Research in Education

Jina S. Yoon

Karen Kerber

Bullying

Despite numerous attempts over the past 60 years, futures studies have so far failed to become a mainstream part of school education. In light of recent renewed interest in education futures amongst policymakers and academics, this paper reappraises the opportunities and impediments to establishing school-based futures education in the mid 2020s. Drawing on interviews with 61 Australian secondary school students who had participated in a futures education program, the paper explores student perceptions of establishing school-based futures education on a wider basis. Despite pockets of enthusiasm, most students remain doubtful of futures education fitting into their schooling – perceiving futures studies as too uncertain, unknowable, abstract and/or unsettling to be taken up as a regular part of schooling. The paper considers the forms of futures studies that might be seen as acceptable, and whether the most productive way of engaging young people in futures learning is to look toward non-formal and informal education.

Neil Selwyn

Fareed Kaviani

Yolande Strengers

Kari Dahlgren

Bronwyn Cumbo

Markus Wagner

“You can’t really learn the future” – student perspectives of futures education in schools

“你无法真正学习未来”——学生对学校未来教育的看法

In this paper, we analyse experiences of democratic practices in two research interventions within school contexts in Rio de Janeiro, Brazil. Both projects took place in public (Government-owned and managed) schools and were inspired by participatory and critical approaches, particularly Paulo Freire’s popular education and bell hooks’ feminist pedagogies. We analyse two case studies in which group interventions raise issues about democracy within schools and broader society, stressing the differences between the two contexts. The first case study discusses an educational programme for teachers and school staff on gender and sexual diversity, funded by a pro-diversity centre-left Federal government from 2007 to 2014. We analyse the group as a space to build multiple perspectives and democratic practices on gender and sexuality. Second, we analyse material from a project that conducted workshops with pupils (7 to 11 years old) to discuss interpersonal relations and the bonds they had with their schools during lockdowns (2021). Researchers developed participatory methods for remote learning and conducted online fieldwork with students—who had their parents’ and carers’ silent presence at home—analysing the construction of bonds with school, classmates and their autonomy. This project was conducted during a much more hostile moment than the previous one, during the COVID-19 pandemic lockdowns and in an ultraconservative political context in Brazil. While even during a social-democratic administration, we found limits in discussing gender and sexuality in schools (case study 1), the later authoritarian government and context severely worsened the situation (case study 2). Nevertheless, we were able to use critical approaches to promote and discuss democratic practices, especially considering gender, sexuality, race, and class inequalities. Through our practices as school psychologists and researchers, we make collective stands against authoritarianism.

Amana Rocha Mattos

Luan Carpes Barros Cassal

“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools

“我昨天遇到了我最好的朋友”：巴西学校中的群体作为民主实践

This article reflects on debates about research-teaching synergy. There has long been a debate regarding the synergy between research and teaching, but there is no consensus on how this enhances teaching and research at higher education institutions. The article aims to conceptualise the term research-teaching synergy and highlight challenges, arguments, and disputes that dominate the debate. It accomplishes this by reviewing a substantial body of literature covering more than three decades of intellectual debates and studies related to the research-teaching nexus. It also discusses the application and integration of research into teaching in higher education, particularly in university settings, and its impact on improving the learning environment. One of the arguments for the significance of integrating research and teaching/learning focuses on the potential benefits for undergraduate students, instilling hope for the future of higher education. This approach, known as the ‘student-focused strategy,’ can improve the quality and outcomes of students’ learning experiences. The article argues that despite the contentious issues related to the research-teaching nexus, the literature reveals that most academics consider a strong link between research and teaching as a necessary component of their job satisfaction, and there are many reasons to promote this nexus at the institutional and faculty levels.

Allan Hassaniyan

Revisiting the debate about teaching-research nexus relevance

重新审视教学与研究关联性之争

The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘ Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy. This paper will argue that when popular TV shows such as Strictly Come Dancing are viewed through a pedagogical lens, they reveal models of feedback which are not necessarily valued. Furthermore, analysis reveals the spectacle of normalised and broader educational neoliberalism policy reflected back at us.

Caroline Elbra-Ramsay

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

“第三周你不该这么出色：”《舞动奇迹》能告诉我们英国教育政策中的反馈和表现性吗？

This article presents the Collaborative Climate Laboratories (CiCli-Labs), a participatory research methodology that bridges citizenship, science and politics. This methodology is grounded on young people’s knowledge and experience about their communities and seeks to develop a strategy for co-designing climate solutions with local stakeholders. Carried out in schools, the CiCli-Labs engage scientists, activists, business owners, and politicians in discussing climate problems identified by young people. By bringing together different positionalities that emerge from people’s diverse social roles, the CiCli-Labs aim to foster conditions for democratic citizenship and climate justice, embracing the necessarily conflicting yet binding dimensions of politics that can produce transformative and reciprocal learning. Additionally, it responds to the growing demand within educational research for community-based approaches capable of tackling the shortcomings in promoting youth agentic power in participatory designs, often marked by one-off events and youth-washing practices. The CiCli-Labs’ methodology builds on community profiling, through which students identify climate-related issues that work as catalysts for broader dialogues with local actors, challenging traditional adult-centric power dynamics. The methodology evolves through a sequential design based on the adaptation of participatory tools and methods: i) Climate Problem Tree; ii) Climate Social Cartography; iii) Pros-and-Cons Circuit; iv) Solutions Funnel; v) Climate Speed Dating; vi) Hands on Earth and Eyes on Clouds. The methodology was implemented in eight schools in northern Portugal, involving more than 300 students (grades 8 to 12). We discuss the rationale and practicality of the CiCli-Labs while mobilising empirical illustrations of the methodological process and participants’ perceptions about it, thereby contributing to furthering the problematisation of democratic research practices with young people.

Carla Malafaia

Juliana Diógenes-Lima

Bruna Pereira

Eunice Macedo

Isabel Menezes

Collaborative climate labs: A youth-led methodology for co-creating community responses to climate change

协作气候实验室：一种由青年主导的方法，用于共同创造社区应对气候变化的方案

Abbreviation
Journal Impact	1.36
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	0034-5237, 2050-4608
h-index	20

Publication Information	Publisher: SAGE Publications Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2007，Proportion of original research papers: 90.91%，Self Citation Rate:0.00%， Gold OA Rate: 40.91%

Research in Education

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Share Submission Experience

Bullying

“You can’t really learn the future” – student perspectives of futures education in schools

“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools

Revisiting the debate about teaching-research nexus relevance

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

“You can’t really learn the future” – student perspectives of futures education in schools

“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools

Revisiting the debate about teaching-research nexus relevance

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

Collaborative climate labs: A youth-led methodology for co-creating community responses to climate change