In a rapidly changing, uncertain and insecure world educational researchers have an important role to play in the development of a socially just and inclusive present and future. Network 07 “Social Justice and Intercultural Education” is interested in research that takes positionality and context into account. Against this background, under the umbrella of social justice and intercultural education, network 07 is interested in exploring topics such as social (in)equalities, well-being, multilingualism, digital, cultural and political literacies, citizenship, sustainability as well as conditions of marginalisation, racism and discrimination. If your work focuses on any of these and related topics it fits into the scope of the network.
Network 07 welcomes researchers from Europe and beyond, to share and gain knowledge about social justice in education with a view to decentring and decolonisation. This includes holistic perspectives which are informed by a knowledge of power differentials and diverse identities. They take account of intersectionality of social categories such as socio-economic status, ethnicity, gender, sexuality, religion, language and nationality.
The network encompasses theoretical, empirical or/and methodological papers focusing on the wide range of educational settings from early childhood to lifelong learning. This entails analysing and discussing policies, curricula, pedagogies, teachers (and their professionalisation), learners, communities, educational institutions, and organisations.
Play has an essential role in children's educational lives and matters to their childhood. Play and educational justice are related concepts, and there are both implications and risks in marginalising children's right to play.
The post Resisting the marginalisation of children’s right to play appeared first on EERA Blog.
There is often a misconception that only schools with high ethnic minority populations or those situated in multicultural places need multicultural awareness. These topics are equally important in predominantly White places in Britain, and school curriculum and atmosphere need to offer race-sensitive multicultural reflection, while practitioners need training and preparedness to equip them with relevant knowledge, skills, and confidence.
The post The importance of diversity training for educators in predominately white places appeared first on EERA Blog.
Supplementary schools pose an interesting vantage point from which to study the perspectives of minoritized pupils. For example, pupils describe that they feel better emotionally supported by their teachers in the mainstream school when they show an interest and open attitude towards their ethno-cultural background.
The post The perceptions of minoritized pupils on student-teacher relationships appeared first on EERA Blog.
The post Using nonviolence to reconceptualize inclusive education in the Global South appeared first on EERA Blog.