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Aiming high: Learning investments in German upper secondary education. Differences between immigrant and non-immigrant youth Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-04-03 Markus Kohlmeier
This article addresses important aspects of the largely unexplored interplay between high educational aspirations and low academic achievement in migratory contexts. Using data from the German National Educational Panel Study (NEPS), I examine the determinants of learning investments of students who changed from vocational to academic tracking at the transition to upper secondary education. I also
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A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic? Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-23 Ómar Örn Magnússon, Guðrún Ragnarsdóttir, Michael J Reiss, Amalía Björnsdóttir
In this article, key aspects of Basil Bernstein’s theory of elaborating and restricted codes are analysed within the Icelandic context to determine whether it can be employed when researching socio-economic inequities in upper-secondary education in Iceland during the COVID-19 pandemic. Drawing on empirical data, the article applies and tests the work of Bernstein on how understanding of restricted
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After the ‘refugee crisis’ and the Yerevan Communiqué: Nationalism and empire as the not-so-hidden heart of European higher education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-19 Simon Warren
The Yerevan Communiqué represents a possible high-point in European responses to the 2015 ‘refugee crisis’ and the role of higher education in building an inclusive Europe. If that is so, then the post-2015 period can be seen as a retreat from the moral stance taken in the Communiqué. This paper takes a different perspective and argues that the post-2015 period reveals tensions at the heart of the
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Analysis of joint action between trainer and teachers in an in-service training system through the prism of a comparative approach in didactics Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-19 Fabienne Brière, Teresa Assude, Claire Guille-Biel Winder
Our study focuses on the effective implementation of constellations, an institutional scheme for the in-service training of primary school teachers of mathematics and French, established in France since 2020. Based on a bottom-up training model, this scheme aims to encourage reflexive analysis of practices among peers, based on professional needs. In this article, we adopt a comparative approach in
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Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who ‘escaped the room’ Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-12 Simoni Symeonidou, Maria Tsakiri, Katerina Mavrou
This paper reports on a study that sought to explore mainstream and special teachers’ inclusive practices during the Covid-19 pandemic and discusses issues that are relevant in the post-Covid-19 period. The study is contextualized with European and international studies and reports on teachers’ role in the inclusion of children with disabilities before and during the pandemic. The sample of the study
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The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-06 Tore Bernt Sorensen, Xavier Dumay
Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation and evolution of a field at the EU level that is focused
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How auctions shape the value of education: Tendering-based procurement as management tool in adult education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-05 Diana Holmqvist
Management tools do more than manage and organise – they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate ‘education’ into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement
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Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-03-04 Jonas Yassin Iversen
In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general
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Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-02-14 Tore Bernt Sorensen, Katri Eeva
This article serves as an introduction to a Special Issue focusing on the nature, trajectories, and boundaries of contemporary European Union (EU) education governance. The Special Issue comprises four papers, which draw on original empirical research and employ different theoretical outlooks and methodologies. This introductory article situates these papers in the current scholarship on EU governance
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ChatGPT and the entangled evolution of society, education, and technology: A systems theory perspective Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-01-11 Steven Watson, Jonathan Romic
This paper presents a novel contribution to the discourse surrounding Large Language Models (LLMs) like ChatGPT in relation to education and society by using systems theory. We argue that ChatGPT can be understood not just as an ‘artificial’ intelligence but that it is entangled in the evolution of society and therefore education. ChatGPT is a subsystem of the autopoietic system of technology, which
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Are interest groups effective public action influencers in the field of education? Case studies of two school reforms in Switzerland Eur. Educ. Res. J. (IF 1.701) Pub Date : 2024-01-06 Sonia Revaz
This article interrogates the legitimacy and influence of interest groups in the elaboration of two school reforms of the last stage of compulsory schooling in two Swiss cantons: Geneva and Vaud. Based on the principle of participatory democracy, the Swiss political system raises questions about the specificities of interest groups’ influence on educational policies. What role is given to them by the
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Qualitative content analysis of school textbooks based on European Gender Equality Index Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-04-18 Aleksandra Gajda, Iwona Omelańczuk, Agnieszka Wołowicz
The main aim of the study was to identify the image of gender equality in Polish primary school textbooks. A thematic analysis of textbook content with elements of constant comparison method was ca...
