The Promise of Donna Haraway’s Philosophy: Knotting Together Better Educational Futures

The Promise of Donna Haraway’s Philosophy: Knotting Together Better Educational Futures

by | Emerging Researchers' Group, NW 13 Philosophy of Education, NW 33 Gender and Education

As we have grappled with critical questions in our research and teaching, all of us contributing to this blog have been energised by Donna Haraway’s work. This blog explores the promise of Haraway’s philosophy for knowledge, learning and education. Donna Haraway’s philosophy offers conceptual and practical resources for navigating the complexities of contemporary educational problems.

Reconceptualising knowledge, learning and education with Donna Haraway

Haraway’s major early intervention was to challenge traditional notions of objectivity – which she called ‘the God trick’ (Haraway, 1988). She argued that objectivity was a Western masculinist, patriarchal tradition, which presumed researchers could be impartial, observe and produce ‘Truth’. This damaging fallacy has conferred epistemological status on science delegitimizing many other ways of knowing. Haraway opposes ‘the God trick’ with the concept and practice of ‘situated knowledges’ which pose a feminist critique demonstrating that knowledge practices are ‘political’ and that some knowledges have been (illegitimately) disqualified by dominant science. Recognising that all knowledge is located and relies on partial perspectives allows for the inclusion of lived material realities and feelings that shape our educational experiences.

The concept and practice of learning is central to Haraway’s oeuvre. Learning happens in the world, attending to our being-in-relation with the world and other species. Learning is an enactment: she calls it a ‘corporeal cognitive practice’ (Haraway, 2016a: 277), a material semiotic co-composition of relational acts of thinking and doing. Learning comes about through specific, mundane, embodied acts of communication that forge partial connections across the differences (of race, class, geography or species) that divide us.

Haraway’s philosophy, and its promise for education, demonstrates the need to move beyond human exceptionalism. It is an urgent call for us to take responsibility for how humans have produced alarming natural-cultural conditions, and to take action to address these. The task of shaping better human/planetary futures has been recognised as core to education as an ethical-political project (Strand, 2020). Haraway’s philosophy offers an affirmative biopolitics that can be useful in extending curricula on global education (Barratt Hacking and Taylor, 2020). Her transdisciplinary thinking, feminist situated ethics, and situated politics of knowledge might be the basis for renewing educational approaches for composing more relational futures.

How has Haraway’s philosophy been influential in our research? 

Carol has taken up Haraway’s philosophy outlined in When Species Meet (2008) to rethink what comes to matter in educational relations. Her work addresses the question: How can multispecies knowings and matterings give us hope to build a better world for the future? Haraway (2008: 134) uses multispecies thinking to argue for ‘compassionate action’ to promote well-being for individuals, species and communities. Carol has considered how such thinking can be the foundation for different forms of educative flourishing by fashioning education as a form of posthuman Bildung that bring new possibilities for knowledge/praxis (Taylor, 2016). Carol has also considered how nonhuman-human relations can centre around play and pleasure in ways which make consequential differences in our lives as academics (Taylor, 2017).

Nikki (Fairchild, 2017) has drawn on The Cyborg Manifesto (1991) to reconceptualise young children’s gender identities. Haraway uses the cyborg both as figuration and ontological position to explore the breakdown and fluidity of technological, natural and cultural bodily boundaries. Nikki’s research shows how the cyborg figuration ‘moves beyond traditional notions of the feminine body’ (Benozzo et al., 2019: 89). Her doctoral thesis considered how girls are expected to perform and act in certain ways (Fairchild, 2017) and how the cyborg can ‘produce[s] new articulations of gender at the same time as making traditional gendered societal roles ‘available’’ (Taylor & Fairchild, 2020: 520). The cyborg subverts gender and provides new political possibilities for women.

In Staying with the Trouble, Haraway posits ‘lived storying’ (2016b: 150) as ‘the most powerful practice for… becoming-with each other’. Shiva has written of co-storytelling as a way of making-together, co-theorizing and co-enduring (Niccolini, Zarabadi & Ringrose, 2018). Lived storying foregrounds the care-full response-ability required when researching participants’ experiences. Towards the end of her PhD thesis writing, the COVID pandemic put the world into multiple lockdowns and made racism intelligible in new ways. Shiva’s PhD participants are from British Bangladeshi backgrounds, they live in overcrowded households and, like other BAME populations, suffer disproportionate social and educational inequalities (Booth, 2020). Their COVID storyings speak of histories of exclusion, troubled times and uncertain futures.   

‘No adventurer should leave home without a sack’ writes Haraway (2016b: 40) in Staying with the Trouble. Haraway learned about the carrier bag theory of storytelling from Ursula Le Guin (1989). During her PhD, Anna experimented with a Bag-lady positionality (Moxnes, 2019), figuring herself as an (elderly) woman collecting whatever she found carrying everything with her in bags. For Anna, the carrier bag theory became a story of research, a methodological and methodic concept, a feminist force enabling her to do research differently. Carrier bag research provides a compass ‘to think otherwise’ – it changes our understandings of the world we live in and how we make meaning about it.

In our work together, Haraway’s philosophy gives us the courage to find philosophical and practical ways of troubling dominant educational thinking, research and writing (Zarabadi et al., 2019). Haraway’s philosophy informs our collaborative research experiments in theory, method and practice enabling us to continue to think of new ways to produce academic knowledge differently.

Some Final Thoughts

Haraway’s books are not easy, but they repay the focus, immersion and concentration needed. Haraway makes you think about how you can do research and teaching differently and in more creative ways. Her writing is an encouragement to slow down, ponder, not rush to action too quickly, and to focus on details and specificities. She offers intellectual resources to contest neoliberal imperatives of competitive individualism, performativity and measurement. Haraway’s philosophy provides a stimulus to new, creative, experimental ways of producing knowledge; her generative, ecological, life-affirming thinking offers important insights for reshaping educational thinking to contest the damages of the Anthropocene.

