British Educational Research Journal最新文献

{"title":"Children's food activism: Reflections on knowledge and responsibility","authors":"Sharon Hunter,&nbsp;Claire Cassidy,&nbsp;Laura Colucci-Gray,&nbsp;Donald Gray,&nbsp;Kirsten Darling-McQuistan,&nbsp;Stephen Day,&nbsp;Kirsten Leask,&nbsp;Bob Donald","doi":"10.1002/berj.70239","DOIUrl":"https://doi.org/10.1002/berj.70239","url":null,"abstract":"<p>Children as activists have become more prominent in recent years. Their activism is manifest in relation to conspicuously political topics such as Black Lives Matter, voting rights, being able to air their views or protesting against injustices related to race, culture and other identities. Less often, if at all, do children engage politically with issues related to food. In discussing questions of food activism, this article draws on reflections from the ‘Food activism in the schoolyard’ knowledge exchange project that prompted discussion amongst practitioners working with children across formal and informal education contexts in Scotland. Specifically, the article puts a spotlight on the topic of learning for sustainability to address the question of children's food activism. It does so by highlighting two key considerations that impinge on it being a prominent feature in children's lives educationally and more broadly: children's knowledge (or lack thereof) in relation to food, and the question of whose responsibility it is to be concerned about issues related to food. While food is a key component in school curricula, opportunities for interdisciplinary, cross-sectoral collaborations would prove useful. The article seeks to advance the conversation about children's activism, drawing the topic of food activism into focus.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2408-2427"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activism as a long durée journey: Teachers against the Chilean neoliberal education model","authors":"Carla Tapia-Parada","doi":"10.1002/berj.4154","DOIUrl":"https://doi.org/10.1002/berj.4154","url":null,"abstract":"<p>In this paper, I use the idea of purposes of education, particularly subjectification, and the concept of love to explore long-term teacher activism in Chile. ‘Long-term activism’ is used to describe an ongoing struggle rather than activism confined to specific moments. There has been extensive research on how Chilean student activism has challenged extreme forms of neoliberal education policies. However, little research has explored the ongoing engagement of former student activists as they transition into teacher activist roles. I explore the long durée of activism through narratives produced with 26 Chilean teachers who were former student activists. These narratives illuminate on the catalysts for their activism, their reasons for persisting and their aspirations for ongoing activism. The activists' narratives were generated using the Indigenous research methods of yarning, photoyarn and <i>testimonios.</i> Thinking about the teachers' narratives with the concepts of subjectification and love enabled me to write about the (im)possibilities of social justice in and through schooling. While much has been written about the ways in which schools reproduce inequalities, there is less research on the potential disruptive work of activist teachers in challenging entrenched educational inequalities.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2501-2516"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘When joy comes your way, you have to grab it!’ Troubling how queer joy features in the lives of LGBT+ school-attending youth in South Africa","authors":"Dennis Francis","doi":"10.1002/berj.70120","DOIUrl":"https://doi.org/10.1002/berj.70120","url":null,"abstract":"<p>Recently, the concept ‘queer joy’ has gained interest in LGBT+ scholarship in the West. I use this scholarship as an entry point to explore how school-attending LGBT+ youth express joy and how joy serves as a form of resistance against gender and sexuality norms in educational settings. While I prioritise a focus on joy, I do not overlook the existing South African research on the adverse experiences of LGBT+ youth but explore how LGBT+ youth talk about joy as resistance and liberatory praxis against cisheteronormative power. I draw on in-depth interviews from a larger project with 18 LGBT+ school-attending youth from a range of South African schools, aiming to understand their cultural worlds and how broader cultural meanings and practices influence their experience of gender, sexuality and everyday schooling. I conducted all the interviews, which were subsequently subject to both thematic and within-case and cross-case analysis. The findings reveal a nuanced understanding and interpretation of joy, which I have organised into two parts. Participants portray joy as socially produced and circulatory, rather than as having any interior quality. They explain how school structures, discourses and practices reinforce social norms and differences, which determine the circuitous nature of joy. Second, the findings emphasise queer joy as a catalyst for social awareness through cultural and reflective practices and a springboard for resistance and social change. On the face of it, the findings signal directions for leveraging joy to address normative power and school climate, as well as for repurposing it within curriculum and educational practice.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2745-2758"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is the well-known phrase ‘small is beautiful’ true of small transnational education institutions?","authors":"Stephen Wilkins,&nbsp;Joe Hazzam","doi":"10.1002/berj.70125","DOIUrl":"https://doi.org/10.1002/berj.70125","url":null,"abstract":"<p>The purpose of this research is to consider the potential attractiveness of operating a small international branch campus (IBC). Drawing upon resource-based and legitimacy theories, we examine the strengths, weaknesses, opportunities and threats associated with the business model that is based on having a small institution size. The data for the study were obtained from expert informants who held a senior management position at 1 of 12 IBCs globally. The most commonly mentioned strengths of small IBCs cited by our participants related to the advantages and benefits received by students, such as small class sizes, individualised learning, better student-teacher relationships and a stronger sense of community. The weaknesses of small IBCs mentioned most by our participants related to financial and resource issues. We conclude that while there may be opportunities for higher education institutions to develop small campuses overseas that are successful, considerable risks exist. Many of the findings are also applicable to institutions operating in domestic settings.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2777-2796"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community college student success: A tale of cohort and institutional characteristics, market factors and enrollment status","authors":"Adriana C. Vamosiu,&nbsp;Stephen J. Conroy","doi":"10.1002/berj.70094","DOIUrl":"https://doi.org/10.1002/berj.70094","url":null,"abstract":"<p>This research investigates institutional-level retention rates at 784 community colleges in the United States over a 16-year period (2004–2019). We analyse institution-level panel data from the Integrated Postsecondary Education Data System (IPEDS) and employ a fixed-effects method to estimate how institutional-level retention rates relate to the time-varying student-body characteristics of 15 entering cohorts, time-varying institutional-level characteristics and actions and economic conditions. Consistent with previous research, we consider the student body as a whole (full- and part-time students combined) and find that student-body demographic composition and financial assistance are associated with institutional-level retention rates. Institutional time-varying faculty composition and offerings, as well as institutional spending and tuition, are also linked to retention rates. County-level market conditions drive retention rates. Following further statistical tests, we extend our institutional-level analysis to the full- and part-time student bodies separately to identify factors linked to improved retention for each. Our results identify inconsistencies between the aggregate student-body analysis (the standard in the literature) and the individual full-/part-time analyses. Specifically, some results that are significant in the aggregate sample are no longer significant in the individual studies. Other estimates have opposite signs for the full- and part-time population. Furthermore, some time-varying characteristics are statistically significant in the individual population studies, but not in the aggregate analysis. These findings open the conversation about the best way to study community college institutional-level retention rates to inform both campus managers and policymakers in their strategic, financial and managerial decision-making processes.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2599-2646"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The purpose of activism is to educate”: Young people's climate activism as and for education in the youth strike movement in England","authors":"Loz J. Hennessy","doi":"10.1002/berj.4210","DOIUrl":"https://doi.org/10.1002/berj.4210","url":null,"abstract":"<p>By skipping school for their cause, young climate strikers repeatedly demonstrated their priorities in 2019 and 2020. They regularly chose to sacrifice a day of their formal education in favour of collective action. This study asks what we can learn from the reflections of former youth strikers. Taking the youth strike movement as one site of young people's climate activism, this paper suggests that youth climate activism exists both <i>as</i> and <i>for</i> education. This work draws on Freirean notions to frame learning through youth-led movements as a form of critical pedagogy. The study involves local strikers from the Youth Strike 4 Climate movement in Bristol, UK, with data collected in 2020 and again in 2023 from the same three participants. The experiences and perspectives of the young people are centred through a narrative approach to collecting and representing data. The analysis takes a grounded theory approach, using sensitising concepts from critical pedagogy as a theoretical framework to make sense of the data. In particular, the young people's reflections are explored in relation to their perceptions of the educational aspects of their participation in the movement and their ideas for educational reform. The findings are used both to offer a conceptualisation of activism as a site of education in its own right, as well as a call for a transformed education system. Firstly, it is argued that through their activism, young people take responsibility for educating themselves and the wider community about the issue of climate change. Secondly, the young people make overt reference to the deficiency of the formal education system in preparing them for the futures they face, and they call for improved educational offerings. Their collective ideas are shown to demonstrate a significant challenge to the educational status quo. While this research conceptualises the critical pedagogic processes at play in one specific site of youth climate activism, similar processes may be at work in other social movement contexts.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2449-2467"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Between public service and market: Portraying the bifront university in a platformized world","authors":"Marco Pitzalis,&nbsp;Ciro Cangiano,&nbsp;Alessandro Lovari","doi":"10.1002/berj.70121","DOIUrl":"https://doi.org/10.1002/berj.70121","url":null,"abstract":"<p>This paper contributes to the international debate on the changes affecting recruitment and orientation processes toward higher education. Based on qualitative research involving 19 Italian public universities, the study analyses the transformations in communication, recruitment and orientation activities within platformization and increasing institutional competition. Drawing on Bourdieusian conceptual categories, the analysis highlights how platformization and the changes triggered by the COVID-19 pandemic have opened new opportunities, which universities have interpreted and leveraged in diverse ways according to the evolving nature of the Italian university field as a space of material and symbolic differences. The primary outcome of these transformations is the reinforcement and crystallization of preexisting social and territorial inequalities, which is a historical characteristic of the Italian university system.