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Informality as a resource: A systems-theoretical take on the open method of coordination in education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-04-17 Vivien Gain
Several authors have underlined that processes of Europeanisation of education emerge despite the European Union’s lack of formal power in this area. This article argues on the contrary that its la...
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Potentialising the potential: Dream of everything you can become, and become everything you dream of Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-04-16 Niels Åkerstrøm Andersen, Hanne Knudsen, Jette Sandager
In education, the child is often observed as a potential to be shaped and realised. In this article, we analyse the educational program, First Lego League. Surprisingly, its aim is not simply to re...
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Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-03-16 Katia Bill Nielsen, Lene Møller Madsen
This paper explores how the culture within a Danish university study programme affects students’ aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and quali...
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The politics of language: The case of national examinations in English in Russia Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-03-07 Nelli Piattoeva, Valeriia Smirnova, Íris Santos
This article analyses discussions in the Russian media of the proposal to introduce the Unified State Exam (USE) in English as a mandatory test in the last year of (high) school education in the 20...
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Designing vocational training policies in an outermost European region: Highlights from a participatory process Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-03-01 Leonor Bettencourt, Francisco Simões, Bernardo Fernandes, Joana Fonseca
This paper presents a systematic framework of the most needed Vocational Education and Training (VET) reforms in The Azores, a Portuguese outermost region. Our report is based on a participatory re...
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Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices, Review essay Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-02-22 Ece Cihan Ertem
This essay is a review on the book titled Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices, by Vasileios Symeonidis, which is a valuable co...
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Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-02-14 Judith Rohde-Liebenau, Lukas Graf
European education and training policies have gained momentum with the debt crisis and soaring youth unemployment. In 2013, the ‘European Alliance for Apprenticeships’ was launched. In Germany, a r...
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Business as the new doxa in education? An analysis of edu-business events in Finland Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-02-03 Candido Helena Hinke Dobrochinski, Piia Seppänen, Martin Thrupp
The trend towards seeing education as a commodity and part of a global industry has transformed the field of education. We argue that these transformations are reducing the autonomy of the field of...
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Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-02-03 John Jerrim
International Large-Scale Assessments (ILSAs) have had significant impact on education policy across the globe. But has interest in ILSAs now started to wane? This paper presents new evidence on th...
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Vocational education and training systems in Europe: A cluster analysis Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-02-01 Manuel Salas-Velasco
European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification...
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Negotiations of language(s) and inequalities in transnational family biographies Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-30 Anna Schnitzer
Families that live in a new environment after having fled or migrated go through transformation processes that are connected to various challenges and possibilities. The focus of this paper is on n...
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Interrogating “the nation” in European online education: Topological forms and movements Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-23 Karmijn van de Oudeweetering, Mathias Decuypere
This paper was inspired by empirical encounters with students and teacher-administrators who engaged with an online European education initiative, which raised questions about whether and how their...
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Knowledge for sale: The construction of desired knowledge and identities in edu-marketing Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-23 Margareta Serder
The aim of this study is to examine how a particular object for consumption, professional development for teachers and principals, is marketed to schools, and what propositions and understandings a...
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Ethnic stratification in the Spanish education system Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-13 Alberto Álvarez-Sotomayor, David Gutiérrez-Rubio
The general academic disadvantage faced by children of immigrants is already a well-documented regularity in Spain. However, there is no reliable knowledge on how academic achievement is ethnically...
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Asylum seekers’ experiences of participatory barriers in the educative pre-integrational programmes Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-12 Ville R Hartonen, Sinikka Pöllänen, Liisa Karlsson, Pertti Väisänen
How a society supports its most vulnerable individuals can serve as a barometer of social inclusion. By engaging in previous debates on how the influx and resettlement of refugees and asylum seeker...
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Teacher training reform in French-speaking Belgium: A controversial translation process Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-12 Farah Dubois-Shaik
A major reform of teacher training has been underway for the past three decades in French-speaking Belgium, in response to the low quality of teacher training and the consequences for school teachi...
