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Hanna Schissler

The globalizing world with its entanglements and multiple interactions, shifting notions of place and time, unifying as well as fragmenting tendencies, new forms of boundary drawing, and old and new lines of conflict, influences our lives and public awareness in the “information age.” As far as education is concerned, this situation demands a critical stock taking and new reference frames for understanding this globalizing world, which on the one hand provides great new opportunities and on the other hand generates enormous risks. It requires teachers to offer guidance and teaching materials to provide young people with orientation. Rapidly shifting contexts demand new abilities to act and to maneuver. Collectives and individuals are equally impacted by the uneven processes that are customarily summarized as “globalization.” To understand what is happening in this complex world is crucial. From the perspective of old or insuffi cient reference frames, the world will seem erratic, unpredictable, and arbitrary. Schools as the transmitters of knowledge and as socializing agencies play a crucial role in preparing young people for this world of multiple modernities and development. It is their responsibility to provide orientation and guidance. How well they do this depends on any number of factors, and not least on the quality of educational materials. Such materials, however, are frequently more than simply educational media. They are sources via which the societies in which they are produced and put to use may be understood.

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Girls’ Work in a Rural Intercultural Setting

Formative Experiences and Identity in Peasant Childhood

Ana Padawer

’s participation in agrarian work in the daily social construction of contrasting identities. Specifically, I explore the meaning of work for girls as learning that builds their identities as peasants in the contemporary world. Regulatory definitions of children

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Jessica Prioletta

In 2001, in an effort to reform preschool and elementary education, the Québec Ministry of Education implemented the Québec Education Program (QEP), which mandates play in early learning. In 2015, I carried out a study to investigate how this

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Annabel Erulkar and Girmay Medhin

, Powering Up Biruh Tesfa was the name given to a new initiative to expand the project in Addis Ababa, Ethiopia’s capital, focusing attention on measuring learning and health outcomes. The project was expanded to 17 of Addis Ababa’s 116 woredas (districts

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Ted Nannicelli

advanced by art historians Alois Riegl and Heinrich Wölfflin. To do this, they apply a machine-learning model to neurological data supplied by a set of fMRI scans. Methodology is the explicit topic of our third article, by Jose Cañas-Bajo, Teresa Cañas

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Heather Fitzsimmons Frey

: Ashgate . Neelands , Jonothan , and Bethany Nelson . 2013 . “ Drama, Community and Achievement: Together I’m Someone. ” Pp. 15 – 29 in How Drama Activates Learning: Contemporary Research and Practice , ed. Michael Anderson and Julie Dunn

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Making It Up

Intergenerational Activism and the Ethics of Empowering Girls

Emily Bent

not guarantee access to power or their political empowerment. Instead, girl-activists’ experiences illuminate the paradoxical limits of their exceptional (dis)empowerment. “Calling You Out” or Learning to Play the Game Sierra, a sixteen-year-old first

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The Editors

Our journal did not come into the world with authority and certainty but did so, instead, with some hesitation and tentativeness. The narrator of Jonathan Swift’s eighteenth-century satire on modern learning, A Tale of a Tub (1704) claims for himself “an absolute authority in right” as the “last writer” and “freshest modern.” We make no such claim. At this point we may be both new and fresh, but we need to feel our way, to discover what is out there and what we might realistically expect to come into our own purview. But tentativeness is good. It allows us to be responsive to a variety of articles so long as they satisfy our goal of exploring film and mind. Tentativeness also allows us a sustained and continuing debate.

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“For Girls to Feel Safe”

Community Engineering for Sexual Assault Prevention

Day Greenberg and Angela Calabrese Barton

Learning and practice are grounded in historical, physical, and contextual location ( Bright et al. 2013 ). In STEM (science, technology, engineering, and mathematics), sociohistorical narratives about who can develop and succeed in these subjects

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“Stumbling Upon Feminism”

Teenage Girls’ Forays into Digital and School-Based Feminisms

Crystal Kim and Jessica Ringrose

part in a way that separates them from legitimate forms of technology-based learning. Social media is typically understood solely as peer-based interaction and, potentially, as dangerous influence and risk, as well as distraction from academic learning