Purpose: This article examines how CE in Indonesia has been practiced, what are the ideological perspectives for the selection of the practices and what cost-benefit effect they carry to the field as a scientific praxis. Design/methodology/approach: In this study, various dimensions are taken into consideration. At the geographic-locational level,…

We investigated what students learnt about biodiversity, a broad and multi-dimensional concept, challenging to understand, following a visit to a nature reserve. Acknowledging the individual nature of informal learning, we explore Personal Meaning Maps (PMMs) coupled with semi-structured interviews to investigate learning among 13 scouts aged…

In light of ongoing inequalities within society, the role of social justice leadership in educational spaces remains a central arena amongst research and practice. It is widely recognised that clear recognition and understanding of social justice among educators can offer the capacity for meaningful change against inequalities that continue to…

This article takes a practice perspective on professional learning to contribute through an empirical example of how professional learning can be arranged to enable change in and for professional practice, as well as for nurturing praxis. The theory of practice architectures is used to analyse the process of an action research (AR) in which…

School teachers must be prepared for ongoing, unpredictable and rapid changes in the world, therefore, they need specialised and general knowledge to be able to think independently and imaginatively. The purpose with this article was thus to report on the effectiveness of a self-directed professional development (SDPD) intervention that guided…

This paper asks how can we as geographers, occupying positions of relative privilege but also beholden to institutions entangled with legacies of colonialism and ongoing colonization, find and embody our responsibilities to Indigenous people and nations and contribute to decolonization within and beyond the academy? We begin by reflecting on…

Using a culturally relevant leadership lens, this phenomenological study looks at the lived experiences of two female urban school leaders in Pakistani private schools. It highlights the structural enablements and barriers they faced across two different periods -- the 1990s and the 2020s providing reflectively-nuanced insight into female school…

This short reflection explores both the challenges and potentials of teacher professional learning in contemporary times. It argues that the neoliberal logics of professional development as deployed in many contexts around the world limit and curtail the potential for teachers to engage in generative professional learning that fosters growth and…

This paper critically examines articulations of relationality present in education policy texts that shape particular discursive representations of relationality between students, teachers and curriculum. The policy texts of Australian state and territory education departments are considered as a set of discursive statements to illustrate how…

This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind's use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar's praxis and on…

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist…

This paper shares a rhizomatic unfolding of how a creative, post-qualitative praxis for becoming adventurous in the field of Relationships and Sexuality Education (RSE) can unfold in a conducive policy and practice context (Wales, UK). Specifically, we focus on the making and mattering of what we call 'Crush-Cards'. These are a suite of…

This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a…

Dominant policy discourses in Australia define teacher professionalism as a technical accomplishment. Within this technical framing, teacher learning is largely understood as the acquisition of skills, with teacher practice helping students meet pre-determined outcomes. Despite the dominance of such discourses, teacher professionalism and learning…

We compare epistemologies and aesthetics in the International Baccalaureate Diploma Programme and the Australian New South Wales Stage 6 Visual Arts Syllabus, focusing on curriculum content, pedagogical praxis, and assessment strategies. Both curricula feature making, reflexivity, and critique. International Baccalaureate components are…