This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE…

This qualitative phenomenological study was an exploration of the lived experiences and perceptions of five full-time faculty members and their perceptions of online teaching and learning as a result of the COVID-19 pandemic. Semistructured interviews elicited information to describe faculty perceptions of online teaching and learning and further…

This pilot implementation study examines the experiences of ten teachers who have employed a place-based learning resource called "A Walking Curriculum" for one to three years. "A Walking Curriculum" is an example of Imaginative Ecological Education--a pedagogical approach that centralizes imaginative engagement, emotional…

This book is for educators who believe that schools need to be improved and are hopeful that real change can be achieved. The authors argue that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change--an UnCommon Theory. After describing the…

In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a…

The purpose of this qualitative case study was to investigate, through the lens of Adult Learning Theory, the perceived influence of TeleNGAGE on educators' and families' capacity to collaborate in equitable and transformative ways. Findings suggest that educators' and families' capacity for collaborative problem-solving was enhanced through…

Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices and to embrace social justice. Aim: In this article, we bring to the surface possibilities of "Ubuntu" pedagogy within a social justice framework. We intersect Collective Fingers Theory…

This study examines the adaptations and experiences of college-level language learners in the post-pandemic era, providing valuable insights into the transformative nature of language learning in an evolving world. Within the framework of the socio-cultural perspective, this study explores the interplay between technology, self-directed learning,…

This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and liberatory. This activist space is…

The Change Laboratory methodology offers the potential to support expansive learning in preservice bilingual teacher education. This qualitative case study examines how ten preservice Chinese and Korean bilingual teachers, who participated in a Change Laboratory intervention, engaged one of the major Change Laboratory instruments, the four-field…

This book examines the beliefs and attitudes of teacher educators, teachers and student-teachers about the impact of language teaching and learning. It draws on three research-based studies carried out by the author in collaboration with colleagues at the National University of Ireland, Galway, King's College London and the Lynch School of…

This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning…

The recent student unrest in South African public higher education institutions highlighted the call for the decolonisation of education across post-colonial countries. This research explored the construct of the "decolonisation of education" through the lens of students of different nationalities across Africa, their perspectives on…

This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see…

In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning…