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Laura C. Chávez-Moreno – International Journal of Qualitative Studies in Education (QSE), 2025
In the interdisciplinary field of education, critical race theory (CRT) is the predominant framework for studying racism. However, some have argued CRT lacks a racial theory and that CRT-education scholarship should examine how education "racializes" (i.e. contributes to making racialized categories). In this theoretical article, I…
Descriptors: Criticism, Critical Race Theory, Educational Research, Racism
Silvia Sierra-Martínez; Irene Crestar; Isabel Fernández-Menor; Ángeles Parrilla Latas – Journal of Research in Special Educational Needs, 2025
Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated…
Descriptors: Theory Practice Relationship, Inclusion, Discourse Analysis, Student Participation
Ekaterina Strekalova-Hughes; Nora Peterman; Richard Minaya – Reading Research Quarterly, 2025
Children's literature is a powerful pedagogical tool within culturally sustaining literacy classrooms. Drawing from generative metanarrative theory of human displacement, culturally sustaining pedagogies, and critical refugee studies, this research investigates how representations of home(lands) in 30 acclaimed picturebooks about children who…
Descriptors: Picture Books, Childrens Literature, Migrants, Culturally Relevant Education
Genejane M. Adarlo – Educational Philosophy and Theory, 2025
Similar to ongoing discussions about the existence of Filipino philosophy, questions remain whether there is indeed a Filipino philosophy of education or not. Several scholars have sought an authentic Filipino philosophy of education that is untouched by colonization, while others have acknowledged that foreign influence cannot be taken away from…
Descriptors: Progressive Education, Educational Policy, Western Civilization, Higher Education
Madhu Prabakaran – Higher Education for the Future, 2025
This article explores the diverse epistemic perspectives on intelligence, tracing its conceptual evolution across early Indian philosophy, Western philosophical thought and contemporary computational theories. Intelligence is examined as a dynamic, multifaceted phenomenon that transcends mere cognition, extending into embodied, ecological and…
Descriptors: Teaching Methods, Artificial Intelligence, Computer Software, Philosophy
Robyn Yucel – Teaching in Higher Education, 2025
Social realist theorising about curriculum and social justice in higher education has emphasised the importance of providing equity of epistemic access to powerful knowledge. However, there has been little discussion about what constitutes powerful knowledge and how students can use it for social good. In the science disciplines, the traditional…
Descriptors: Undergraduate Students, Social Responsibility, Science Curriculum, Scientific Literacy
Kerstin Schoch; Thomas Ostermann – Creativity Research Journal, 2025
The RizbA scale combines psychometrics and art theory and enables a measurement of pictorial expression. This study explores its factor structure and a potential gap between theory and empirics. A sample of 275 pictorial works by artists and nonprofessionals was rated by 179 art experts. Three CFA path models were specified: models A and B based…
Descriptors: Foreign Countries, Art Criticism, Art Teachers, Art Education
Zibo Lin; Hanyang Lu – History of Education, 2025
As the ideological pillar of modern Japan's imperial system, the Imperial Rescript on Education was profoundly imprinted on Japan's modern education. But, in fact, multiple alternative proposals for developing modern education were put forth in the mid-Meiji period. One such proposal was the ethics ("rinri") education promoted by the…
Descriptors: Ethics, Educational History, Teaching Methods, Moral Values
Lightning Peter Jay – Teacher Educator, 2025
Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This…
Descriptors: Social Studies, Teacher Education Programs, Preservice Teachers, Pedagogical Content Knowledge
Christopher Hass – Reading Teacher, 2025
By implementing carefully selected children's literature into the current reading curriculum, teachers can help students develop into civic-minded citizens who are willing and able to take meaningful action. Much has been written about the need to link learning and culture in our literacy classrooms (Banks, 1995; Gay, 2010; Ladson-Billings, 1995,…
Descriptors: Literacy Education, Teaching Methods, Activism, Citizen Participation
Naomi Nkealah; Maria Prozesky – Reading Research Quarterly, 2025
As university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article,…
Descriptors: Foreign Countries, Literary Criticism, Literature Appreciation, Reader Response
Jianwu Gao; Wenting Chen – Language Awareness, 2025
While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of culturally-situated student feedback literacy arising from the provider-provider interaction in teacher-centered EFL classroom contexts. This study…
Descriptors: Culturally Relevant Education, Feedback (Response), Multiple Literacies, Peer Evaluation
Yen Chun Tseng; Nicole Ditchman – Journal of American College Health, 2025
Objective: Adolescents and young adults are at risk for non-suicidal self-injury (NSSI) and suicidal behavior. This study examined intrapersonal (depressive symptoms, self-criticism) and family (perceived family functioning, parenting style, parental attachment) factors associated with reported history of NSSI in a college sample. Method:…
Descriptors: Injuries, Self Destructive Behavior, Correlation, Predictor Variables