Education & Pedagogy

The purpose of this study is to explore how neoliberal ideas have been institutionally contextualized in Korean and Japanese higher education. As Japan and Korea are both located in Northeast Asia, they have long influenced each other's society and economics, and higher education is no exception. Since 1990, the governments and universities in Korea and Japan have focused on responding to neoliberalism based on their interpretations of the concept. This study poses the following two research questions, taking the comparative perspective of selective isomorphism. 1) Which phenomena in higher education in Korea and Japan have been affected by neoliberalism? 2) How have neoliberal ideas been institutionalized in higher education institutions in Korea and Japan? This study uses macroscopic and mesoscopic approaches to explain the organizational changes that neoliberalism has triggered, particularly in the management and evaluation of higher education institutions.

This study aims to examine the latest research trends in higher education for business by grasping the key trends, topics, and interrelationship of each subject. For this study, 304 research articles from four international "top-tier" journals were collected in the field of business education for two years 2018 ~ 2019 and analyzed through semantic network analysis. The results show case-centered research for students' learning and career, performance/results-oriented research, creating programs that emphasize teamwork and leadership are emerging as the main agendas with "student-led or centered." It helps business educators in higher education have an incredible power to be proactive by reshaping the program or curriculum of business for a future trend-based quality education using advanced technology and big data.

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: (1) What does teacher leadership within the landscape of Special Education look like? (2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children's Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and 'administrating'.

This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come 'alongside' or at 'equal footing'. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García's work to research in these contexts is discussed.

Teachers' support concerning learners' metacognitive awareness (MA) is crucial in learning. Previous research has focused mainly on students' MA. Therefore, this study describes how subject teachers and special teachers (N = 1,045) perceive how they support learners' MA in general education and in vocational education and training. The main findings were that special teachers support learners' MA systematically more than other teachers, and their perceived support for learners' MA varies between components of MA and between teacher groups. The findings confirm the need to develop MA support capabilities during pre-service and in-service teacher education, in order to help learners to acquire MA, which is a foundation for life-long-learning processes. The findings indicate how teachers currently address this challenge.

Individual Education Plans (IEPs) are ever-present in inclusive education and frequently used in settings where students with disabilities are included. This phenomenological qualitative study investigated the IEP development and implementation process in two independent schools in the South-Eastern metropolitan region of Victoria, Australia. Primary and secondary school leaders and teachers shared their professional experiences with respect to IEPs by emphasising that collaboration, parental involvement and strong leadership through effective communication supported the development and implementation of IEPs that meet individual student's learning needs. The authors suggest that research in Australia should continue to provide a distinct understanding of the voices of parents and students with special education needs and/or disabilities in the IEP process, as well as their preferences for culturally sensitive support within schools.

Queering art education aims to critically lay bare the embedded heteronormative demand in the education system and prepare preservice art teachers to advance social justice concerns in art curriculum equitably. Toward these goals, we present the results of a research project we developed for 29 preservice art teachers from an urban university that explored lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) stereotypes in child-oriented media like animated movies and cartoons. Through their subsequent designs of a cartoon character, we observed them being motivated to deconstruct dichotomies, the gender binary, stereotypes, and misrepresentations of LGBTQ+ people. We also offer suggestions for future studies for enabling preservice teachers to develop techniques for queering their art education lessons.

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students' psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learning systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student's right to education. The expression "School Never Stops" ("La Scuola non si ferma") is a clear response to the country's isolation and a demonstration of the school staff's commitment. This paper describes Italy's educational response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by private and public organizations. The challenges of distance education during the pandemic emergency and future directions for the reopening of schools in September are also examined and discussed.

This qualitative case study investigated the extent to which the Basic Education arts curriculum in Botswana, specifically visual arts and music, prepared learners for entrepreneurship. It involved ten teachers and twenty students who were purposively selected and interviewed. Education policies were also examined to diagnose their status in promoting entrepreneurship skills. The findings revealed no evidence of learners' exposure to entrepreneurship skills in both primary and junior secondary school music education while in visual arts it was only taught to junior secondary level three students. Students felt inadequately prepared to become professional artists during lessons. Thus, the study recommends inclusion of entrepreneurship education in all basic education arts disciplines and in teacher-training arts curriculum to prepare teachers to integrate it when teaching the arts.

New graduate schools of education (nGSEs) are a small but growing phenomenon of graduate-level teacher preparation programs that are dislocated from college and university settings. This article investigates the oldest nGSE in the United States, which is located within the High Tech High charter school network. Drawing on an institutional logics framework, the analysis showed that the logics of innovation and constructivism foregrounded the work of teacher education faculty and students at High Tech High. Driven by these logics, High Tech High adopted a model of teacher education that centered on "practicing with theory," which permeated not only instruction but also the school's design and conceptualization. This case suggests that, in addition to curriculum and instruction, organizational structure can be a key consideration for teacher education programs.

This mixed methods case study research evaluates the outcomes of a place-based experiential environmental education curriculum that incorporated environmental art and muralism to teach fifth to sixth graders about the Hudson River Watershed, environmental issues, and ecosystem recovery. Students showed a statistically significant improvement at post-test for environmental knowledge. While environmental attitude scores for Preservation and Utilization increased, they showed no statistically significant improvement. Qualitative findings highlight environmental art as an effective component for student understanding. This research adds to the handful of empirical research that evaluates the outcomes of incorporating environmental art into a suite of place-based experiential education pedagogies.

This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth detention center in Australia's Northern Territory and moves on to define the terms of fractal inquiry to defy carceral logics. Fractal education inquiry is exemplified in the study of teacher education reforms in Guatemala. In the last section, the paper interrogates the logics of the gap, teacher competencies in diverse classrooms, and the disadvantaging of populations as reinscriptions of educational regimes attempting to tame multiple and Indigenous fractal ontologies that defy the linear temporalities ruling current schooling.

In this commentary, we reflect critically on the experience of delivering community-based sexual pleasure workshops for self-defining women in order to share lessons from our practice with others working in sex and sexualities education in higher education or in practice settings. Our discussion about facilitating these workshops in informal learning spaces contributes to the literature on pleasure inclusive sex and sexualities education. Specifically, it highlights the demand for spaces which women can think critically about sexuality and pleasure, and shares women's perspectives on these workshops. We begin by addressing the context in which we delivered the sexual pleasure workshops and describe what we did and why. Next, we share reflections on what we have learned from delivering these workshops, before concluding with suggestions about what this may mean for pleasure inclusive sex and sexualities education more broadly.

This paper explores the current crises facing neo-liberal capitalism and the call by apologists of capital for a new social contract or what may be described as a political and economic settlement. It considers the significance of these debates for post-secondary education with the initial part of the paper examining three intertwined crises--those of neoliberalism, race, and social care. Following this section, the paper interrogates the call for a new social contract set on a capitalist terrain that seeks to restore the legitimacy of capital. The significance of these arguments for post-secondary education is then explored. The social contract sets a rhetorical agenda for post-secondary education that under capitalism is solely ideological but whose themes could be utilized in the struggle for a transformed society.