The global coronavirus pandemic provides a disruption of seismic proportions and, in the short term at least, appears to further the reform agenda set by neoliberal/elite policymakers to reduce education to the exchange-value of a commodity. In an earlier article in the Journal of Critical Education Policy Studies, I conducted a critical scrutiny…

The hidden curriculum is generally understood as the process by which daily exposure to school expectations and routines transmits norms and values of the dominant society to students. In the present, through the regimentation of thought, control of bodies and movement, and proliferation of punishment, contemporary accountability and testing…

Power and status are captivating, especially the desire for social status and its commensurate authority and security. Cliques, smaller clusters within larger peer groups sharing similar views, behaviors, and attitudes, are a means of attaining societal power. Because cliques are typically composed of the disenfranchised holding views different…

In this paper I respond to Ajay Sharma's "Portrait of a Science Teacher as a Bricoleur: A case study from India," by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight that our subjectivities are negotiated based on the desires of the similar and competing discourses…

This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit,…

The reason modernity has become a core topic in the field of educational anthropology is because it has caused tremendous changes in education, making the content, the form, and even the concepts and substance of education different from what they were before and creating a historical process that people often describe in terms of…

Background: Cole and Knowles (2000) suggest that making sense of experiences and understanding personal-professional connections are the essence of professional development. These researchers posit that through personal life-history exploration, teachers make known implicit theories, values, and beliefs that underpin teaching and being a teacher.…

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting…

For the last nine years, Ukpokodu has taught an elementary social studies methods course. As one who is grounded in multicultural education, global education and critical pedagogy, she approaches the course from a transformative and social reconstructionist perspective (Banks 1996; Sleeter and Grant 1994). That means that the course reflects…

It is essential, in analyzing the significance of Spain's Organic Law of Education (2006), as well as its associated measures, to be conscious of the lines of broad, hegemonic ideology that pervade Spanish society and the European Union. The market reforms to which the education system is currently subject leads it to incorporate in an…

It is generally supposed that a curriculum should engage students with worthwhile knowledge, which requires an understanding of what it means for something to be worthwhile: a substantive conception of the good. Yet a number of influential curriculum theories deny or undermine one or another aspect of the key assumption upon which a meaningful…

In this theoretical dissertation my aim is to research the academic literature in the field of second language acquisition (SLA), compare it to the life experiences of past and/or present students, colleagues, children and myself to reflect and summarize my learning in the form of a conceptual framework that I have named, "Framework for…

This article takes the case of international education and Australian state schools to argue that the economic, political and cultural changes associated with globalisation do not automatically give rise to globally oriented and supra-territorial forms of subjectivity. The tendency of educational institutions such as schools to privilege narrowly…