Citations and Further Reading

Biography of Donna Haraway 

Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective – Haraway, 1988

Situated Knowledges – Monika Rogowska-Stangret

Manifestly Haraway – Haraway, 2016

Rethinking Ethical-Political Education – Strand, Torill

Reconceptualizing international mindedness in and for a posthuman world – Barratt Hacking and Taylor, 2020

When Species Meet – Haraway, 2008

Is a posthumanist Bildung possible? Reclaiming the promise of Bildung for contemporary higher education – Taylor, 2016

Producing Pleasure in the Contemporary University – Taylor, 2017

Earthworm disturbances: the reimagining of relations in Early Childhood Education and Care – Fairchild, 2017

Simians, Cyborgs, and Women (The Cyborg Manifesto) – Haraway, 1991

Disturbing the AcademicConferenceMachine: Post‐qualitative re‐turnings – Benozzo et al., 2019: 89

Towards a posthumanist institutional ethnography: viscous matterings and gendered bodies – Taylor and Fairchild, 2020

Staying with the Trouble – Haraway, 2016

Spinning Yarns: Affective Kinshipping as Posthuman Pedagogy – Niccolini, Zarabadi & Ringrose, 2018

BAME groups hit harder by Covid-19 than white people, UK study suggests

Dancing at the Edge of the World – Ursula Le Guin

Working Across/Within/Through Academic Conventions of Writing a Ph.D.: Stories About Writing a Feminist Thesis – Moxnes, 2019

Feeling Medusa: Tentacular Troubling of Academic Positionality, Recognition and Respectability – Zarabadi et al., 2019

Authors

Professor Carol A. Taylor

Professor Carol A. Taylor

Professor of Higher Education and Gender in the Department of Education, University of Bath

Professor Carol A. Taylor is Professor of Higher Education and Gender in the Department of Education at the University of Bath where she leads the Reimagining Education for Better Futures research group. Carol’s research focuses on the entangled relations of knowledge, power, gender, space and ethics in higher education and utilizes trans- and interdisciplinary posthumanist and feminist materialist theories and methodologies. Carol co-edited the journal Gender and Education for 7 years (2016-2023), and currently serves on the Editorial Boards of Teaching in Higher Education, Critical Studies in Teaching and Learning and Journal of Posthumanism. Her latest books are J. B. Ulmer, C. Hughes, M. Salazar Pérez & C. A. Taylor (Eds.). (2024) The Routledge International Handbook of Transdisciplinary Feminist Research and Methodological Praxis; Fairchild, N., Taylor, C.A., Benozzo, A., Carey, N., Koro, M., & Elmenhorst, C. (2022). Knowledge Production in Material Spaces: Disturbing Conferences and Composing Events. London: Routledge; and Taylor, C. A. and Bayley, A. (Eds.) (2019) Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. London: Palgrave Macmillan.
Dr Nikki Fairchild

Dr Nikki Fairchild

Associate Professor in Creative Methodologies and Education at the School of Education, Languages and Linguistics, University of Portsmouth.

Dr Nikki Fairchild is an Associate Professor in Creative Methodologies and Education at the School of Education, Languages and Linguistics, University of Portsmouth. Her research is theoretically informed by critical feminist materialist, posthumanist, and agential realist theory. She employs creative methodologies to disturb knowledge production and relationality by entangling materiality, gender, place-spaces, time, temporality and (early) childhoods. She is an Associate Editor for the Journal of Posthumanism and on the Editorial Boards of Contemporary Issues in Early Childhood, Norland Educate Research Journal, and Gender and Education.  Her latest book is Fairchild, N., Taylor, C.A., Benozzo, A., Carey, N., Koro, M., & Elmenhorst, C. (2022). Knowledge Production in Material Spaces: Disturbing Conferences and Composing Events.  Routledge.

Dr Shiva Zarabadi

Dr Shiva Zarabadi

Dr Shiva Zarabadi holds a Ph.D. in Education, Gender, Feminist New Materialism and Posthumanism from UCL Institute of Education. Her research interests include feminist new materialism, posthumanism and intra-actions of matter, time, affect, space, humans and more-than-humans. She uses walking and photo-diary methodologies to map relational materialities in ordinary practices. She is the co-editor of the book Towards Posthumanism in Education: Theoretical Entanglements and Pedagogical Mappings (Routledge) and the author of ‘Bodies of Walking: Trans-Materializing the Experiences of Racial Harassment’ in Cultural Studies ↔ Critical Methodologies and ‘Watery assemblages: the affective and material swimming-becomings of a Muslim girl’s queer body with nature’ in Australian Journal of Environmental Education.

Dr Anna Moxnes

Dr Anna Moxnes

Associate Professor, Department of Early Childhood Teacher Education (ECTE), University of South-Eastern Norway

Anna Rigmor Moxnes, PhD, is Associate Professor at the department of Early Childhood Teacher Education (ECTE), University of South-Eastern Norway and works as educator in pedagogy and mentoring. Her recent research-projects are ‘Children and animals relationships’, ‘Mentoring’ and ‘Teaching slowly’. She is inspired of feminist new materialism and post-human theories.
Her latest book is Moxnes, A.R., Wilhemsen, T., Øvreås, S.,Santan, M.O. & Aslanian T.K. (2022).
Barnehagelærerutdanning i endring – å forske på egen praksis i høyere utdanning.
[Early Childhood Teacher Education in Change - research on own practice in higher education].
Universitetsforlaget.
Education in a Post-COVID World: Creating more Resilient Education Systems

Education in a Post-COVID World: Creating more Resilient Education Systems

by | BERA, NW 14 Communities, Families, and Schooling in Educational Research

Schools across Europe have been at the forefront of dealing with the COVID crisis since it began in 2020, coping with different systems of attendance, new methods of learning, and changing government guidance on how to operate. Many education systems have found themselves under pressure in these circumstances. Not all have fared well.  Data from our research[1] tracking how primary teachers in England responded to the disruption provides some insights into whether and how COVID-19 can lead to more resilient education systems. Revaluing local knowledge is a vital element in rebuilding, reconnecting, and reimagining education after the pandemic.

Our data shows that local knowledge provides a more accurate guide to exactly what the problems are and, on that basis, can help determine what the most useful next steps might be.

One key decision that governments faced at the start of the pandemic was whether to close schools or keep them open, at a time when governments found it was hard to judge the risks for children’s health and well-being. Many governments resolved this choice by looking at what others were doing first. 

Here in England, the government opted for closure during the first wave, with schools staying open only for children of key workers or those judged vulnerable. In June, just a few age groups were allowed to return. Since the start of this academic year, all schools were instructed to stay fully open, even in regions with the highest number of infections. Staff or pupils who fell ill and their close contacts were expected to self-isolate.

To cover gaps in provision, the government passed emergency legislation which gave schools “a legal duty to provide remote education for state-funded, school-age children unable to attend school due to coronavirus”. This decision has proved controversial in a system which is not equipped with sufficient digital devices and connectivity to ensure all pupils can benefit in this way. 

These decisions show how far politicians emphasised returning the education system to normal functioning as quickly as possible, fuelled by reports quantifying learning lost during the lockdown. Modelling the consequences of lessons lost, or volume of work returned has certainly created alarming scenarios of widening attainment gaps with severe consequences for the students involved. If teaching and learning are imagined as steady delivery of curriculum content to time and test dates, then “catching up” seems crucial. But is this the right reaction, or a product of insufficient local knowledge to make the right calls?

