Maktab education serves many purposes. It provides the substantive knowledge thought to be compulsory for Muslim pupils. Its functional role is to enable them, through varied learning processes, to embody elements of their faith and live as Muslims. Hitherto, systematic attention to curricula in primary maktab education has been rare. This…

Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to…

Science teaching and learning is facing a new dilemma. It has to move from its old perception of science as a purely positivistic and value-free enterprise into regarding it as what it really is: a value-laden human endeavour characterised by historical, cultural, social and political parameters. Science teachers now have to deal with ethical, and…

Based on autoethnographic descriptions of recent climate events in Germany, Greece, and England, three colleagues describe these events' impact on daily life and their implications for religious education in European schools. The argument oscillates between struggling for climate justice and enduring its aporias. In the aporetic (learning) space,…

The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth's meaning-making of critical social-justice issues. This paper presents data on three high-school youth's knowledge and experiences with social justice issues during the pandemic. Specifically, the…

Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas' "Utopia as method," this article examines these teachers' perspectives on and practices around social…

The 'demand for justice' is a long-standing principle of Oaxaca's Sección 22 union chapter, which has led a teachers' movement since the 1970s that has evolved to meet changing social, political, and economic circumstances. Various researchers around the globe have increasingly linked notions of justice with education, exploring terms like social…

This article contributes to contemporary theorising in comparative education by exploring how narratives of 'victims' and 'perpetrators' in postcolonial settings are understood in terms of affective justice. "Affective justice" is introduced as a framework for understanding justice as an affective practice. Through the analysis of two…

Alongside the neoliberalisation of UK Higher Education (HE), the values of speed, competition, marketisation and individualism increasingly shape teaching and learning globally. This article takes seriously the feeling of unease expressed by lecturers and students in this context, proposing that posthumanism offers a theoretical, methodological…

This article builds on the work of Professor Robyn Jorgensen and Associate Professor Peter Games and others on social justice and mathematics and links to the Ethical Understandings capability of the "Australian Curriculum." Presented in this paper is an argument for the importance of a social justice approach to teaching mathematics,…

On 20 September 2019 in Cape Town, as part of the global protests on inaction on climate change, the African Climate Alliance submitted a memorandum of demands to South African government representatives, one of which was 'the creation of a mandatory climate-education curriculum for South Africa'. This raises the question of how this imperative…

Critical pedagogy has the potential to create transformation experiences within early childhood settings, as educators open up children's worlds to explore fairness, equity, and democratic participation across issues of interest and relevance to young children. Using a critical inquiry framework, informed by the work of Paulo Freire, teachers from…

This qualitative case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely…

We explore a site of unplanned, informal critical pedagogy and how raising critical consciousness occurs. During the COVID-19 pandemic, many students in England were required to pay rent for accommodation they could not occupy, or which offered reduced amenities. These undergraduates, who were largely first years, had yet to meet each other.…

Fairy tales are ubiquitous in Australian primary schools. Drawing on a review of key literature, this paper aims to determine the implications of teaching fairy tales in the twenty-first-century primary classroom. Research points to the benefits of including fairy tales as a tool to improve all subject areas of the curriculum. Fairy tales present…