In this forum article, we seek to contribute to the discussion initiated by Kubota (in the article entitled 'Confronting epistemological racism, decolonizing scholarly knowledge: race and gender in applied linguistics') on how to confront epistemological racism and to decolonize scholarly knowledge. We begin by endorsing Kubota's three…

Teachers' beliefs about knowledge in their subject deeply impact their classroom practice. This study analyzed the epistemic beliefs about physics knowledge held by Saskatchewan high school physics teachers using a newly designed framework of epistemic beliefs about physics knowledge. Results suggest that teachers' epistemic beliefs about physics…

Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving…

This article considers the relevance of Susan Isaacs' practice and research for twenty-first century early childhood education, reflected in two studies conducted discretely nearly a century apart that theorize young children's constructions of knowledge: Isaacs' Malting House School study and the 'Young Children Are Researchers' study. The…

Adult learners can have well-established 'ways of knowing', so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning…

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and…

Pedagogical studies -- related to teaching didactics and methodologies -- are fundamental in the globalized world, especially in the complex field of comparative education (Morin, 1999. "Os sete saberes necessários à educação do futuro." Cortez). Exchanges of knowledge from applied educational practices, coupled with their underlying…

Prior research on epistemic beliefs, that is, individuals' views about knowledge and knowing, has mainly focused either on individuals' professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The…

The purpose of this paper is to discuss the theoretical and methodological implications of an "affective assemblage" approach in the study and practice of decolonizing "the University" in Europe. In particular, the analysis aims to better account for the affective dimensions of decolonizing "the University" in Europe,…

This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice. Insight into the cultural processes and the concept of epistemic injustice direct us to the conceptualization of agency of the actors within the educational domain and the institutionalized…

I have been invited, in this discussion piece, to offer my view on the opportunities and challenges that arise, for L2 education, from empirical studies on L2 acquisition. In this chapter, I therefore lay out what I see as central conditions for L2 education to move toward a more systematic concern with L2 learners' abilities to participate in…

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states…

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and…

The professionalization of teachers is a fundamental and decisive issue for all education systems. This text presents a qualitative research on an original experiment in training future primary school teachers in the nature of science (NOS) and its transposition into teaching practice. It is a script for reading the children's book, "7 souris…

Educational researchers have pointed to socioemotional dimensions of learning as important in gaining a more nuanced description of student engagement and learning. However, to date, research focused on the analysis of emotions has been narrow in its focus, centering on affect and sentiment analysis in isolation while neglecting how emotions…