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Deconstructing autonomy: The case of principals in the North of Europe Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-11 Wieland Wermke, Daniel Nordholm, Annika I Anderson, Riitta Kotavuopio-Olsson
Principal autonomy has been identified as an important ingredient in effective and healthy schools. However, little is known about the various dimensions of the phenomenon and how it takes form in ...
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A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-11 Laura Mentini, Antonina Levatino
The widespread adoption of school autonomy with accountability reforms in education has generated debate regarding the relationship between autonomy, innovation and accountability. While at the pol...
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Absence of education in civil defence education: Nationalising education and its actors and knowledge Eur. Educ. Res. J. (IF 1.701) Pub Date : 2023-01-05 Jitka Wirthová, Tomáš Barták
This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence educ...
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Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-12-20 David Reimer, Ulrike Schwabe
For German higher education, the introduction of a two-cycle study structure resulted in a new transition stage after the completion of the bachelor’s degree. In contrast to some other countries, t...
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What can explain the socio-economic gap in international student mobility uptake? Similarities between Germany, Hungary, Italy, and the UK Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-12-08 Sylke V Schnepf, Elena Bastianelli, Zsuzsa Blasko
International student mobility (ISM) prepares young people for the challenges of global and multicultural environments. However, disadvantaged students have lower participation rates in mobility sc...
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Leading schools during the COVID-19 school closures in Estonia and Finland Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-12-02 Raisa Ahtiainen, Eve Eisenschmidt, Lauri Heikonen, Merilyn Meristo
We examined practices and experiences of leadership during the COVID-19 school closures in 2020 by analyzing Estonian (N = 219) and Finnish (N = 775) school leaders’ responses to open-ended questio...
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Students’ experiences of internationalised MSc programmes in Denmark Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-12-02 Paola RS Eiras
It is often assumed that the simple presence of international students and ubiquitous use of English as a medium of instruction (EMI) are the main agents of internationalisation of higher education...
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European colonization and the transmission of the Ewondo language in Cameroon and Abroad: Historical and transnational perspectives Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-11-29 Alexis-Bienvenu Belibi, Elise Pape
European colonization has deeply marked the linguistic practices in different African territories until today. Cameroon, which was colonized by Germany from 1884 to 1916 and by France and Great Bri...
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The colonial governmentality of Cambridge Assessment International Education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-11-20 David Golding, Kyle Kopsick
This study examines Cambridge Assessment International Education (CAIE) as a global assemblage that instrumentalizes colonial governmentality. CAIE is a department of the University of Cambridge th...
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Research discourse in the programme for international student assessment: A critical perspective Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-11-07 Daniel Bart
More than 20 years after the first round of the OECD’s Programme for International Student Assessment (PISA), it has become one of the most important large-scale international assessments, at a glo...
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Transforming language brokering policies at school: Learning from students with transnational biographies Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-11-07 Nadja Thoma, Anna-Katharina Draxl
Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the m...
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Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning? Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-10-06 Pepka Boyadjieva, Petya Ilieva-Trichkova
The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser’s three-dimensional scale of justice and develops a theoretical framework for understanding s...
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The policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-09-21 Tina Lidström
Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of ‘the teacher assistant’ has em...
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‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-09-21 Edgar Quilabert, Mauro C Moschetti
Narratives on innovation in education are spreading fast and both national and local educational administrations have been recently promoting innovation policies and programmes in many different Eu...
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Education policy governance and the power of ideas in constructing the new European Education Area Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-09-04 Nafsika Alexiadou, Xavier Rambla
Twenty ye ars after the Lisbon strategy, education policy in the European Union (EU) is at a critical juncture, with a new set of strategic goals endorsed for the 2021–2030 decade. This article exa...
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Transnational families’ social spaces ‘in between’: Expectations, decision-making and belonging in light of educational choices in Norway Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-09-02 Judith Purkarthofer
Connections between linguistic heterogeneity, educational choices and (family) biographies are complex and ever shifting. With this paper, my aim is to explore the question how social spaces are co...
