Network Activities

One of the research activities in and around Network 07 that has led to visible achievements is the EU-funded research project under the programme HORIZON-CL2-2023-HERITAGE-01-07/Promoting cultural literacy through arts education to foster social inclusion, entitled 'EXPLORING AND EDUCATING CULTURAL LITERACY THROUGH ART (EXPECT_art)'. It involves educational researchers from universities across Europe: Syddansk Universitet (coordinator, Denmark), Znanstveno-raziskovalno središče Koper (Slovenia), Universitat de Barcelona (Spain), Rheinland-Pfälzische Technische Universität (Germany), Uniwersytet Wrocławski (Poland) & Társadalomtudományi Kutatóközpont (Hungary). The project will start in January 2024 and run for three years. The overall aim of EXPECT_art is to identify current barriers and potentials for promoting critical cultural literacy through arts education, education through the arts and the use of the arts in education within and across different educational contexts in Europe, in order to generate and activate knowledge on how to enhance critical cultural literacy and understanding among European citizens. EXPECT_art uses an approach to cultural literacy informed by critical pedagogy and decolonial theory. This is operationalised through a community-based research design, including arts-based methodologies, directly involving children, teachers and citizens as research partners.

Other activities with a research focus, such as minority teachers, international student exchanges, and multilingualism, include collaboration with other research associations, such as the Word Education Research Association (WERA), and other conferences, such as 'The Eighth International Conference on Teacher Education: Passion and Professionalism in Teacher Education', which took place in Tel Aviv, Israel, on 26-27 June.

NW 07 is constantly used as a source to disseminate invitations to contribute to handbooks, special issues of journals, etc. (e.g. Handbook of Social Justice in Edward Elgar Publishing, Freire and Feminisms in Bloomsbury, etc.). Together with networks 20 'Research in Innovative Intercultural Learning Environments' and 31 'LEd - Network on Language and Education' we will publish a book on the joint special call on 'Multiliteracies in Intercultural & Multilingual Education: Bridging Identities, Practices & Learning Environments'. It will be submitted to the EERA Book Series.

In addition, here are some examples of publications related to ECER 2022/2023 and research collaborations within Network 07 'Social Justice and Intercultural Education':

• Beck, M., Mantel, C., & Bischoff, S. (2023). Switzerland: Diversity in the Classroom, Uniformity in the Faculty. In M. Gutman, W. Jayusi, M. Beck, & Z. Bekerman (Eds.), To Be a Minority Teacher in a Foreign Culture. Empirical Evidence from an International Perspective (pp. 45-60). Springer.
• Edith, G., J. Roefs, Ida E. Oosterheet, Yvonne, A.M. Leeman, William, M. van der Veld, Paulien C. Meijer (in press, 2023). Secondary teachers experiences of presence in teaching: A large scale investigation using narrative vignettes. In: Teaching and Education.
• Garcia, Ana Dias, Macedo, Eunice, Queirós, João (2022). “If I had power, I would stop injustices in the world”: Photovoice’s experiences with young people from disadvantaged urban communities. Community Development, dx.doi.org/10.1080/15575330.2022.2131860 • Gobbo F. (2024). Anthropology and/in Intercultural Education in Italy: The Winding Roads to Diversity and Identity. In L. Gillian, C. Markom eds., Difference and sameness in European schools. Perspectives from European Anthropology of Education, New York: Berghahn.
• Macedo, Eunice (2022). Teachers’ understanding of the contribution of shared arts experiences to their professional development. In Nick Clough & Jane Tarr (Ed.), Addressing issues of mental health in schools through the arts: Teachers and music therapists working together. (p. 264-266) London: Routledge.
• Macedo, Eunice & Hardalova, Poliksena (2022). The wider arts as experiences that support young people and teachers working together. In Nick Clough & Jane Tarr (Ed.), Addressing issues of mental health in schools through the arts: Teachers and music therapists working together (p. 258-263). London: Routledge.
• Moree, Dana; Kosak Felcmanova, Alena; Karvayová, Magdaléna. (2023). Race and Inequality in the Czech Republic. In Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-01721.R1 oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1721.
• Roefs, E.G., Oosterheert, I.E., Leeman, Y., AM., Veld, W.M. van der, Meijer, P.C. (2023). Investigating presence in teaching: Explicating the transition from qualitative studies to a survey instrument. In: Journal of Research and Method Education.
• Rosen, L. & Lengyel, D. (2023). Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education. In M. Gutman, W. Jayusi, M. Beck, & Z. Bekerman (Eds.), To Be a Minority Teacher in a Foreign Culture. Empirical Evidence from an International Perspective (pp. 107-123). Springer.
• Tom Dieck, Fenna & Rosen, Lisa (2023): Before, in or after transition? On becoming a ‘mainstream student’ in Germany and Italy in the context of new migration. In S. Subasi Singh, O. Jovanović, & M. Proyer (Eds.), Perspectives on Transitions in Refugee Education. Ruptures, Passages, and Re-Orientations (pp. 161-174). Barbara Budrich.
• Stroetinga, M., Leeman, Y. and Veugelers, W. (2022). The views of Dutch primary school principals on contributing to childrens upbringing in education and collaborating with parents. In: Education 3-13, pp. 1-15.

Next year, NW 07 will broaden the scope of its research on social justice and intercultural education to include concerns about sustainability in the face of climate change. At least two activities are therefore planned:

One is a joint special call with Networks 04 'Inclusive Education' and 30 'Environmental and Sustainability Education Research, ESER' for ECER 2024.

The other is a seminar to be held in Porto on 4 November at the University of Porto, Faculty of Psychology and Educational Sciences. The seminar will focus on climate issues. It is aimed at the academic community and the community at large. It will begin with a round table with researchers and climate activists, followed by a musical play developed with members of the community who will sing, play, read and discuss climate problems in search of solutions. This will be followed by a debate and a participatory concert with the audience. The presentation is the result of a long-term music intervention project (since 2014) with community members.