Ethnographic note-taking in the field is often imbued with emotions, shaped by power relations and influenced by participants' voice and agency. Though enough has been written about ethnography, discussions on the specific challenges of taking notes, particularly in research with children are limited. Drawing on three ethnographic field studies…

This case study examines the challenges of researching one of the most sensitive topics in education contexts: racism. Based on a research project that critically examined the culture in a U.K. university, data were collected using participant observation and in-depth interviews with participants from an underrepresented group. The data were then…

Purpose: This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies. Design/methodology/approach: This contribution draws on a 10-year set of critical pedagogy experiments conducted…

A significant paradox of school autonomy is that it tends to constrain the autonomy of teachers, instead subjecting them to the increased controlling of their work, heightened monitoring, and greater accountability. This paper draws on interview data to show how teachers in accountability-driven and business-like schools face three different but…

This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a "teaching triad" at a…

The purpose of this qualitative descriptive study was to explore how academics in the United States described their social media self-presentations (SMSPs) in the context of imagined surveillance. Moral Reasoning Theory drove two RQs: (1) How do academics describe construction of SMSPs in the context of imagined surveillance? (2) How do academics…

Coaches play integral roles in many schools' learning cultures, but they often find their entry into coaching life disorienting and difficult. Educators typically take on the mantle of coach because they were successful as teachers, and they may have limited experiences working with adult learners. For new coaches, having access to the support and…

The growing body of empirical studies on discourse in mathematics education have drawn on, broadly, sociocultural or situated views of learning but do not make issues of power central and/or explicit. For this reason, then, we situate the present analysis within the intersection of two bodies of literature: professional development focused on…

The aim of this study was to investigate the relationships between a school's design and architecture and its educational practices, in light of critical theories regarding place, space and education. The study was based on 63 observations during the school daily activities and 75 semi-structured interviews with students, teachers and other staff,…

This article examines the tensions encountered and lessons learned when a White teacher mentor discovered white fragility in her mentoring practices with a Black novice teacher. It was the mentor's first attempt to 'wake up white' and acknowledge her White identity in her mentoring actions. The mentor engaged a secondary English as a New Language…

Background/Context: The onset of the COVID-19 disrupted schools' conventional architecture, making its once invisible infrastructure hyper-visible. Given the opportunity to reconfigure pervasive educational injustice amid school closures, the frenzy of a pandemic permitted the undercurrents of power to go unquestioned as educators contemplated how…

A dominant paradigm for research on teacher professional development has centred teacher learning as created in and through practice. Critical scholars argue for the need to grapple productively with the complexities of teaching in the power-laden contexts of schooling. This involves continual reflection on the ways that teaching reinforces…

This article explores supervision conferences in (Religious Education) RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are 'representation' and 'safe space'. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The…

Programmes based on intercultural encounters with the 'Other' place culture and cultural difference at their centre. 'Cultural discourse' has even been defined as a new epistemology and praxis that plays a key role in the process of recognition. In the light of these assumptions, this study used ethnographic field work to examine the ways culture…

A teacher's practice is influenced by personal, institutional, historical, and societal experiences. Teachers are expected to manage how content is delivered in a classroom setting. As well a teacher is managing their own emotional and internal narratives around complex issues such as race, racism, and oppression in the classroom. By exploring the…