Research into teacher responses and priorities

By focusing our research on what was happening in real schools in real-time, we and colleagues at UCL Institute of Education have built a clearer picture of how primary teachers responded during the pandemic, their priorities as schools began to fully reopen, and the lessons learnt for the longer term. 

Our survey and interview data demonstrated that teachers were most concerned about pupil wellbeing.  On schools reopening, 76% of teachers thought pupil wellbeing was central with only 8% prioritising “Enabling students to catch up for missed learning”. Teachers thought parents’ priorities would broadly be in line with their own, with the benefits for children of socialising with their friends (54%) and the normality of settling back into school routines (65%) holding more importance than reassurance that children would catch up quickly in core areas of the curriculum (28%). Schools are about much more than curriculum delivery.

Strengthening school communities

Our research showed that teaching during lockdown was changing teachers’ perceptions of their school communities. Many teachers felt more aware of the impact of poverty on pupils’ lives, and recognised the difficulties some families experienced in supporting pupils’ learning at home. Feedback on home-learning highlighted the importance of creating tasks that children would enjoy.  Teachers worked hard to ensure that children without internet access had opportunities to learn offline. 

Many teachers working with our most disadvantaged communities played a key role in supporting families and communities by checking that families were not going hungry, that they had access to other avenues of support, where needed, and that the most vulnerable children were as safe as they could be. This kind of direct support for communities matters, yet it is often overlooked in the public debate on the value of education which frames it as a private rather than a public good.  

Looking ahead – the impact of testing and importance of community resilience

If the COVID crisis has revealed the depth of educational inequalities in societies where economic gaps have widened disproportionately, it can also lead to a re-evaluation of the good that schools can do. Looking ahead,

  • 77% of our respondents agreed with the statement, ‘If testing and inspection goes ahead as normal next year, schools serving the most disadvantaged communities will be unfairly penalised’.
  • 72% agreed ‘Schools have an important role in building community resilience that should be both recognised and funded’ and 73% considered ‘Primary education needs to begin again, with a broader definition of curriculum values and purposes’.
  • Only 4% thought ‘The best approach to supporting children through the crisis is ensuring they reach the expected standards in KS1 and KS2 assessments next year’.

Our research tells us that a narrow focus on repairing test scores is counter-productive. Slower processes of recuperation create firmer foundations for future learning, particularly when they build upon the knowledge teachers have gained from working with their communities during a period of disruption. 

Revaluing local knowledge is a vital element in rebuilding, reconnecting, and reimagining education after the pandemic.  Research can help in making more visible the voices of teachers and their communities and thus creating more resilient education systems.

References and Further Reading

[1] The research project, “A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis’. Funder: UKRI/ESRC Rapid Response to COVID call, project no. ES/V00414X/1. Researchers: PI: Gemma Moss. Co-Is: Alice Bradbury, Sam Duncan, Sinead Harmey, and Rachael Levy.  See 

Professor Gemma Moss

Professor Gemma Moss

Professor of Literacy, UCL Institute of Education

Gemma Moss is Professor of Literacy at UCL Institute of Education and Director of the International Literacy Centre.  She has written extensively about the evolution of literacy policy, gender and literacy, assessment, and the emergence of new knowledge networks in education.  She was a member of EERA council between 2016-18.

Dr Alice Bradbury

Dr Alice Bradbury

Associate Professor of Sociology of Education, UCL

Alice Bradbury is Associate Professor of Sociology of Education at UCL Institute of Education and Co-Director of the Helen Hamlyn Centre for Pedagogy (0-11 years). Her research focuses on the relationship between policy and classroom practices and subjectivities in primary and early years education.

How to prepare for your first ERG conference

How to prepare for your first ERG conference

by | DFG, Emerging Researchers' Group

The Emerging Researchers’ Group holds an annual conference, the Emerging Researchers’ Conference (ERG), preceding the European Conference on Educational Research (ECER). We asked Estella Ferraro for some tips on preparing and attending your first ERG Conference.

Going to an international conference for the first time can be overwhelming and exciting at the same time. It is an excellent opportunity to meet fellow colleagues from all over the world – I have met colleagues from Europe but also from Australia, Asia, South America, and Africa.  It also gives you feedback on your research from outside the own academic framework, which can really open your eyes to entirely new perspectives.

You can’t just show up on the first day of the conference. There are a number of preparations you should undertake, and some of them start months before the conference even takes place. Especially when planning to go to ECER for the first time, it is easy to lose track of the upcoming necessary deadlines. So here are some tips on how to prepare for your first (or second or third) ERG conference.

Deadlines and preparations in advance to the conference

The Proposal

Many reasons may have led you to want to attend the ERG conference. Perhaps the topic is of great interest to you, or you have always wanted to travel to the place ECER takes place that year, or maybe your supervisor asked you to come along. The first decision is if you wish to present yourself or if you are attending to watch, learn, and network. Both have their advantages: it can be very inspiring to participate for the first time without being nervous or stressed about your own presentation, especially if your funding permits that.

On the other hand, I would suggest that if you have a chance to present you should go for it! The ERG conference is a great place to practice your presentation skills and get helpful feedback on your research in an extremely friendly atmosphere on an international scale.

Submission usually starts in December before the conference and ends in January. You can find the current deadline here. This timeline is something you should keep in mind and plan for so you can write the proposal and hand it in in time.

Funding

With that in mind, you might also consider funding opportunities. There are many opportunities for travel grants and funding you can apply for (from EERA, your home country, or home university). It is worth researching the conditions and deadlines for funding opportunities so that you don’t miss a chance! Make sure you can get all necessary documents in time, especially if you need something from others who might take some time such as a recommendation letter.

Accommodation, Visa and Flights

Obviously, this won’t apply if the conference takes place digitally. In April review results are usually announced, and this is when things get real! It can be advisable to book accommodation even before results are announced if you have an option to cancel free of charge. ECER is a huge conference and often in small cities so affordable accommodation can be booked out quickly. Don’t leave this to the last minute. Similarly, if you need to apply for a visa, check the deadlines so you don’t miss anything.

Deadlines and Preparations Closer to the Conference

Preparing your Presentation

Once time draws closer to the conference, you should start preparing your paper if you have been accepted to present one. Here it is important that you don’t overload your presentation as timing can be tricky. Participants often want to include too much information, while often it’s better to keep it simple and clear. Don’t be scared about presenting in another language.  Your English doesn’t have to be perfect and, in my experience, everyone at the ERG conference is really helpful even if you forget how to say something. If you have questions on your research or about something you’re stuck with, it’s fine to ask for that in the discussion too, so that you can really get the most from your experience and presentation at ECER.

Scheduling your conference

Look at the schedule and think about what interests you, and what you want to get out of the conference. Be prepared to pick out some sessions in advance but also accept that sometimes you might end up spontaneously changing your mind. Don’t overschedule yourself Leave some space for networking opportunities and meeting other academics as well.

Finally, all I can say is the emerging researcher conference is an amazing platform to learn, engage and network, so: Enjoy your time there!

Further Information

Find out more about the ERG Conference, including deadlines, programme, and accepted presentation formats on the EERA website.

Want to know what to expect? Have a look at the previous ECER and ERG conferences and check out our YouTube channel for videos of the ECER keynote sessions in 2020. 

Dr Estella Ferraro

Dr Estella Ferraro

Dr Estella Ferraro (née Hebert) is a Post-Doc researcher at the Goethe University in Frankfurt at the chair for theory and history of education. She is also a co-convenor for the Emerging Researchers Group and for Network 6 Open Learning: Media, Environments, and Cultures of the European Educational Research Association (EERA). Her research interests focus on questions of media education including teaching and learning with new media, datafication and big data, digital surveillance, identity in the light of personal data, and questions of digital ethics. Her PhD thesis published under the title of „Willful Blindness – on the relationship of identity, agency and personal data“ exemplifies the intersection of a bildungs-theoretical perspective with post-digital theories that characterise Dr Ferraro as a researcher.

She has over six years of experience in teaching and researching media education and has worked and studied internationally. For more information on her research and work go to: https://www.uni-frankfurt.de/55826755/Estella_Hebert

Refugees and Education – Voices, Discourses and Policies

Refugees and Education – Voices, Discourses and Policies

by | NW 17 Histories of Education, NW 7 Social Justice and Intercultural Education

The issue of refugees and asylum worldwide is a topical debate, where statistics and states play a major role with regard to research. Research focuses almost exclusively on the now, on themes like borders, trafficking, and human rights. In Europe in particular, the years 2015 and 2016 marked a turning point, because the numbers of refugees who arrived and applied for asylum reached the highest level in the Post-World-War II era. The so-called ‘refugee crisis’ underlines the necessity to integrate the incomers into established communities. This is, however, not a new phenomenon. 

In political discourses and other actual debates around the entry, asylum process, and integration of refugees, historical comparisons to argue against refuge or to raise empathy are commonly used.

Why historical research of refugees matters for present policy decisions

From an educationalist view, there is an urgent need to historicize the topic of forced migration to improve our understanding of the present age of movement. Europe has a long history of refugees and providing asylum and nation-states were the main actors in making refugees in the 20th century. The reason why we inquire about the relation between present and past in discourses about refugees and providing asylum is that our frames of reference are coined by this history. We would like to give voice to the experiences of violence. Throughout history nations received refugees, schools have a long history in receiving traumatised children and still are often left helpless with regard to personnel, materials, etc. And each time the public discourse only seems to focus on the now, the new, the particular.  

Reconnecting EERA Online Conference – Refugees and Education throughout Time in Europe

During ‘Reconnecting EERA’ NW 07 Social Justice and Intercultural Education and NW 17 Histories of Education hosted a number of sessions in conjunction with the special call “Refugees in/and Education throughout Time in Europe: Re- and Deconstructions of Discourses, Policies and Practices in Educational Contexts”.

Anke Wischmann of Europa-University Flensburg, Germany, and Susanne Spieker of University Koblenz-Landau, Germany initiated the call. The aims of our joint call were: to bring the history of refugee-immigration into focus; to highlight continuities as well as changes; and to understand refuge not only as a single event, but also in a historical context, with particular discourses and practices around education, and as an inter-generational social process, which sees migrants as actors transforming education in states. This call was quite successful, as 25 abstracts were submitted. 

On 26th August 2020, Network 17 organised a series of three informal sessions. In the 2nd session, Susanne Spieker (presenting) and Anke Wischmann introduced the special call and historical research on refugees. We discussed ideas, sources, and approaches for historical research on refugees and forced migration. For example, we looked at the problem of complexity concerning the history of refugee movements. These histories need to be transnational and global. They have to take into account the voices of refugees themselves as well as the practitioners working with them. For historical research, the accessibility to experiences is related to historical sources such as letters.

Time perception is another aspect, which seems to make historical research on forced migration challenging. For instance, if one asks or reads documents from different age groups about the same event, grandparents or parents, small children or adolescents have their own perceptions of the same situation. Each age group will offer a different view.

Family migration is common, as visualised in the above copper engraving from 1698, which depicts Huegenots leaving France. Women and children are a marginalised group with regard to migration in general because former research presumed that mainly men migrate. The opposite is the case. As these families travelled, skills and handicrafts, religious ideas, and educational approaches spread across Europe. These individuals were also actors in the education of their children.

On August 27th, 2020, both networks cooperated in holding a virtual forum. Fourteen individual papers were presented in four parallel sessions. The regional focus of presentations ranged from Denmark to Namibia and from France to Australia. The presentations in the first two break-out sessions covered a range of topics, such as the practical experiences of adolescent refugees and participants of higher education and vocational education in Poland, Bangladesh, and New Zealand, to the empowerment of women from ethnic minority backgrounds in various European countries.

Another break-out session presented and discussed different approaches and experiences with Unaccompanied Minors (UAM) arriving in France and Italy in recent years. Researchers shared their experiences with various educational approaches, and the challenges children and adolescents face.

The second set of parallel sessions introduced school practices and captured the voices of practitioners. In another session, presenters shed light on hidden curricula by analysing exclusionary practices experienced by Ju|’huan students in Namibia, representations of refugees in Polish children’s literature, and a Latvian Gymnasium and its history in the context of the cold-war in Western Germany.

There were many parallels noticed with regard to the seemingly unique experiences that refugees and minorities face in different regional settings. We realised that the complexity of the topic united quite a broad spectrum of methodological approaches, which we found inspiring. However, linking history and present-day research is not evident at first sight.

The responses to the presentations were engaged and positive. In the closing session, researchers valued the opportunity to reconnect, which for most of us was badly needed, due to the restrictions related to the COVID-19-pandemic. We decided to organise a new special call for the Geneva (online) ECER, with a slightly broader scope. We will keep you posted!

In addition to the initiators, the following members assisted with the organisation, planning, and implementation:  Lisa Rosen (Link-convenor of NW 07) and Iveta Kestere (Link-convenor of NW 17). Throughout the two days sessions were chaired by Klaus Dittrich (Hong Kong), Geert Thyssen (Norway), Iveta Kestere (Latvia), and Lisa Rosen (Köln). Fenna tom Dieck (Köln) supported us with Zoom.

 

Dr. Susanne Spieker

Dr. Susanne Spieker

Substitute Professor at the department for educational theory, intercultural and comparative education at Hamburg University

Susanne Spieker is currently a substitute professor at the department for educational theory, intercultural and comparative education at Hamburg University (Germany). She is a postdoctoral researcher at the University of Koblenz-Landau, Campus Landau in the research unit on Heterogeneity in education. Her research expertise lies in the history of education. She has published on colonialism and its impact on educational thought. Her research interests include migration and inequality in education (race/ethnicity, gender, class). She was a member of the Editorial Assistant Board (2017 – 2018) of Paedagogica Historica, International Journal of the History of Education, and serves as an external reviewer for History of Education Researcher (UK) and Paedagogica Historica. Since 2016 she is editor of the Journal Jahrbuch für Pädagogik.

Prof. Dr. Anke Wischmann

Prof. Dr. Anke Wischmann

Professor for Education at the Europe-University Flensburg

Anke Wischmann is a professor for education at the Europe-University Flensburg (Germany). Her research focuses on social justice in education, in particular concerning race and ethnicity, analysed from a critical and qualitative perspective. She got her Ph.D. in 2010 at the University of Hamburg and her habilitation in 2017 at Leuphana-University in Lüneburg. In 2018 her article “The absence of race in German discourses on Bildung” won the emerging researcher award of the German Educational Research Association (GERA). Since 2016, she has been the editor of the Journal Jahrbuch für Pädagogik.

 

School Uniform Policy in Scottish schools: Control and Consent

School Uniform Policy in Scottish schools: Control and Consent

by | NW 6 Open Learning: Media, Environments and Cultures, SERA

A topic that is of continued interest to educational researchers – but also to teachers, pupils, and their parents – is school uniforms. As you may know, there is a marked difference between what pupils wear in school in the UK (England, Scotland, Wales and Northern Ireland), Ireland and the rest of Europe (recently Malta changed from formal uniforms to tracksuits). We set out to look into the reasons that schools give for having school uniforms.

I conducted the research with thirteen students from across the University of Aberdeen. A week-long course was designed to teach the qualitative data analysis software NVivo while taking part in an authentic research project. This was to provide undergraduates both research skills and experience.

I chose to analyse secondary school uniform policies because the policies are publicly available on school websites and do not involve confidential or sensitive information. We began our work with the identification of school uniform policies, school handbooks, and other information related to uniforms on each school’s website. After uploading the files, we read and coded the materials where we saw the reasons that were given for having a school uniform. Over the week, I benefited from over 300 hours of research assistance while the students learnt NVivo and applied this learning in the project.

Key Findings

Together we identified the different reasons that schools gave for requiring a school uniform. These included:

  • ethos, identity, pride, sense of belonging
  • safety, security/reduce truancy
  • preventing competition/discrimination
  • discipline and reduce bullying
  • employability
  • the reputation of the school
  • financial benefits
  • attitude to learning/improving standards of work

Students noticed more areas of interest, including the formality of the compulsory uniform from informal (no blazer or tie), mixed (blazer or tie) to formal (blazer and tie).

Of the 357 publicly funded secondary schools in Scotland we discovered:

  • 343 schools (96%) require a uniform and just 14 schools do not
  • 320 schools mandate the wearing of a school tie by both girls and boys
  • 235 schools require a blazer to be worn
  • 200 schools ban jeans

Three students have continued to analyse the data in areas of interest they identified, and we are close to submitting journal manuscripts. The students have also been involved in teaching doctoral students and university staff how to analyse qualitative research data using NVivo.

I asked the students to provide a summary of the analysis conducted so far and some of the questions or issues that arose from the research.

Uniform Policies & Gender – by Kirsten Phelps

Our analysis of school uniform policies regarding gender found that there were generally more rules and prescriptive policies for girls. Many policies mentioned the length of girls’ skirts using language that centred on the idea of decency or modesty. This suggests a placing of normative categories on girls and young women using school uniform policies, with those that follow the rules seen as moral/good and those who break them immoral/bad. Most schools in Scotland include ties as a mandatory part of their uniform for both boys and girls. This is notable as ties are not something usually worn in the workplace, or otherwise by women, yet they remain an entrenched part of the British school uniform.

School uniforms and employability discourse – by Annabelle Olsson

 

One specific justification for the uniform, employability, was analysed through the lens of governmentality. ‘Employability’ (Fotiadou, 2020; Moreau and Leathwood, 2006) is a concept referring to the ‘human capital’ – i.e., the skills, knowledge, and personal attributes – that makes an individual more likely to gain employment. Such discourses of employability generally overlook structural causes of unemployment, instead of placing the responsibility on the individual to continuously develop their skills and adapt to a precarious and competitive job market. In the policy documents, we discovered a rationale for the uniform based on such discourses. Fifty-three schools (15%) made linkages between the uniform and the world of work, illustrating a semi-hidden curriculum that implies that pupils should be presentable and employment-ready, conforming to the market and the workplace as well as their subordinate role within it.

Power and control in schools– by Jasper Friedrich

There appeared to be a tension between the practice of enforcing strict uniform policies and the way these practices are justified. While almost all policies include highly detailed regulations (some go as far as specifying the minimum length of girls’ skirts) and strict enforcement measures, justifications tend to focus on ‘soft’ values such as creating a sense of belonging and giving pupils self-confidence. We found it useful to analyse this in terms of Michel Foucault’s theorisation of different historical modes of power . When school uniforms were first introduced in the early modern period, they were what Foucault terms a technique of disciplinary power: one that ‘compares, differentiates, hierarchizes, homogenizes, excludes’. We still very much see this in how the policies homogenize dress while differentiating between girls and boys, creating hierarchies (prefects often wear special uniforms) and excluding those who do not conform.

In contrast, the justifications for these strict uniform policies are often cast in terms of what Foucault would call ‘governmentality’, a type of power that seeks to manage people with their consent instead of controlling them. The emphasis here is on how students will feel more included and improve their ‘human capital’ as a result of wearing uniforms – the uniform is justified not as a convenient tool of administration and control, but rather as a valuable part of the ‘product’ schools can offer parents.

Next Steps

Further analysis of the data set includes looking at the affordability of school uniforms, to what extent religious/philosophical beliefs are taken into account in the policies, and what is in place for pupils who identify as non-binary or who are in the process of transitioning gender. I hope to conduct research in schools that have involved pupils in decisions around uniforms.

I also hope to collaborate with researchers in other countries on school uniforms, dress codes, and appearance policies, so please get in touch if this interests you.

Finally, this project showed how it is possible to combine the teaching of qualitative data analysis software such as NVivo with actual data analysis providing a win-win for the academic and the students involved.

