This critical, ethnographic action research project presents the heavily gendered playground interactions between 14 girls and 16 boys at a state funded, mixed-sex, multicultural primary school in the heart of London. Through casting a critical eye on the notion of spatiality and human territoriality and the role in which schools play when…

The aim of this article is to explore loss experiences within a counselling and psychotherapy training arena, an environment that effects individual change. We use an auto-ethnographic case study format and data in the form of photographs, hybridised client material, journal entries and commentaries in order to reflexively consider loss material.…

This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct…

The goal of inclusive design to promote participation of marginalised groups in science is ubiquitous across informal science education, and in the growing field of citizen science. Yet the aspiration of equality in the sciences continues to be met with challenges. Despite decades of educational research studying the barriers of participation in…

In the primary grades, decisions regarding the language/s of instruction for emergent bilinguals labeled as disabled (EBLADs) are often made entirely by school representatives with little to no input from the child or the family. These decisions, which often result in a monolingual placement, not only impact the linguistic practices of EBLADs in…

Is it possible to address racism without mentioning race? Based on two cases from an ethnographical field study conducted in a Danish elementary school, this article investigates how students of colour (aged 10-13) predict future encounters with racism and share their concerns with how to deal with these potential encounters. Inspired by Sara…

An historical commitment to child-centred pedagogy notwithstanding, classrooms for an increasing diversity of young people are constituted by their constrained affordances for learning; a single teacher, configurations of tables and chairs, and digital resources. The remit of teaching in such confines perpetuates passivity, a one size fits all…

The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools…

This study presents an ethnographic account of the learning design experiences of six Namibian teachers during school closures caused by the COVID-19 pandemic. The study explores the emotions, perspectives and actions of these teachers and also reveals the influence of personal, institutional and national culture on their learning design…

The aim of this article is to generate knowledge about an MTT classroom in a Swedish elementary school and how MTT is positioned as a safe space for translanguaging. By studying a school context as a potential translanguaging space, our focus is mainly on two dimensions of space: the physical, including the material space of MTT, and the social,…

This article seeks to connect ethnographic findings from a study on parenting, childcare and early childhood in Chile's Mapuche communities with facets of the LOPI model. From Facet 1, we observe that children are included in social situations from an early stage, which empowers them to learn how to interact through such instances as greeting…

Minority language studies have received increasing attention over the last decade in Iran. Drawing on Spolsky's (Spolsky, Bernard. 2004. "Language policy." Cambridge: Cambridge University Press) language policy theoretical framework, this inquiry reports on the language ideologies, practices, and management efforts of an under-explored…

Children are constantly working to make sense of themselves, their experiences, and their worlds. One way that children tend to do this is through creating artifacts. By engaging in discussions around, and interacting with these artifacts, teachers and educators are able to gain further insight into the experiences of children. Through observing…

In this article, we deal with our need to "speak truth to power" as we examine the liminal space in which we find ourselves. We look back at a mas' camp pedagogy, that comes out of lessons learned from the work in Trinidad and Tobago's Carnival mas' camps. It is a kind of collaborative learning that values the heritage knowledge and…

This article details how the embodied underpinnings of engaging in a duoethnographic collaboration were generative for theorizing and operationalizing humanization in a qualitative inquiry on social justice teacher education. We begin this exploring of humanization by presenting a poetic duoethnographic rendering of memories illustrative of…