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Unpacking ableist discourses in Cypriot education policy during the pandemic Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-08-30 Simoni Symeonidou
During the COVID-19 pandemic, children with disabilities were confronted with ableist discourses that justified unfair policy measures. This study is concerned with the discourses recorded in a ran...
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Which child to which school? How local politicians shape catchment areas, school choice and diversity Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-08-22 Vito Dabisch
Growing global debates surrounding parental school choice underscore the relevance of school place allocation. While there is much research on school choice, the enactment of such allocation policy...
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Open Door Events: Positioning schools in urban post-compulsory education markets Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-07-12 Marta Curran, Alba Castejón, Martí Manzano
The aim of this paper is to explore the role of open-door events as key institutional devices to position schools in local education markets. The paper draws on data from a qualitative study based ...
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Science students’ post-bachelor’s choice narratives in different disciplinary settings Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-06-02 Lene Møller Madsen, Henriette Tolstrup Holmegaard
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna er...
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Managing critical transitions: Career support to young people risking ineligibility for upper secondary education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-05-17 Åsa Sundelin, Lisbeth Lundahl
This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support
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Cultures of economic education: Grammar school curricula in a multilingual comparison Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-05-21 Thomas Ruoss, Nicole Ackermann, Talia Stadelmann
Reinforcement of differences in educational systems and school curricula may be expected in Europe due to societal crises and transformations. Thus, it is likely that cultural “variants of a capita...
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Mobility for teacher students or teacher students for mobility? Unravelling policy discourses on international student mobility in the context of teacher education Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-05-19 Tea Dyred Pedersen
Forming part of the efforts to internationalise European higher education, international student mobility has become a key activity strongly supported and promoted by policymakers. In particular, t...
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Editorial special issue ‘Public Pedagogy and Sustainability Challenges’ Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-05-10 Katrien Van Poeck, Carl Anders Säfström
This special issue is developed within the scientific research network ‘Public Pedagogy and Sustainability Challenges’ funded by the Research Foundation Flanders (FWO). The network has brought together educational theorists, sustainability education researchers, sustainability transition researchers, artists and activists from Belgium, Sweden, Denmark, Poland, Ireland, Norway and South Africa. They
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Can participation in learning abroad mobility support pro-European Union attitudes among youth? Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-04-06 Yakup Öz, Lore Van Praag
The role of education in the development of pro-EU attitudes is often examined by focusing on the association of educational attainment and the development of pro-EU attitudes. However, student exchanges and youth mobility have also become pillars of the foundation of the European Higher Education Area, figuring out the Maastricht Treaty and the Bologna Declaration. Accordingly, based on a utilitarian
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Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-04-06 Adrien Sautereau, Daniel Faas
National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in
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School and democratic hope: The school as a space for civic literacy Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-04-06 Ninni Wahlström
In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation
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UK membership(s) in the European Higher Education Area post-2020: A ‘Europeanisation’ agenda Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-03-16 Iryna Kushnir, Ruby Brooks
The European Higher Education Area (EHEA) is an international initiative for the harmonisation of higher education (HE) systems in 49 countries. Literature about UK’s participation in the EHEA is limited, and the role of EHEA’s membership for the UK, particularly after the end of the Brexit transitional period, has not been researched. The originality of the study reported in this paper is in addressing
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Learning lessons from the collaborative design of guidance for new build schools Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-03-11 Harry Daniels, Ian Thompson, Hau Ming Tse, Jill Porter
This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved
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Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-03-03 Henrike Terhart, Lisa Rosen
The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences
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Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-02-23 Alessandra Dieudé, Tine S Prøitz
International trends promoting school diversity and choice have reshaped education across Europe, leading towards a multiplicity in ownership structures and varied governance configurations. More recently, this can also be seen in European countries with a long history of state-owned and governed public schools, such as in the Nordic states. The aim of this article is to explore autonomy and curriculum
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How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes Eur. Educ. Res. J. (IF 1.701) Pub Date : 2022-02-22 Heather Mendick, Anne-Kathrin Peters
In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including