References and Further Reading 

Maria Fotiadou (2020) Denaturalising the discourse of competition in the graduate job market and the notion of employability: a corpus-based study of UK university websites, Critical Discourse Studies, 17:3, 260-291, DOI: 10.1080/17405904.2018.1546606

Marie‐Pierre Moreau & Carole Leathwood (2006) Graduates’ employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19:4, 305-324, DOI: 10.1080/13639080600867083

The Power Thinker – Why Foucault’s work on power is more important than ever

School sends pupils home for wearing unpolishable shoes, no blazer and old footwear – Metro UK

Affordability of secondary school uniform in Scotland – University of Aberdeen (PDF).

Authors

Dr Rachel Shanks

Dr Rachel Shanks

Senior lecturer in the School of Education at the University of Aberdeen in Scotland

Dr Rachel Shanks is a senior lecturer in the School of Education at the University of Aberdeen in Scotland. She sits on the Executive Committee of the Scottish Educational Research Association (SERA) and is the link person with the Educational Studies Association of Ireland (ESAI). She is a co-convenor of EERA Network 6: Open Learning: Media, Environments and Cultures. Rachel is the Programme Director of the BA in Professional Development at the University of Aberdeen and regularly runs workshops on how to use NVivo. Her research interests fall into three main categories: professional learning and mentoring; digital technologies in education; and school uniform/dress code policies. Rachel is also a member of the British Educational Research Association (BERA) and is currently conducting research funded by BERA on teacher preparation and new teachers’ responses to teaching during the COVID-19 pandemic.

Kirsten Phelps

Kirsten Phelps

Graduate Student, St Andrews University

Kirsten is a graduate student studying Middle East, Caucasus, and Central Asian Security at St Andrews University. Her interests include social movements and post-conflict transitions.

Annabelle Olsson

Annabelle Olsson

Graduate Student, University College London

Annabelle is a graduate student in Health Humanities at UCL. Her interests include emancipatory education and student wellbeing, social and anthropological perspectives on mental health, and interdisciplinary research methods. 

Jasper Friedrich

Jasper Friedrich

Graduate Student, University of Oxford

Jasper Friedrich is a graduate student at the Department of Politics and International Relations at the University of Oxford. He is interested in social and political theory, especially critical approaches and theories of power.

Turning a leaf: a new procedure for European Education Research Journal Special Issues

Turning a leaf: a new procedure for European Education Research Journal Special Issues

by | BERA, EERJ, NW 23 Policy Studies and Politics of Education, NW 28 Sociologies of Education

2020 has been a year like no other. On 31st of December 2019, the WHO China Country Office was informed of cases of ‘pneumonia of unknown etiology’. Less than a year later, the COVID-19 pandemic has shattered social life as we know it. The disease has taken tens of thousands of lives, whilst confining billions to their homes in worldwide ‘lockdowns’, in an effort to mitigate the spread of the lethal disease. In a matter of days, the global health emergency led to an education crisis, too. As country after country ordered school closures, education was suddenly faced with an extraordinary new reality: billions of children around the world became homebound, unable to go to school.

Yet, education did not stop. From nurseries to schools to higher education, we saw concerted and speedy adaptation efforts to create home-schooling and online education environments where students and teachers can interact. The extent to which these solutions are effective, or even available to all learners, will be studied in depth in months and years to come. What is certain is that, similar to all other social policy areas, the effects of the pandemic in education are disproportionately worse for those from more unstable and weaker economic and social backgrounds.

This challenging context was the one in which the European Educational Research Journal changed editors’ hands; after the hard work of its founding Editor-in-Chief Professor Martin Lawn, and a successful five years’ spell under the editorial leadership of Professors Maarten Simons and Eric Mangez that followed, EERJ has now become an established and scientifically recognised journal in the field of education research in Europe and beyond.

 

EERJ is interested in the changing education research horizons in Europe. It sees the field as one that crosses borders through its subjects of study, our scholarly collaborations and the increasing complexity of a fluid and interconnected world. We see our work as the new EERJ co-editors as one of further enhancing the European research identity of the journal. We believe that this will be achieved by following the footpath of our predecessors in promoting the peer review and publishing of robust empirical education research, as well as balancing the journal’s publication profile by moving to a greater parity of the journal’s share of special issues with issues that feature independent article submissions.

 

As many of you know, EERJ has been closely associated to the annual European Conference of Education Research (ECER); we take part in the early career researchers’ conference, giving publishing advice to younger scholars; we organise the conference’s MOOT, a discussion forum around a topic of current interest; and we publish the keynote lectures. The journal, for a long time now, through this productive relationship with ECER, encouraged strong conference panels to submit articles as special issue proposals. Although EERJ will continue to do this important work, it also has to be acknowledged that the journal would now benefit from turning over a new leaf and allowing equal space for the publication of independent research papers, too.

 

Further, it has also become apparent that this is not just an aspiration that relates to scholarship only but perhaps also to practicality: at the moment there is a list of special issues in the pipeline; although all of them are high-quality contributions to the field of education research, the current reality of the global pandemic further increases the need for the journal to be able to be responsive to its contemporary, highly demanding and fluid historical and political environment by publishing independent articles timely and proactively.

 

Therefore, following a recent editorial board meeting and the agreement of all its members, EERJ will follow a new process for special issue submissions. This will be as follows:

 

EERJ will introduce a new ‘Expression of interest’ form with a deadline of the end of September annually. This form will be used as a tool for the evaluation of the significance of the proposal in relation to its empirical and conceptual analysis, and its contribution to the aims and the scope of the journal.  At the end of this competitive process, only a certain number of special issue proposals will go forward. The successful candidates will be invited to submit full proposals by the end of December. Full proposals will be evaluated closely: we will retain the option of rejecting a proposal if they do not fulfil the specified criteria, although we will be giving feedback and helping authors submit strong contributions. Following this process, we hope that annually, by late January, we will have an outcome that will trigger the preparation of three special issues per year.

 

The context in which EERJ is working today is one in which the mobilizing discourses of the European Education Area, combined with other ‘borderless’ flows of internationalisation of programmes, public-private partnerships and university alliances, are re-shaping the milieu of research in education. Above all, the current global pandemic, with its catastrophic effects on European economies and societies, has had -and will continue to have- a direct impact on education research in Europe. Regardless of the detrimental effects of this crisis, education research in Europe is currently thriving: a recent EERJ call for papers for a special issue on ‘Education in the Pandemic’ drew almost 200 high-quality abstracts of empirical research. A continuous challenge for EERJ is to be able to reflect on our current education condition and respond to it by publishing reflexive, robust and innovative research. We hope that this shift in the journal’s profile will help EERJ continue to flourish and grow in an increasingly competitive academic publishing environment and a highly uncertain and unequal world.

