The issue of the multiple links between teachers' work, schooling processes, and social inequalities has been one of the greatest concerns in the field of educational research in Argentina in recent decades. The way in which the task of teaching and the problem of inequality are related and configured has integrated the agendas of the different…

The Bolivian Marxist René Zavaleta (1937-1984) is considered Bolivia's most notable political thinker of the 20th century, an eminent figure in Latin American Marxism, since he produced critical thought anchored in the concrete history of our societies, and developed a set of theoretical and conceptual approaches relevant to understanding the…

Social inequality is a central theme in sociology study plans (both in research and education), but it is often one of the most difficult topics to teach. This article presents an innovative student-centered strategy for teaching social inequality that uses a survey to collect data on students' socioeconomic characteristics and perceptions of…

This article aims to deepen understanding of the assets within working-class academics (WCA). It is organised into three themes: 1) Class Solidarity, 2) Supporting Students, and 3) A WCA Pedagogy. Within Class Solidarity, the study reveals class unity demonstrated through shared experiences and joint efforts in creating spaces for working-class…

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in…

Public debates in Finland on the unwillingness of boys to learning literacy have called for masculine role models to promote reading. This article analyses a privately funded project where two adult males lead a series of gangsta rap workshops during the Finnish language and communication lessons. The workshops were aimed at students in…

Forty years ago, leading communist educationalist and "FORUM" editor Brian Simon wrote a chapter entitled 'Why No Pedagogy in England?' In it, he argued that English education had failed to develop a science of learning, due to its class-divided history, and that the time was ripe for the development of such a science. This article…

The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of…

Brian Simon (1981) argued that the English education system had failed to develop pedagogy because of social class division. This has been enhanced by the failure to address parity of esteem issues between the academic and the vocational curriculum, which makes the absence of a real pedagogy in Further Education (FE) and alternative provision (AP)…

This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to…

Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an…

This article investigates how social inequality is reproduced through the recontextualization of mathematics pedagogy, using Dowling's social activity method as an analytical framework. The study identifies the selection and transmission of pedagogic messages as a potential pathway. Findings indicate that teachers in upper-stream schools favour…

Jacob Olivey wanted Year 8 to know that ordinary people in the nineteenth century constructed their own identities. In this reflection on how his practice developed in his training year, Olivey illustrates the importance of using historical scholarship in choosing foundational knowledge to teach. He shows how he used that scholarship to shape and…

Quality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through…

This paper examines the changing presentation of teachers in the post-Mao era. The image of teachers was almost sacred in traditional Confucian society until Mao Zedong launched China's Cultural Revolution in 1966, when children were encouraged to use the pretext of class struggle to critique and even to attack their teachers. As such, restoring…