In view of the importance and urgency of transformation within post-colonial educational settings, this article considers key concepts in relation to re-curriculation efforts. It specifically discusses how the concepts of development and decolonization are typically understood and how they can be reimagined through the realism provided by the…

We examine the emergence of the 'postfeminist' sensibility from feminist theory and praxis, and its relation and relevance to education. Analytical frameworks such as postfeminism and intersectionality have given equal weight to recognition-based struggles, such as those based on sexual, racial, class-based, gender-related identities. We follow…

Action learning has evolved over a period of time when managerialism and performativity, which are aspects of neoliberalism, have become stronger and this explains, in part, the emergence of Critical Action Learning (CAL). Performativity, in particular, has increasingly become internalised by people at work. CAL seems to be limited to power…

In this paper I reflect on a key challenge facing the field as we move into the next 50 years, that of our prioritizing of the individual over the social or the common. Through examining a number of environmental education activities, a discussion of their effects in shaping individuals as environmental citizens is undertaken. While this is…

In this response to Stephen Brookfield's "Why White Instructors Should Explore Their White Racial Identity" (EJ1246146), Shantih Clemans agrees with Brookfield's strong assertion that white teachers need to carefully explore what it means to be white. However, she takes two primary points of departure: (1) she feels Brookfield falls…

In his rejoinder, Stephen Brookfield, responds to Edith Gnanadass and Shantih E. Clemans for their critiques of his article, "Why White Instructors Should Explore Their White Racial Identity"(EJ1246146). Brookfield thanks his two colleagues for engaging so passionately and accurately with his work and for problematizing all the omissions…

This dissertation examines the role and influence of state, federal, and institutional policies in the experiences of developmental students and instructors enrolled in, or teaching at, community colleges. Through the theoretical framework of Pierre Bourdieu's relational sociology and Field Theory, I organized and examined narratives and…

Public schools teachers in the U.S. strive to reach the needs of all students in the elementary classroom. However, teachers are increasingly expected to follow standardized curriculum. Culturally Sustaining Pedagogy (Paris, 2012) pushes toward individualized educational practices and against the assimilationism embedded in standardization. This…

The rapid development of Web 2.0 technologies has created excitement and opportunity alongside fear and confusion. It seems no part of society, culture, economy and human life generally has been untouched as a new sense of chaos emerges. Across all sectors change has been experienced with a mixture of terror and exhilaration as disruption offers…

Students as Partners (SaP) is about students and staff working together in teaching and learning. It is guided by the values of partnership. Knowing how students understand these values, particularly students new to the ideas and language of SaP, would enrich the scholarly conversation about partnership practices. To that end, our study asked…

At the beginning of this century, the research-based practice of Applied Theatre has manifested as an innovation, action, experience and arts-based intervention, as well as a platform or forum with social-critical intensions (Denzin, 2003; Hartley, 2012; Leavy, 2015; Norris, 2009; Saldaña, 2011). Forum theatre is a community theatre form,…

Mexico's implementation of mandatory teacher assessments in 2013 was part of a group of federal reforms aimed at enhancing the quality of state-run education. The reforms elicited strong opposition from key stakeholders. Building on the idea that policy capacities are the set of capabilities necessary to perform policy functions, we examine the…

In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes--an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States--was facilitated and…

In this article, we explore glocality within a transnational network of independent schools to understand the interdependence of the global and the local in language policies and practices. Using glocality as a lens, we draw on narrative school profiles written by educators at member schools within the WIDA International School Consortium, a…

This paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided…