This study explores the conceptions developed by primary and secondary education teachers in Spain and England about democracy in education. To this end, we conducted a phenomenographic study involving 39 teachers. The results identify four major conceptions of democracy in education: (a) democracy as freedom, (b) democracy understood as…

This article shares an innovative pedagogical experience that approaches diversity through cinema-based affective literacy practices in the EFL/ESL classroom. Following a social justice approach to education, we designed and implemented a workshop to develop affective literacy practices targeted at 49 pre-service teachers from the Master's…

This study used a social justice and transformative leadership framework to focus on regions of Spain that have experienced an increase of immigrant families. The purpose was to determine how experts in the field of educational leadership viewed social justice and what challenges principals faced in schools with large immigrant populations. Social…

This article presents a comparative analysis of educational policy documents on leadership and teacher development in Spain, Colombia, and Mexico, countries that are represented in the International Study of Teacher Leadership (ISTL) (Webber, 2018). We are comparing public policies in three participating countries that do not declare an explicit…

The purpose of this article is to examine academia and the abuse of power based on auto-ethnographic research. I draw on my experiences across 12 universities in different locations in Spain, the UK and the USA that expose the way power is embedded in institutions of higher education and how it is maintained. This article analyses the exploration…

A substantive and differentiating element of the Jesuits' university paradigm is the promotion of social justice. The results of a telephone poll conducted amongst professors and researchers convey the initiatives to further social justice that Jesuit universities in Spain have been carrying out primarily since the 1990s. Although still a limited…

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group…

This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in…

In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has…