Issue #50 of the Bank Street Occasional Paper Series, "Learning With Treescapes in Environmentally Endangered Times Learning with Treescapes in Environmentally Endangered Times," is intended to be hopeful. Articles in this issue contribute to the envisioning of new practices and to an architecture of knowledge to waymark a more…

Purpose: This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in…

The need for universities to effectively support students identifying as Black, Indigenous, and/or People of Colour (BIPoC) remains a pressing element of strategies to close awarding gaps. Within overall support packages, the contribution of Learning Developers merits investigation, since these staff are often responsible for nurturing growth in…

As part of her department's effort to diversify the history curriculum, Paula Worth began a quest to research and then shape a lesson sequence around the Inkas. Her article shows how she allowed the new topic and its historiography to challenge and extend her own use of sources, particularly oral tradition. Only after wrestling with traces of oral…

"Residential Schools and Indigenous Peoples" provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling. It analyses how such abusive systems were legitimised and positioned as benevolent during the late nineteenth century and examines Indigenous and…

The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the "Kaingang" people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an…

This article focuses on article 28 (right to education), article 29 (goals of education) and article 30 (children from minority or indigenous groups) of the United Nations Convention on the Rights of the Child (UNCRC) and their implementation in the several national policies of Western Europe, especially the UK and Ireland, and to a lesser extent,…

In the first part of this article, the author reflects on her experience of making film-making workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's…

Descriptions of educational inequality, or 'gap talk', require principles of categorisation that divide humans into groups between which a 'gap' can exist. The principles used in education equity policies to define groups affect the nature of the educational interventions that these policies propose. Drawing on critical discourse analysis of…

Critical policy analysis (CPA) is a means by which to critique policy and promote agency, equity, and justice. However, most CPA scholars examine political discourse from a distance rather than actively participate in political processes. Meanwhile, there is a growing interest in community-engaged research whereby academics partner with community…

This paper is prompted by the author's experience as a researcher of English literary education in three different geographies over the past three years: Canada, the United Kingdom and Australia. Affect theory, as discussed in this paper, concerns atmospheres, surfaces, bodies, emotions, moods, vicinities and capacities. Drawing on affect theory,…

Since UNESCO's Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students -- and in particular of students with special…

This historical multi-case study uses the concepts of coloniality of knowledge, critical hybridity, and indigeneity in examining higher education development in Africa through the efforts of Nnamdi Azikiwe of Nigeria and Kwame Nkrumah of Ghana, two educational reformers and former international students in the USA. We develop a framework for…

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than…

Deriving from the authors' respective ethnographic fieldwork (around two decades in each context), this position paper considers experiences of education across two communities: Gypsy/Roma in the UK and Indigenous in Australia. The article brings together understandings across these traditionally nomadic communities, with no shared history or…