14 Jan 2025

Applications to the UNESCO IIEP Visiting Researcher Programme are Now Open!

The deadline to apply for the UNESCO International Institute for Educational Planning (IIEP) Visiting Researcher Programme has been extended to 15 February 2025. The IIEP Visiting Researcher Programme offers researchers from all over the world the opportunity to enhance their professional skills and develop their careers by learning more about various theoretical, methodological, and practical...
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14 Jan 2025

Postdoctoral Fellow in International Education and Teacher Well-Being at the University of Notre Dame

Position Introduction The University of Notre Dame’s Global Center for the Development of the Whole Child (GC-DWC) within the Institute for Educational Initiatives invites applications for a postdoctoral fellowship focused on research related to international education and teacher development in the majority world.  The GC-DWC has been developing a research portfolio on teacher professional development,...
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13 Jan 2025

UNESCO-International Bureau of Education – Centenary

100 years of transforming education: celebrating a century of innovation, impact, and inclusion; shaping national curricula and advancing global learning We are honoured to commemorate the 100th anniversary of UNESCO-International Bureau of Education (UNESCO-IBE).  Founded in Geneva in 1925 in the wake of World War I and under the leadership of Jean Piaget, the IBE...
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Audrey Bryan and Yoko Mochizuki
08 Jan 2025

Victims or Vanguards?: The Discursive Construction of the Anthropocene Generation and its Implications for Climate Change Education

In this blogpost, which is based on a recent handbook chapter, Audrey Bryan and Yoko Mochizuki challenge the dominant discursive framings of children and youth who make up the Anthropocene generation. The blogpost is part of NORRAG’s blog series on Provocations for Education from Youth Climate Activism. Generation Anthropocene This post examines the ways in...
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Hélène Binesse
23 Dec 2024

Foundational Literacy and Numeracy Research in Sub-Saharan Africa – Collaboration, Impact and Publishing Inequalities

Français In this blog, which is part of NORRAG’s #TheSouthAlsoKnows blog series, Hélène Binesse explores how African researchers in the field of Foundational Literacy and Numeracy, amongst others, often depend on international collaboration to publish in high-impact journals. Drawing on these persistent inequalities in academic publishing, she reflects on how we, as researchers and practitioners...
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Sunita Lall and Kelly Gingrich
19 Dec 2024

(Re)considering Wellbeing for Climate-just Futures

In this blogpost, which is part of NORRAG’s blog series on Provocations for Education from Youth Climate Activism,  Sunita Lall and Kelly Gingrich describe a project with youth climate activists that focused on (re)considering what wellbeing could mean in climate-just futures, contributing to exploring creative and participatory climate pedagogies and research methodologies. Introduction Wellbeing is...
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Nkosana Sithole kaMiya and Athenkosi Mndende
12 Dec 2024

Ukuqonda Ezilimini Zethu: Mother Tongue-Based Bilingual Education as a Decolonial Response to Literacy Challenges in South Africa’s Early Childhood Development (ECD)

In this blog post, which is part of NORRAG’s Early Childhood Education and #TheSouthAlsoKnows blog series, Nkosana Sithole kaMiya and Athenkosi Mndende advocate for radical changes for South Africa’s Early Childhood Development (ECD) sector through Mother Tongue-Based Bilingual Education. They argue that systems of measurement must be grounded in Indigenous knowledge, cultural practices, and the...
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