Policy Futures in Education

Meat-eating in India: Whose food, whose politics, and whose rights?

Global politics and local impacts on educational policy

Beyond cultural capital: Understanding the strengths of new migrants within higher education

“It tastes like heaven”: Critical and embodied food pedagogy with Black youth in the Anthropocene

School Subject Community in Times of Death of the Subject

Comparative international testing of early childhood education: The democratic deficit and the case of Portugal

Moralizing meat consumption: Bringing food and feeling into education for sustainable development

The rich get richer: Inequalities in public school tax credit donations to charter schools in Arizona

Playing with food waste: Experimenting with ethical entanglements in the Anthropocene

Exploring the social justice work of early childhood educators

Neoliberal reform and family engagement in schools: An intersectional gender analysis

Bush kinder in Australia: A new learning ‘place’ and its effect on local policy

Against coloniality: Toward an epistemically insurgent curriculum:

Critically engaging discourses on quality improvement: Political and pedagogical futures in early childhood education

Education for food sovereignty as transformative ethical practice

Transnational policy discourses on ‘teacher quality’: An educational connoisseurship and criticism approach

The OECD and IELS: Redefining early childhood education for the 21st century

Public pedagogies of edible verge gardens: Cultivating streetscapes of care

An Examination of the Functions of a General Education Art Curriculum in Universities

Labour market regulations, changes in working life and the importance of apprenticeship training: A long-term and comparative view on youth transition from school to work

Contextualizing child-centeredness: Lessons from an American Samoan Head Start

Editorial: The role of reflexivity in care-full food systems transformations

Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education

Critical Literacy in the Post-Truth Media Landscape

Pathways of internationalization in US schooling: Local innovations in inclusive global education

Towards post-industrial foodways: Public pedagogy, spaces, and the struggle for cultural legitimacy

Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges

Towards a Neoliberal Education System in Queensland: Preliminary Notes on Senior Secondary Schooling Reforms

Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe

Embracing Aporia: Food sovereignty and how to navigate ethics

Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS)?

Internationalization of education as an emerging field? A framing of international education for cross-domain analyses

E hoa ma, ina te ora o te tangata (My friends, this is the essence of life): Meal-making as a pedagogical tool for learning about food politics

Between exclusion and compulsory service: The treatment of the Jewish “Mischlinge” as an example for social inequality creation in the Hitler-Jugend

Towards an enhanced view of doctoral writing environments: Learning alliances to reconceptualise practice

Internationalization of schools in Russia

Potential liabilities: Social investment policy as biopolitics in New Zealand – An examination of the National Coalition government’s welfare policies

Learning outcomes between learner centredness and institutionalisation of qualification frameworks

Education Beyond Reproduction

Disembodied police practice: “Keep a lid on it so you can function”

Editorial: Affect, embodiment and interrelationships : Reconceptualising educational policy through encounters with learning spaces and places

The subjectivity of false hope and the possibility for critical hope among novice teachers

Place and space in Sámi education

Politics and place: Listening to the built learning environment