In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers' everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger's thought. Drawing from research data, I argue the following: (a) paradoxes and dilemmas are…

Many theorists of democratic education assume that the idea of having students deliberate about social issues in the classroom can be traced directly to the student-centered and reform-oriented ideals of interwar educational theorists such as John Dewey and Harold Rugg. However, in this intellectual history, Thomas D. Fallace argues that classroom…

John Henry Newman was one of the most outstanding figures of the social and religious panorama in the nineteenth century in Great Britain. His educational approaches framed in the movement of Catholic education and his influence on the Oxford Movement, his intellectualism and reflections on faith, reason and education, and participation and…

Reforms surrounding the teacher's role in fostering students' social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers' practices away from traditional lecture-style…

Massengale's "Trends Toward the Future of Physical Education" (1987) makes no reference to the existence of the philosophic inquiry of physical activity within higher education kinesiology programs--even though the sub-discipline had been formalized by academics in the early 1970s. In contrast, Massengale and Swanson's "The History…

This paper explores the interrelations between power, politics, academia and curriculum reform in British Columbia (BC) using social studies curriculum documents as a case study. It describes how curriculum reform occurred and argues that reform was undemocratic as it was largely the product of individuals with power who invited individuals with…

This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these…

There is a strong belief that critical thinking should be cultivated in schools. But it is not clear how critical thinking is understood by front-line teachers who are given the responsibility of training critical thinkers. Based on a study conducted in Hong Kong, we found that some school teachers were in favor of a "positive" image of…

The History Workshop movement took its stance on the democratisation of history making, becoming notorious for its exuberant gatherings and impassioned "histories from below". At the centre of the early Workshop was the British historian Raphael Samuel, who has been described as the personification of its intellectual and ethical…

This document extends the National Association of Scholars' (NAS's) critique of the College Board from Advanced Placement U.S. History (APUSH) to Advanced Placement European History (APEH). The College Board distorts APEH in the same way that it distorted the first version of APUSH. The traditional history of Europe tells how Europeans, uniquely,…

This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers' responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension…

The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption…

Grundtvig programme are activities aimed at providing adults with ways to improve their knowledge and skills. This study examined the opinions of adults who participated in four workshops on history and culture organized throughout Europe between 2009 and 2014 under the Grundtvig Adult Education Programme and Lifelong Learning Programme of the EU.…

The concept of 'post-truth' is here explored within the context of education and educational technology. Contemporary political discourse is often characterised by a polarisation of political belief and scepticism about scientific and expert authority has become commonplace. We explore tensions between democratic and technocratic impulses in…

Originally published as a special issue of Educational Studies, this volume demonstrates the ways in which sound considerations can significantly contribute to educational foundations. Regardless of their origin or interpretation, sounds are theoretically and practically foundational to educational experiences. As the means through which…