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2759-2776"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Let's talk about the weather’: The activist curriculum and global climate change education","authors":"Richard Pountney","doi":"10.1002/berj.4122","DOIUrl":"https://doi.org/10.1002/berj.4122","url":null,"abstract":"<p>Activist movements have garnered significant global attention on a range of sustainability issues, often involving collectives of citizens coming together. Invoked is the idea of citizens informed to act, emerging not from a common-sense understanding of everyday life, but rather from a deep political understanding of the world—one that is underpinned by a level of civics knowledge that provides the intellectual basis for engaging in public discussions and planning citizen action. Here, the possibility of transformative activist curricular movements for climate education arises and whether to change the curriculum, or to see curriculum as change in itself. This paper examines what schools and teachers can do to develop children's understanding of and engagement with the issues, and to address their concerns, informed by John Dewey's notion of social action and his ideas on democracy and thinking. The discussion draws on a global movement in climate education, and the case of a group of schools in England. The two cases, chosen as illustrative, are theorised by means of Maton's semantic variation theory to identify how the systems of meaning in these, and similar, contexts can be made accessible. How the sustainable development goals (SDGs) of quality education (SDG4) and climate action (SDG13) can be achieved, including the design of the curriculum by teachers, is examined. The need for an activist curriculum is discussed, one that is integrated and embedded rather than inserted, in which young people can engage with and respond to the issues that they face. Such a curriculum posits the school as both democratic and open, in the sense of having boundaries that are fluid and permeable to the concerns of society, while also giving access to disciplinary knowledge that is the basis of conceptual understanding of the problems of, as well as the solutions to, climate change.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2468-2483"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What are the possibilities for promoting teacher resilience at the school level? Insights from the co-development of a participatory approach in England","authors":"Steph Ainsworth,&nbsp;Carrie Adamson,&nbsp;Claire Agius,&nbsp;Jeremy Oldfield","doi":"10.1002/berj.70198","DOIUrl":"https://doi.org/10.1002/berj.70198","url":null,"abstract":"<p>Alongside the growing teacher supply crisis, there are widespread concerns about the mental health and well-being of teachers, leading to a growing interest in the concept of teacher resilience. In this article, we investigate the possibilities for promoting teacher resilience at the school level using a novel participatory approach. We report a process of ecology mapping conducted with eight project partner schools, which informed the co-development of interventions within each school. Drawing upon data from ecology mapping interviews (<i>n</i> = 103 teachers and school leaders), resilience planning meetings (<i>n</i> = 25 school leaders) and post-intervention interviews (<i>n</i> = 85 teachers and leaders), we provide a comprehensive mapping of the enablers and barriers for promoting teacher resilience at the school level. The school-level strategies for promoting teacher resilience which were perceived to be both desirable by teachers and feasible by leaders centred around fostering self-determination and enacting work-smart practices. However, these strategies are highly constrained by factors beyond the school, which need to be addressed for significant gains to be made towards a healthier, more sustainable school workforce.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1850-1877"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and the Netherlands","authors":"Rikkert M. van der Lans,&nbsp;Remmert Daas,&nbsp;Joost Jansen in de Wal,&nbsp;Elaine Wilson,&nbsp;Noriyuki Inoue,&nbsp;Tracy L. Durksen,&nbsp;Frank Cornelissen","doi":"10.1002/berj.70090","DOIUrl":"https://doi.org/10.1002/berj.70090","url":null,"abstract":"<p>Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public administration theory, the study distinguished four countries' governance styles and the predicted impact of these on teachers' perceptions of professionalism. By conducting secondary analyses of TALIS ICSEI-2 data from Australia, England, Japan and the Netherlands (2013–2018), we investigate whether the results align with theoretical predictions. Our analysis revealed three key trends in teachers' CPL needs that support these predictions: (1) CPL needs in Australia and England diverged between 2013 and 2018, coinciding with an emerging difference in governance style that manifests itself in divergent governance of curriculum revisions and teacher education policies; (2) Japanese teachers perceive knowledge about the curriculum as more central to CPL in 2018 than they did in 2013, coinciding with successive curriculum revisions and (3) the Netherlands exhibited no trends or changes; coinciding with reports describing Dutch Educational policy as ad hoc and unpredictable. These findings highlight key trends in teachers' CPL needs, in contrast with the TALIS 2018 report's conclusion that there are no substantial trends. We concluded that this circular model offers a valuable tool for improving our understanding of how education policy affects teachers' CPL needs.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 3","pages":"1987-2008"},"PeriodicalIF":3.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148325006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}