Many of today's educational organizations around the world contend with complex challenges. Yet, longstanding practices and norms in educational systems can hamper educators' abilities to identify and address these challenges, such as only principals leading change efforts or the use of misaligned "quick fixes" for ill-defined…

There is growing interest in reenergizing SoTL as a public scholarship that engages civic conversational spaces and debates about our most pressing public issues (Chick, 2019; Friberg, 2020). In the COVID landscape, debates on re- forming higher education -- often foreclosed within our neoliberal university contexts (Giroux, 2014, 2017) --…

The serious need for reform of the Leaving Certificate Art Curriculum in Ireland sets the context for this article, which tracks the social and political factors that shaped the emergence of art education in Ireland before and after the formation of the Free State. This historical framing creates the background for the training of art teachers…

This case study, framed within a school-university partnership, highlights the tensions inherent to employing design-based approaches for educational change. The case illustrates core tensions between an abductive, open-ended, design-based approach to change versus more traditional (deductive/inductive) approaches to managing change in schools.…

According to UNESCO (2012) pedagogies associated with Educations for Sustainable Development (ESD) should spur and inspire students to think critically, ask questions and reflect. The assumption is, that pedagogies are moving towards student-centred participatory learning. Still, the educator is at the core of the transition towards developing…