 

Professor Sotiria Grek

Professor Sotiria Grek

Professor of European and Global Education Governance / University of Edinburgh

Sotiria Grek is Professor of European and Global Education Governance at the School of Social and Political Science, University of Edinburgh. Sotiria’s work focuses on the field of quantification in global public policy, with a specialisation in the policy arenas of education and sustainable development. She has co-authored (with Martin Lawn) Europeanising Education: Governing A New Policy Space (Symposium, 2012) and co-edited (with Joakim Lindgren) Governing by Inspection (Routledge, 2015), as well as the World Yearbook in Education: Accountability and Datafication in Education (with Christian Maroy and Antoni Verger; Routledge, 2021). 

Paolo Landri

Paolo Landri

Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy

Paolo Landri is a Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS).  His main research interests concern educational organizations, digital governance and educational policies. His latest publication is: (2020) Educational Leadership, Management, and Administration through Actor Network Theory, London, Routledge.

Caring for Those who Teach Online – Reflections from a Virtual Staffroom

Caring for Those who Teach Online – Reflections from a Virtual Staffroom

by | ESAI, General, NW 1 Professional Learning and Development, NW 26 Educational Leadership

When schools and higher education institutions closed their doors in March 2020, some of the implicit and informal supports for teacher educators disappeared. As teacher educators migrated to new modes of teaching and learning, institutional supports such as IT upskilling, educational technologies, professional development, and assistance from HR were provided. However, many staff commented that the burden of the expectations placed on them often exceeded what they felt capable of responding to in a personal capacity. With this as the backdrop, I want to reflect on how staff in one institution developed more informal ways of supporting each other and building community in a time of isolation and fragmentation.

The imperative to create what Noddings calls ‘a climate in which caring relations can flourish’, and through which a sense of belonging can be maintained, led to us setting up a virtual staff room. The staff room doors opened for a coffee break from 11.00 to 12.00 every morning. To date, this has happened on over 120 occasions with more than 90 colleagues engaging in the staff room at different times. This casual drop-in space was hosted on Zoom with a reminder sent to all staff ten minutes before the room was opened. The live interaction was supported by emails, phone calls, and some shared photography and cooking projects.

As with any staff room, the tone was set by the people in the room at any given time.  Ultimately what emerged was a supportive conversational space which broke down barriers as people swapped the small details and intimacies of everyday living and allowed colleagues glimpses into one another’s lives. This online space was characterised by a framework of CARE: a space for free-flowing conversation on a range of topics from the sublime to the ridiculous, attention to each other, deepening relationships with colleagues, and an increasing empathy as we observed something of each other’s homes and family lives. What we learned from the virtual staff room is that each element of this framework of CARE has to be supported by a number of integrated principles for practice: presence, production, performance, persona, personal, pastoral, and peer-to-peer. 

Presence: Developing and maintaining a supportive space for conversation demands the fully engaged presence of the host in the virtual space. The host cannot dominate the conversation but will have to facilitate it. The continuity of having the same host, meeting at the same time, and sending a regular reminder, offered people a sense of assurance that some things stayed the same. As one colleague noted: ‘Just knowing that there are opportunities like this to connect goes a long way to help you feel more connected right away’.

Production: We learned that there should be no agenda or expectation of having to engage in quizzes or activities so that participants have the chance to ‘switch-off’ from having to do something. Participants wanted to ‘be’ with each other rather than to ‘do’.

Performance: Some personality types were comfortable adopting a virtual persona and spoke comfortably to the camera in the early stages of the virtual staff room, whereas it took others time to be comfortable in the space. Trying to ensure that all participants can be seen on one screen is vital for bringing quieter participants into the chat.

Persona: During the early weeks of meeting each other, there was a sense that participants were conscious of performing for the camera and projecting a positive persona. This mitigated against revealing what was really happening for them. Empathic conversations ensued when someone risked saying that things were not going so well for them.

Personal: The host has to ensure that people are introduced to each other as many colleagues may not have met in real-life. Deepening relationships in a CARE framework means that the virtual staffroom welcomed children, partners, and pets and provided glimpses of each other’s homes and gardens as part of caring for each other. In the words of one participant: ‘I like meeting people’s children and pets and seeing their homes and gardens – makes me feel more connected.’

Pastoral: Taking a CARE approach to hosting the virtual staff room will occasionally draw the host into providing pastoral support for some participants. CARE will sometimes call for actions that we might not have anticipated.

Peer-to-peer: CARE is ultimately a peer-to-peer activity based on the realisation, again in the words of a participant, ‘that we are in this together, I look forward to seeing the familiar faces.’ The virtual staff room extended people’s social network by creating new links and new modes of engagement between colleagues.

 

What began as an informal approach to caring for staff and keeping us connected with each other, the virtual staff room has become an example of how taking a CARE approach to an online space can provide a positive space for conversation, characterised by empathic attention to each other in our evolving relationships.

The door remains open, and the kettle is on.

Dr Sandra Cullen

Dr Sandra Cullen

Assistant Professor of Religious Education, Dublin City University

Dr. Sandra Cullen is Assistant Professor of Religious Education at Dublin City University where she specialises in second-level religious education. As Director of the ICRE (Irish Centre for Religious Education) she supports research and teaching in religious education in a variety of contexts. She is the APF (Area of Professional Focus) leader for Religious Education on the Doctor of Education Programme at DCU, and serves on the Executive of EFTRE (the European Forum for Teachers of Religious Education) and on the International Advisory Board of the Journal of Religious Education.

Education Outside the Classroom – An Innovative Teaching Concept During COVID-19

Education Outside the Classroom – An Innovative Teaching Concept During COVID-19

by | NW 27 Didactics - Learning and Teaching, NW 3 Curriculum Innovation

These days, pupils’ everyday life is characterized by health-endangering behaviors e.g. lack of physical activity or excessive sedentary times, resulting in physical but also mental health problems.

Additionally, pupils nowadays have to deal with unprecedented challenges caused by the COVID-19 pandemic. Imposed restrictions of contact and limitations of recreational activities or sport might affect their physical and mental health status negatively. 

Pupils – mandatorily – spend most of their waking hours in schools. Schools further have been identified as stress-provoking, which can be a source of mental health problems. Consequently, schools represent an ideal setting for health-related interventions reaching all kids and adolescents. This is where Education Outside the Classroom (EOtC) comes in. EOtC represents a health-related intervention in terms of a teaching concept which aims to counteract the abovementioned health risks and further support the fight against the COVID-19 pandemic.

But what is Education Outside the Classroom (EOtC) exactly?

Is EOtC an outdoor excursion over several consecutive days in summer, detached from the core curriculum? No!

