"The Oxford Handbook of International Studies Pedagogy" brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the…

A dominant paradigm for research on teacher professional development has centred teacher learning as created in and through practice. Critical scholars argue for the need to grapple productively with the complexities of teaching in the power-laden contexts of schooling. This involves continual reflection on the ways that teaching reinforces…

In this personal perspective piece, I share my own refugee background and experiences, as well as stories about myself in the research context, in juxtaposition with stories about children, youth, and families from refugee backgrounds with whom I interacted as a volunteer tutor and researcher in an afterschool program. Drawing on San Pedro and…

Test-takers' voices in relation to high-stakes language tests have received growing attention in recent years. While the perspectives of this stakeholder group can be utilised to improve test quality, test-taking experience, and test impact, we argue that this goal needs to be achieved by considering a fundamental shift in our conceptualisation of…

This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care--the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for…