Walking-wit(h)nessing: propositions for walking with waste landscapes in early childhood education

2024-9-11

Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts

2024-8-13

‘Grass, rice, and aubergine’: a case study of an Islamic eco- <i>pesantren</i> in Indonesia

2024-7-27

Increasing the diversity of the teaching workforce: a review of minority teacher candidates’ recruitment, retention, and experiences in initial teacher education

2024-7-26

We are not an army of orcs: rethinking youth activism through a critical pedagogy of place

2024-7-26

Witnessing transgenerational trauma in teacher education: decoloniality of time, rupture of developmentalism, and settler resistance

2024-7-24

Mutual capabilities: digital platforms in unpredictable pedagogical encounters

2024-7-23

Critical English medium instruction: problematising neocolonial language dominance

2024-7-20

Political emotions in a literature classroom

2024-7-18

Coping with uncertainty in a sociocultural context: the case of Arab preservice teachers in a teacher-education college in Israel

2024-7-17

Inequitable discourses on refugee students resisted and maintained by educators – the perspective of decontextualisation

2024-6-28

Negotiating local linguistic and epistemic realities through critical language pedagogy (CLP) in Pakistan

2024-6-18

Can Black Critical Theory sit with Mad Studies in education in Britain?

2024-6-12

‘The standard system … is heteronormative’: deconstructing the (re)production of ‘family’ in schools using a binary lens

2024-6-12

‘They usually look happy.’ approaches to the adaptation of Ukrainian refugees in Czech schools

2024-6-9

The whirlpool of edu-business: student’s categorical judgements of entangled commercialism in an educational context

2024-6-3

Settler teachers’ engagement with first nations content in the Australian curriculum

2024-6-3

A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: a cultural-ecological perspective

2024-5-29

Hard-to-reach schools? Discrimination experienced by parents with a migrant background. A participatory research approach

2024-5-29

Bildung-making as a key for inclusive education

2024-5-29

Newly arrived youth and young adults meeting ‘othering-practices’: a critical analysis of a teacher practice in Norway

2024-5-29

Family-school cooperation in multicultural schools: a missing piece in teacher education in Norway

2024-5-29

Utopia and climate change education: modes of utopian knowledge in times of climate crisis

2024-5-29

Bewildering developmentalism: poetic juxtapositions and propositions to ask different questions about and with children

2024-5-23

Bewildering the legacy effects of Gail Melson’s wild things/animals/children

2024-5-22

Bewildering early childhood ‘pioneers’

2024-5-20

Storytelling and error: challenging pioneer ontologies in early childhood education

2024-5-20

Pedagogy and positioning theory: relationships and the formation of context

2024-5-19

Re-imagining the image of the educator in post-secondary early childhood education: calling for epistemic justice

2024-5-17

Te whāriki, citizenship and young children: re-considering the ‘pioneering’ pedagogies of early childhood education in Aotearoa New Zealand

2024-5-17

Unsettling the unimaginable: a genealogical counterstory of early care and education in the United States

2024-5-17

Revisiting Reggio Emilia through a more-than-human lullaby: diffractive montages as documenting childhood (and) literacy otherwise

2024-5-17

Walking a desire track: Montessori pedagogy as resistance to normative pathways

2024-5-16

Digitally doing Reggio: mobilising posthuman pedagogical knowledge co-creation with socially mediated performativities of early childhood education

2024-5-16

Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter

2024-5-16

O paradoxical pioneer! repurposing steiner education in collage and scribble

2024-5-16

Age segregation in ECEC: tracing arguments and reanimating the critique of developmentalism

2024-5-16

Unsettling the Play-based Approach by thinking with ghosts and haunting

2024-5-15

Troubling and diffracting Winnicott’s pioneering approach to playing through Deleuze’s ontology for early childhood education

2024-5-13

Using queer critical literacies in pre-service teacher education to foster critical allyship

2024-4-24

‘Innovating’ to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches

2024-4-23

Exploring student and teacher perceptions of the ideal teacher in Russia

2024-4-12

Calling for (r)Evolution: the rise of the educational phoenix of audacious hope

2024-4-9

Learning to navigate in the unknown: attuning to affordances in artist visits in schools

2024-4-5

Creative writing and autoethnography: a layered approach to exploring positionality

2024-3-27

‘I want to be a part of their conversation’: Asian immigrant teachers navigating belongingness in Australian schools

2024-3-22

Internalised deficit perspectives: positionality in culturally responsive pedagogical frameworks

2024-3-6

The politics of indigeneity: decolonizing historical memory and education in Colombia

2024-2-27

The relevance of ableism in social (work) pedagogy

2024-2-24

Multi-sensitive attunement: exploring the relationship between the toddler and the nursery teacher in the institutional arrangement of early childhood education and care

2024-2-19