As it grew safer for schools to reopen fully in spring 2021, "FORUM" convened a roundtable discussion to hear more about the experience of teaching and learning through the pandemic, and how that experience might help us rethink the education system. Melissa Benn chaired this wide-ranging and insightful conversation between Eliane…

This paper describes how we, a group of 7 emerging teacher educators, took up a critical inquiry framework to collaboratively generate knowledge through dialogic reflection on practice across educational contexts. We participated in culture circles and teatro as a practice of teacher education that centers love and humanizing practice. Together…

As higher education professionals, we all wield power to shape the educational environment for our students. Conor P. McLaughlin and Christopher B. Newman use the metaphor of the superhero, whose power has the potential to be both democratic or fascist, to consider how we use our power as higher education professionals. More specifically, they…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

In this forum piece, we respond to Karin Due's study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due's paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to…

Book groups are gatherings of readers who aspire to remain lifelong learners. Educators who read and enjoy quality fiction and non-fiction contribute with confidence to the rich, literate environment of classrooms. The National Council of Teachers of English (NCTE) expresses, through rich policy statements and other published works, the vital…

In this article it is argued that the development of young people's skills in using spoken language should be given more time and attention in the school curriculum. The author discusses the importance of the effective use of spoken language in educational and work settings, considers what research has told us about the factors that make group…

In the spring of 2013, the "Harvard Educational Review" ("HER") published a special issue entitled "Expanding Our Vision for the Arts in Education" (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a…

This article presents the authors' comments on Crisp and Turner (May-June 2009), who argued that imagining intergroup interactions reduces intergroup prejudice. They argued that the procedure is remarkably effective, with "significant potential application for policymakers and educators seeking to promote tolerance for social diversity" (p.…

This article presents the authors' comments on Crisp and Turner's (May-June 2009) research on "imagined intergroup contact" (p. 231). Its goals of reducing prejudice are laudable, especially with a motivation to "prepare people to engage outgroups with an open mind" (p. 231). The method is relatively simple, easy, and…

In this paper, the author talks about community building and the power of active listening. Active listening is a particular kind of listening that requires conscious effort; it is a type of listening that some rarely practice and sometimes is virtually absent from classroom interactions. Thus active listening itself may be deceptively simple…

In this essay, the author explores the notion that the focus of learning in classrooms and schools extends beyond the learning of individuals to create a collective body of knowledge that is larger than what any one person knows. This idea was examined in a collaboration between Project Zero researchers and educators from the municipal preschools…

At Campus Technology 2010 this past July in Boston, Josh Baron, director of academic technology and e-learning at Marist College (New York) and chair of the Sakai Foundation's board of directors, led a panel discussion on the future of open source and open content in higher education with Brad Felix, chief learning officer of open textbook…

This article presents the author's response to "An Experiment in Method" by J.L.J. Wilson. In 1960-61 Wilson was invited to give lectures on "modern techniques in adult education" as part of a training school for those involved in the work of developing "Co-operatives for Aborigines" which were sponsored by the…

This article explores why we need to be intentional about the literature we explore in our English language arts classrooms. It explores the question of what literature should be considered and strategies for using democratic practices in support of literature circles. It also reinforces the importance of collaborative practitioner research to…