This article examines teachers’ experiences in implementing a pedagogical model designed to promote ocean citizenship in primary education. Conducted during the 2021/2022 school year, the study involved 23 teachers from 10 Portuguese public schools who applied the model through citizen science and coastal monitoring activities. The results highlight the model’s effectiveness in fostering ocean citizenship by enhancing teachers’ pedagogical practices, strengthening interdisciplinary approaches, and raising environmental awareness among students. Teachers reported improved motivation, engagement, and critical thinking skills while addressing real-world marine conservation issues. However, the study also highlighted challenges such as transportation and resource constraints, difficulties in curriculum integration for 6th-grade students, and limited community activism initiatives. To address these challenges and enhance the model’s effectiveness, recommendations include reducing field trips, forming local partnerships, and adapting the model for different educational levels. Additionally, incorporating quantitative assessments in future research is recommended to evaluate broader impacts on teacher practices and student outcomes. The study underscores the model’s potential to embed ocean citizenship in school curricula, aligning with global initiatives like the Decade of Ocean Science and the 2030 Agenda, offering a scalable framework to advance ocean literacy worldwide.

This theoretical paper responds to concerns surrounding the fracturing and opaqueness of the term “sustainability” and the related metaphysical crisis that underpins an existential polycrisis. Drawing on Nietzsche’s work on order and disorder (1873, 1901), Latour’s (2013) philosophical anthropology of modernity and Rosa’s (2019) theory of resonance, the author proposes a way of considering sustainability pluralistically, as a crucial mode of existence amongst others. Revisiting the dualism of subject/object, the author proposes a more implicated, associative way of viewing how humans and non-humans relate, introducing the term sobject: interpolated, entangled being(s). As this mode of existence is explicated, the paper articulates how this could be useful in an educational sense. What is proposed is a way to “zone in” to sustainability with students; a mode through which we can learn to see our connections to and within the world, through which we can actively renew the many-pronged path of Earthly existence. Authentic transformation of dysfunctional existence on Earth, this paper argues, will not arise from harmony or consensus but from engaging the generative dissonances through which we might move beyond perpetual reconsideration of “sustainability” towards the active reconfiguration of how we live, learn and co-create a more inhabitable world.

This article examines cases of governors who established a foundation for school choice between 1980 and 1996. Education was a strategic issue around which they sought to alleviate economic concerns and anxieties about desegregation to realize their vision of building, yet again, a New South. As part of this process, southern governors extolled the values of the free market in deracialized ways and networked to pass comprehensive education reform grounded in neoliberal ideologies including individualism and competition.

This essay reflects on my research and teaching on the history of gender and education, specifically with respect to the schooling history of Chinese women in the colonial world. In doing so, it aims to propose an alternate way of seeing the silent and missing figures in the colonial archives: the subordinated, marginalized, feminine colonial subjects. Commonly framed as orphaned, wounded, and diseased bodies in the historical research on the colonial era, these women were rendered as part of the “problem” that the colonial government ought to fix. It was through “them,” the disenfranchised Chinese females, that the missionary and the colonial state found their meaning and purpose. By the early twentieth century, although Chinese women’s education in the colonial context shifted from a discourse of evangelization to one of modernization, the function of women’s schooling remained constant: The feminine figure was still a platform through which the colonial government projected much of its civilizing ambition and desires for modernity. However, if one reads beyond the colonial archives and the paradigm of colonial subject as “recipient” and focuses instead on the archives of everyday life, one can see Chinese feminine figures as the triumphant masters of modern life. This essay traces this paradigm shift and argues that “gender” is an analytical tool capable of unearthing the hidden figures of modernity.

Given the potential of generative artificial intelligence (GenAI) to create human clones, it is not surprising that chatbots have been implemented in politics. In a turbulent political context, these AI-driven bots are likely to be used to spread biased information, amplify polarisation, and distort our memories. Large language models (LLMs) lack ‘political memory’ and cannot accurately process political discourses that draw from collective political memory. We refer to research concerning collective political memory and AI to present our observations of a chatbot experiment undertaken during the Presidential Elections in Finland in early 2024. This election took place at a historically crucial moment, as Finland, traditionally an advocate of neutrality and peacefulness, had become a vocal supporter of Ukraine and a new member state of NATO. Our research team developed LLM-driven chatbots for all presidential candidates, and Finnish citizens were afforded the chance to engage with these chatbot–politicians. In our study, human–chatbot discussions related to foreign and security politics were especially interesting. While rhetorically very typical and believable in light of real political speech, chatbots reorganised prevailing discourses generating responses that distorted the collective political memory. In actuality, Russia’s full-scale invasion of Ukraine had drastically changed Finland’s political positioning. Our AI-driven chatbots, or ‘electobots’, continued to promote constructive dialogue with Russia, thus earning our moniker ‘Finlandised Bots’. Our experiment highlights that training AI for political purposes requires familiarity with the prevailing discourses and attunement to the nuances of the context, showcasing the importance of studying human–machine interactions beyond the typical viewpoint of disinformation.

In this research agenda, we first review the thematic landscape of task engagement research, providing definitions and elaborating on the core theoretical infrastructure for task engagement. We then summarize consensus perspectives from this body of work and identify important contributions that task engagement research stands to make to second language (L2) learning and teaching research. Following this, we outline five key research tasks that we believe will broaden the field’s understanding of task engagement, sharpen insights from empirical work, and accelerate the contribution of this research. Our goals are, first, to highlight for readers the shared understandings that exist in this important area of language learning research and, second, to draw attention to specific areas where additional L2 task engagement research is needed to push the field forward productively.

The study explored physical education teacher educators’ (PETE educators) perspectives on integrating sustainable development (SD) imperatives within PETE courses. Nine PETE educators participated in a nine-month professional learning project featuring six workshops and seminars promoting reflection, peer discussion and dialogic encounters. The PETE educators designed pedagogical interventions based on their teaching practices, selecting teaching units where SD perspectives could be integrated. Data included intervention papers, audio-recorded sessions and logbooks, analysed descriptively and thematically. The proposed interventions focused on inclusion, equality and lifelong physical activity, and typically included lectures, seminars, student-centred teaching, reflections and assignments. Challenges included contextualising SD in PETE, framing SD goals, integrating SD content and addressing its normative nature. The study offers insights into the potential of integrating SD perspectives in PETE, highlights associated challenges, and calls for further research to bridge theory and practice.