ray's newly conceptualized theory of racialized organizations, this article shifts attention toward the meso-level to enable a better understanding of postsecondary "organizational foundations, hierarchies, and processes" that are constituting and constituted by race.

Career and technical education (also known as vocational education) has been in existence since at least the 19th century as a means of preparing students for employment. However, for much of the 20th century, it also has served to segregate students, even after such segregation was deemed illegal. Robert Kim describes the legal history of career and technical education (CTE). Although many of today's CTE programs show positive outcomes for students of historically marginalized backgrounds, policy makers and education leaders must understand how CTE programs differ across communities and be prepared to apply new understandings of equity to these programs.

This article outlines Labour ideals and values, and demonstrates the tensions between egalitarian and meritocratic imperatives for the reform agendas Labour governments pursued in office and the educational settlements reached. It challenges 'common sense' interpretations of elites and elite education and fixed 'ability' thinking, and promotes the key principle of human educability, helping to show the importance of historical memory for understanding how unfair educational separation entrenches inequality. In so doing, it seeks to advance an agenda for action to develop an alternative to the current institutional forms of schooling, one which would establish community comprehensive education for everybody.

Passion for teaching and learning is not in the standards. How can we instill a drive in our Physical Education Teacher Education (PETE) candidates to strive for truly making a difference through their work in their physical education profession? With regard to the need for pedagogical innovation to increase engagement, motivation, and passion, the purpose of the article is to encourage PETE programs to embed real-world stories from practicing physical educators to inspire pre-service teachers to make a difference and become passionate about their work in this field.

This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness.

Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.

Every individual has a fundamental right to quality education. Yet there are often huge disparities in the quality of education a rich child can access compared to the education a poor child can access. This is true in India. The Organisation for Awareness of Integrated Social Security (OASiS), a social innovations lab in Madhya Pradesh, embarked upon a mission to remove this disparity in the quality of education in urban areas. Tapping into community resources, such as museums, can be an effective way to reach populations that are not being reached through traditional educational institutions.

The purpose of this article is to provide special educators with significant and perhaps surprising recent lessons in special education law. These lessons under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act range from the threshold issues of child find and eligibility through the central obligation of free and appropriate public education in the least restrictive environments to specialized issues, such as discipline and the statute of limitations. The conclusion emphasizes that legal requirements in special education are often not absolute and constitute a bottom boundary, different from the generally advisable guiding norm of best practice.

As we have witnessed under the Trump Administration, policies can negatively impact adults' livelihoods. Now more than ever, it is imperative that adult education organizations coalesce their resources and efforts to promote policies and agendas that serve our most vulnerable adult learners. This article will explore a framework to understand the historic struggle for social justice and governmental policies impacting adult education. It will also critically analyze how adult education research is poised to influence policy and how associations can partner for greater impact.

Using "testimonios," we highlight six current university Deferred Action for Childhood Arrivals (DACA) students' funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students' "DACA funds of knowledge," of navigating public education to successfully attend institutions of higher education, provides insight into equitable educational paths for those who follow.

This article considers the inequities of digital museum programming during the COVID-19 pandemic and their alignment with audiences historically excluded from access to STEAM learning opportunities, primarily communities with low incomes and people of color. We employ an ecosystem framework to assert the critical role museums can play within communities to address these issues during and after pandemic circumstances. We describe a case study from a STEAM-oriented children's museum where staff provided out-of-school-time learning through reciprocal and collaborative community partnerships.

This research looked at the growing space that Global Citizenship Education (GCE) is gaining in educational policy worldwide, and at the role Non-Governmental Organizations (NGOs) played in GCE agenda setting and policy implementation. Based on a comparative policy analysis carried out in 10 European countries, the political agency of NGOs was explored, underlining opportunities, tensions, and challenges, especially in their contribution to national strategies to integrate GCE into national educational systems.

This research shares insights into the results of a three-year process of re-engineering general education at Brigham Young University--Hawaii (BYU--Hawaii), a private university, and the impact this change has conveyed to our students, curriculum, and faculty. The authors first describe the background of traditional general education, then describe the impetus for change. This is followed by a detailed explanation of the new general education program and the resulting impact on students, specifically those perusing degrees in computer science, information systems, and information technology.

Physical activity levels and participation in sport-related activities is, in many cases, decreasing. This decrease has been associated with the quality of physical education, which in turn may be determined by the motivational climate. This article aims to provide practical applications, derived from self-determination theory, that may help physical education teachers foster a self-determined motivational climate that leads to engagement in physical education, physical activity, and sport activities across age groups.

This qualitative study explored the notion of authenticity within the field of independent Christian education in Ontario. Three experienced Christian school principals accepted an invitation to participate in semi-structured interviews in order to draw out insights into the purpose and nature of Christian education. Data analysis yielded five conceptual understandings relative to authenticity: authorship, relatedness, autonomy, reflection, and excellence. These conceptual understandings reveal the potential of authenticity to facilitate thoughtful discussions about the purpose and nature of education.