ORBIS SCHOLAE

Conference report: European Educational Research Association Season School on Curriculum and Annual Conferences in 2024. Nicosia, Cyprus, 23rd–30th August 2024

1. Abbas, A., & Taylor, C. A. (2024). The value of Margaret Archer's critical realism for researching intersecting gender injustices in higher education. University of Bath.

2. Dempsey, M., Doyle, A., & Looney, A. (2021). The craft of curriculum making in lower secondary education in Ireland. In M. Priestley, D. Alvunger, S. Philippou, & T. Soini (Eds.), Curriculum making in Europe: Policy and practice within and across diverse contexts (pp. 199-222). Emerald. CrossRef

3. Elwood, J. (2016). Gender and the curriculum. In D. Wyse, L. Hayward, & J. Z. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 247-262). SAGE. CrossRef

4. Mihai, M. (2020). Understanding complicity: memory, hope and the imagination. Critical Review of International Social and Political Philosophy, 22(5), 504-522. CrossRef

5. Mihai, M. (2021). The hero's silences: vulnerability, complicity, ambivalence. Critical Review of International Social and Political Philosophy, 24(3), 346-367. CrossRef

6. Myyry, S. (2024). From deliberative to radical democracy? The potentiality of the collaborative and open curriculum process in politicisation of gender equality. University of Eastern Finland.

7. Nieveen, N., van der Veen, J., & Ventura-Medina, E. (2024). Pathways to innovative STEM education. Technische Universiteit Eindhoven.

8. Rothberg, M. (2019). The implicated subject: beyond victims and perpetrators. Stanford University Press. CrossRef

9. Zembylas, M. (2024). Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications. Review of Education, Pedagogy, and Cultural Studies, 46(1), 154-169. CrossRef