EotC is integrated into the regular curriculum. On a regular and long-term basis, learning environments are deliberately moved outside the regular classroom setting.

EOtC typically takes place in nature, e.g. in forests, fields, or parks. Places of cultural, political, and social significance, such as museums, libraries, and other public institutions, further represent suitable learning environments.

Wherever EOtC takes place, the outdoor location most often becomes part of the object of learning. EOtC is by no means limited to subjects that everyone would immediately associate with outdoor lessons, such as biology, physical education, or geography. EOtC can be integrated into the regular curriculum and enhance teaching of all school subjects.

Research into EOtC

In a systematic literature review, we found several studies reporting positive effects of EOtC on pupils’ social interaction, learning motivation, physical activity, and mental health. Our early results from this evolving research field—both on a practical and scientific level—are supported by more recent findings, e.g.:

Practical Implementation of Education Outside the Classroom

In our opinion, teachers cannot simply transfer indoor teaching and the respective teaching methods to an outdoor learning environment. Similar to regular classroom teaching, teaching outside the classroom requires thorough planning geared to the respective setting in order to enable EOtC to its highest potential.

EOtC involves e.g. the following characteristic features:

  • no walls limiting the learning environment
  • unpredictable and changing weather conditions
  • new and unknown materials
  • a variety of affordances and stimuli (e.g. interaction with natural elements such as trees, rivers, living animals)
  • several logistical challenges (e.g. active transport to the outdoor learning environment, transport of material for an outdoor laboratory)

EOtC’s organization differs depending on e.g. the school subject, weather, and location. If schools have a suitable permanent outdoor location nearby, classes can e.g. build long-term shelters with branches for rainy days, plant their own vegetables or use tree trunks as seating accommodations. Regardless of the general variety and flexibility in EOtC, fixed routines can provide clarity and promote discipline as well as motivation.

EOtC has great potential to enable pupil-centered and hands-on learning experiences in which teachers support pupils’ autonomy in their learning process by e.g. transferring responsibility to the students. Examples in this regard are learning by doing, trial and error, and the experience of competence or social relatedness.  

Education Outside the Classroom during COVID-19 

EOtC is a teaching concept that might help to reduce the risk of a SARS-CoV-2 infection as study results indicate that the risk of infection is highly increased in closed environments via aerosols in comparison to outdoor environments. Outdoor infection is very unlikely if distance and hygiene rules are being followed (Nishiura et al., 2020; Qian et al., 2020).

During the tuberculosis-pandemic in the 20th century, ill pupils or pupils suspected to have tuberculosis were taught outside (Open-Air-Schools) to separate them from healthy children. Instead of getting the infectious disease or becoming more ill, most pupils stayed healthy or recovered in the Open-Air Schools. In these Open-Air Schools, pupils sat on their normal tables in open-air environments, such as rooftops, factories without windows, walls, or gardens. In a New York Times article, Open-Air Schools were lately reconsidered as a promising approach during the COVID-19 pandemic.

Similar to the idea of Open-Air-Schools, EOtC could enhance teaching during the COVID-19 pandemic. The outdoor learning environment on the one hand involves a provably reduced – but by no means non-existent – risk of infection. On the other hand, EOtC might issue a challenge to teachers as well as students – and their parents – who are not used to outdoor teaching and learning. By our work, we aim to meet these challenges and form a basis which facilitates including EOtC into everyday teaching – now and in the future.

We hope that the current need for innovative teaching concepts which involve minimal risk of infection and enable regular classroom teaching will create awareness of EOtC’s various possibilities.

Together with colleagues from the German Forest Conservation Society, we publish EOtC teaching materials for various subjects and grade levels open access. These documents may help interested teachers taking their pupils outdoors more often. 

If now is not the time to teach pupils outside the classroom in forests, on fields, in parks, or anywhere in nature, when will it be?

References and Further Reading

If you’ve enjoyed this blog, you can find out more about our research here. 

 Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants – Guthold, Stevens, Riley, & Bull, 2020

Analysis of Sedentary Times of Children and Adolescents between 4 and 20 Years – Hubert & Köppel, 2017

The pandemic of physical inactivity: global action for public health, Kohl et al,. 2012

Child and adolescent mental health worldwide: evidence for action Kieling et al., 2011

Sources of stress and worry in the development of stress-related mental health problems: A longitudinal investigation from early- to mid-adolescence – Anniko et al., 2018

The extent and dissemination of udeskole in Danish schools Bentsen et al., 2009

 Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions – Becker et al., 2017

 Stress in School. Some Empirical Hints on the Circadian Cortisol Rhythm of Children in Outdoor and Indoor Classes Dettweiler et al., 2017

 Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments: A Quasi-Experimental Pilot Study with Children – Mygind, et al., 2018a

 Stress in School. Some Empirical Hints on the Circadian Cortisol Rhythm of Children in Outdoor and Indoor Classes – Dettweiler et al., 2017; Becker et al., 2019

 Children’s physical activity during a segmented school week: results from a quasi-experimental education outside the classroom intervention – Schneller et al., 2017

 The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment – Bølling et al., 2018

 Primary teachers’ experiences with weekly education outside the classroom during a year  – Mygind et al., 2018b

 Closed environments facilitate secondary transmission of coronavirus disease 2019 (COVID-19) – Nishiura et al., 2020

 Indoor transmission of SARS-CoV-2 – Qian et al., 2020

Dr. Christoph Mall

Dr. Christoph Mall

Senior Research Fellow at the Associate Professorship of Didactics in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich (TUM).

Christoph is a sports scientist particularly interested in student physical activity, health, and learning motivation during Education Outside the Classroom. He furthermore studies how interventions taking place in open community spaces promote children’s and adolescents’ physical as well as psychological well-being. He is the project leader of Active City Innovation within the international Sports-Innovation-Network (SINN-i). He is the founding member of the Play, Learn and Teach Outdoors Network (PLaTO-Net).

See Christophs’ Twitter, Researchgate and ORCID profiles.

Jan Ellinger

Jan Ellinger

2nd Year PhD Student, Technical University of Munich (TUM).

Jan is a sports scientist and works at the Associate Professorship of Didactics in Sport and Health, Department of Sport and Health Sciences at TUM. His doctoral research focuses on health promotion and prevention in the population of children and adolescents. Jan’s research focuses on the school setting, but also considers other living environments, such as the community.

Leslie Bernhardt

Leslie Bernhardt

Student Assistant, Technical University of Munich (TUM)

Leslie studies Health Science in the 5th semester at TUM and works as a student assistant at the Associate Professorship of Didactics in Sport and Health at TUM. She is involved in the project Education Outside the Classroom which investigates the effects of regular school lessons outside the classroom on the behavior and health of pupils. She will graduate in 2021.