Education for sustainable development as presented by UNESCO involves a value dimension which is both pivotal and problematic. Pivotal, because values concern what matters to beings, problematic because the values brought forward are formulated as universal values, with the risk of suppressing the plurality of context. The first part of the…

Many educational programmes in societies affected by armed conflict aim to promote dialogic engagement as a fundamental aim and pedagogy for social reconstruction. Despite supporting government policies, classrooms show very little or no evidence of dialogic practices where learners (co-)construct knowledge with peers and engage in critical and…

This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7-12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study…

Research on the adaptation of children of migrants in Russia shows that while they adapt successfully in many ways, there is a need for teachers to be better equipped to deal with the cultural conflicts these children often experience.