If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the…

How do Catholic schools create inclusive, equitable environments that embrace the identities of their students, including their race, ethnicity, and culture? What does Catholic theological spirituality say about diversity, equity, and inclusion to address racism? What is the connection between Catholic theological spirituality and equitable school…

The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life…

The authors use Franklin's Invisibility Syndrome Paradigm to deconstruct prior experiences in U.S. classrooms, with the goal of understanding how those experiences contributed to their persistence as Black women doctoral students. Findings reveal that a master narrative rooted in racist and sexist ideology was enacted in the classroom and reified…

The wellbeing of children and young people remains a concern internationally and an increasing focus of policy, programmes, and teacher professional development in schools. Supporting wellbeing is now central to the realisation of children's rights, evidenced by an expanding literature linking children's participation and their wellbeing. As…

Education in Turkey emphasizes civic and moral responsibility in accordance with Attaturk's reforms and Turkish nationalism. It is available to all citizens regardless of race, sex, religion or economic status and promotes life-long learning through mass media methods. The educational system includes primary, secondary (middle and lycee), and…