Grounded in empathic education and the concept of rightful presence, this study moved beyond dominant inclusion paradigms, such as the inequitable host-guest 'hospitality' relationship; crucially, the study design prioritized equitable communication access, ensuring that all participants' stories were treated with equal reverence. This qualitative…

The SEL Innovations series aims to help the field imagine new, more expansive and equitable approaches to social and emotional learning (SEL) and wellness to ensure that all children, adolescents, and adults feel safe, supported, and seen so that they can thrive. This is the second report in a series exploring innovations in SEL. The purpose of…

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Cultivate a learning environment in which all community members are valued, can enact their agency, build…

This tool is intended to help educators reflect on the ways they are or are not facilitating the integration of social-emotional learning through the mindsets, actions, and instructional practices that they bring to the work. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways in which…

The leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, "Deep Learning: Engage the World Change the World". This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design…

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Examine the ways in which practitioners' identities, mindsets, emotions, and actions encourage or inhibit an…

This tool is intended to help leaders reflect on the ways they are/are not facilitating the integration of social-emotional learning through both their individual actions and the systems and structures they work to create and uphold. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways…

This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers' expectations of these groups as well as their practices. Using examples from the author's research, it is argued…

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Teach vocabulary, skills, and strategies related to SEL in explicit ways that involve input from and…

This book emerges from a deep concern about the direction of educational policy in the last decade and its effects on children, teachers and school leaders. It addresses contemporary educational issues from the perspectives of justice, peace, equality and truth, and is informed by Quaker approaches to these values. It presents a coherent approach…

Leading education thinker Sir Ken Robinson says transformation is essential to bring creative thinking into schools and recommends three major changes: Dispense with subject hierarchy, focus on curricular disciplines instead of subjects, and elevate personalization. Change will come when students take ownership of their learning to fit their needs…

This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…

This paper discusses the role of emotions in mobilizing implicit activisms--that is, small-scale, personal, and modest activisms--in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more…

Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice…

Russell Tufts University This study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university…