In the early 1980s, the "theory of didactic situations" put the analysis of mathematical activity at the core of the didactic analysis, thus initiating a new research programme in mathematics education: the "epistemological programme." This paper describes and interprets some of the contributions of the "anthropological…

The purpose of this paper is twofold: first, to provide a clarification of how 'education in a postliberal world' differs from the concept of 'postliberal education;' and second, to contribute to an understanding of the backlash against liberalism and liberal education in recent years. The paper is primarily conceptual and only secondarily…

Educational disparities are one of the most essential issues surrounding education and equity. Previous research includes many empirical studies which have been conducted to eliminate educational disparities. However, the normative question "Why do educational disparities matter?" has not been carefully examined in empirical studies on…

As curricular reforms are implemented, there is often urgency among scholars to swiftly evaluate curricular outcomes and establish whether desired impacts have been realized. Consequently, many evaluative studies focus on summative program outcomes without accompanying evaluations of implementation. This runs the risk of Type III errors, whereby…

This paper examines Henry Giroux's critical pedagogy, and explores the interconnections among education, democracy, and hope. Whereas critical pedagogy rejects foundationalism, it still requires a normative foundation to criticise oppressive situations and pose a vision of the future. Giroux rejects foundationalism and regards oppressive force…

Drawing on Pepetela's novel "The Generation of Utopia," the article situates and dissects the role of a group of intellectuals within a radical critical curriculum river, working towards a more just society and education, and enhancing a utopian generation. The article emphasizes the erroneous persistence of intellectuals associated with…

This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow's theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the "International Journal of…

This research examined theory based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were…

This article explores the importance of sustaining a rich and vibrant discourse of theory to inform the practice of adult education. Beginning with a brief overview of factors that have shaped the development of theory in adult education, the article then explores reasons why educators may not spend as much time teaching and learning about theory…

Many educational philosophers have criticized the shift from lifelong education to lifelong learning. Gert Biesta, in particular, claims that learning individualistically promotes 'learnification', that is, a pernicious politics at the expense of relational educational experiences. While I endorse many of his critical points, I have argued that…

This paper explores two prominent strands of inquiry within new materialism -- Deleuze and Guattari's assemblage thinking and Karen Barad's agential realism -- and situates them in relation to language studies. While a singular definition of new materialist scholarship is not feasible, we argue that the selected approaches have potential to come…

The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external…

In this paper, Matthew Cowley advances a theoretical approach toward higher education drawn from critical race theory (CRT) and Black Marxism. After an overview of CRT and Black Marxism, Cowley builds a working understanding of two recent (re)conceptualizations of race and class analysis that draw from both: (1) "economies of racism" and…

The study of educational effectiveness has become increasingly complex. Alongside methodological advancements in the investigation and measurement of educational effectiveness, meta-analyses conducted by leading researchers have shown that the field has been suffering from a significant lack of theory or from a weak theoretical basis. The present…

The concept of responsibility is both omnipresent and highly ambivalent in the field of education. On the one hand, the term is considered to be one of the key concepts of pedagogical ethics, intended to enable a reflection on pedagogical authority. On the other hand, it is inextricably linked to the concept of accountability, which, in fact,…