ORBIS SCHOLAE
We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.
Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.
The journal is indexed in SCOPUS, CEEOL, DOAJ, EBSCO, and ERIH Plus.
ORBIS SCHOLAE, 1–8
European Educational Research Association Season School on Curriculum and Annual Conferences in 2024
Dominik Dvořák, Kamil Cinkraut, Anna Donovalová, Revaz Tabatadze
DOI: https://doi.org/10.14712/23363177.2025.1
published online: 04. 02. 2025
abstract
Conference report: European Educational Research Association Season School on Curriculum and Annual Conferences in 2024. Nicosia, Cyprus, 23rd–30th August 2024
references (9)
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
European Educational Research Association Season School on Curriculum and Annual Conferences in 2024 is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177
