Results 91 to 100 of about 1,491,987 (285)

What is a curriculum for life? Using youth participatory action research and applied arts to understand and amplify undergraduate students', children's and young people's mental health and wellbeing recommendations for education

British Educational Research Journal, EarlyView.
Abstract Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022).
Lisa Stephenson, Helen Young
wiley   +1 more source

From ELIZA to Conversational AI: Can a Chatbot Develop Emotions? Her as a Case Study [PDF]

Kaiak
The rapid evolution of conversational artificial intelligence (AI) has sparked an ongoing debate regarding its ability to replicate, or even experience, human emotions.
Danilo Petrassi
doaj  

English teachers' journeys since the 2020 Iteration of Black Lives Matter

British Educational Research Journal, EarlyView.
Abstract The 2020 resurgence of Black Lives Matter (BLM) mobilised students in England to demand greater representation of racially minoritised voices in English curriculums—a call highlighted by stark inequity: just 1.5% of GCSE texts studied are by racially minoritised authors, despite racially minoritised students comprising 38.0% of the student ...
Adrian Fernandes
wiley   +1 more source

Philosophy as a Way of Life in African Philosophy [PDF]

In this talk, I focus on, and give a brief overview of, four key dispositions or modes of being that can be extracted from African philosophy, particularly hermeneutic, ubuntu, and conversational philosophy.
Louw, Jaco
core   +3 more sources

The situated professional: Preservice teachers' profiling of globally competent teachers and visions of their ‘possible professional self’

British Educational Research Journal, EarlyView.
Abstract In response to globalisation, teacher education programmes worldwide are tasked with preparing globally competent teachers (GCTs). Prevailing conceptions of global competence are largely derived from Western‐centric humanistic, neoliberal and transformative narratives, creating a complex landscape for teacher identity formation.
Ji Ying
wiley   +1 more source

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source

More‐than‐gender? Moving beyond gendered expectations of divergent learners in early childhood education

British Educational Research Journal, EarlyView.
Abstract In this paper, we explore how neurodivergent ways of being in early education are often gendered. The intersectionalities of gender and neurodivergence often lead to fixed expectations that perpetuate binary interpretations, pathologisations, missed diagnoses and a lack of curated support.
Ruth Churchill Dower, Hannah Hogarth
wiley   +1 more source

Logic, Method and the Trappings of a Philosophical Tradition:Beyond Hountondji’s Myth and Reality

Arụmarụka
Paulin Hountondji will go down in the annals of African philosophy as one of its most vigorous and consistent critics, describing it in the final analysis as a ‘myth’. He grants the idea of philosophy in Africa, but not that of African philosophy.
Jonathan O. CHIMAKONAM
doaj   +1 more source

Flourishing through adventure learning: A (semi)cautionary tale

British Educational Research Journal, EarlyView.
Abstract Studies suggest that adventure learning can develop children's cognitive skills and promote social and emotional learning. However, evidence is needed as to whether the design of adventure learning—school‐based or external/residential—plays a role in that development/promotion, and whether learning gains are maintained.
Ben Willis, Sarah Reaney‐Wood
wiley   +1 more source

Coaching as dialogue: Creating spaces for (mis)understandings [PDF]

International Journal of Evidence Based Coaching and Mentoring, 2012
This paper considers dialogue as the central motif of coaching. Taking a social constructionist perspective it proposes that dialogue is the flow of meaning between human beings as they interact. Dialogue is explored from the stance of different forms of
Hilary Armstrong
doaj