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Our young people are human beings first and learners second. There can be a tendency to focus on the second element at the expense of the first. What can happen is that the intellectual trumps the emotional That the need to crack on with covering the curriculum takes

A book by Kusha Anand that argues despite whole-nation policies and texts, teaching of India–Pakistan relations in each country is dependent on the socio-economic status of schools. Read further, available in #OpenAccess #Education ow.ly/RA8s30sCQng

🗣️New blog based on my experience of living and working with young people in the fourth industrial revolution... higginsoncreativeeducation.com/blog/rachel/20…

New research by Mary Helen Immordino-Yang, EdD, and USC CANDLE reveals that witnessing violence harms teens' brains, but ‘transcendent thinking’ can counteract the negative impacts. #USCRossier #USCCANDLE #TranscendentThinking bit.pulse.ly/u3ycbetnyl

Superb piece by Prof Julia Snell. School leaders, literacy leads, English teachers, teachers of all subjects - in fact ALL educationalists - should read this when thinking about & planning for oracy education!

You do not want to miss the incredible keynote from Dr Mary Helen Immordino-Yang, and the first of many public #CTRH2024 releases to come: Solving the Frankenstein Problem - Why ALL Learning is Social, Emotional, Cultural and Cognitive to the Brain buff.ly/4fxJySv

Intercultural communicative language teaching with Professor Jonathan Newton. Awesome tips and ideas in just 15mims. #ELT #culture tefltraininginstitute.com/podcast/2023/2…

In the world of "evidence based practice," why have school systems not been responsive to the findings of affective neuroscience? You watched her #CTRH2024 keynote, check out the 90 minute live Q&A we held with Dr. Mary Helen Immordino-Yang: youtu.be/fgfMlDTa6Zg

In my experience the most powerful framing for the purpose of education is the evolution, cultivation and growth of a future society. We need to go beyond a cognitive model to support our precious young to find deeper meaning, to know what they value and to know their value. 🙏🏼

what we want them to be – compliant classes fit for menial jobs, who do not challenge social order or hierarchy. What else can explain the continued non-transformation of school in a world rendered unrecognisable in a matter of three decades?

ukfiet.org/2024/enjoyment… UKFIET

IOE, UCL's Faculty of Education & Society Prof Becky Francis Dominic Wyse John Jerrim In history, (1) a coherently-structured curriculum centring disciplinary concepts; (2) reckoning with the legacies of empire & racism: (3) recognition of the UK’s multi-national & -cultural complexities; & (4) reducing national content - history must address global challenges.

Now published in full. The special issue of Comparative Education on "Global Governance and the Promissory Visions of Education", co-edited with Christian Ydesen tandfonline.com/toc/cced20/cur… Thank you to the brilliant contributors Evelyn Kim Audrey Bryan Kirsi Yliniva Kristiina Brunila

Making the Most of Read‐Alouds to Support Primary‐Grade Students' Inference‐Making - Hwang - 2023 - The Reading Teacher - Wiley Online Library ila.onlinelibrary.wiley.com/doi/full/10.10…).

The NISSEM Global Briefs series: a vital reference for research & insights into social and emotional learning & SDG Target 4.7, particularly in textbooks. Today brought contributors together for Vol.5 to examine ways to implement the 2023 Recommendation. Publicaton June 2025.

Dreams from East Africa worldkidlit.org/2024/09/13/dre… via World Kid Lit: global literature for young people

China is fostering a ‘climate generation’ but more support is needed dialogue.earth/en/climate/chi…