This sub-theme is co-convened by:

thiraphonthongaram / Shutterstock, Inc.
Unknown children in Academic Activities, Elementary School. Chumchon Watbandong School, Phitsanulok Thailand

Angeline Barrett, University of Bristol

Julia Paulson, University of Bristol

James Lawrie, Save the Children

Pedagogy makes the connection between teaching and learning and is therefore crucial for education’s contribution to sustainable development. In exploring pedagogy, we open questions about the starting place, lived experiences, power relations and agency of teachers and learners, the diverse learning environments encountered over the life course, and the interpretation of education policies into education practices. Within this sub-theme we seek to question and understand how the relationships and learning processes between teachers, learners, technologies, and policies come together to shape possibilities and challenges for education and sustainable development.

We welcome papers from researchers and practitioners that explore:

  • the interface between pedagogy and education policy imperatives, including language policies, citizenship, peace-building, economic competitiveness and international league tables;
  • how teachers might be empowered to improve pedagogic practice for diverse learners and in challenging contexts, including through curriculum frameworks, resources, preparation, support and supervision;
  • the promise, potential and pitfalls of traditional and digital technologies for transforming pedagogies, particularly in schools serving disadvantaged communities;
  • pedagogical approaches that promote sustainability, resilience, gender equality, human rights, democracy, peace and reconciliation;
  • the promise of democratic, transformative, feminist and critical pedagogies, and the opportunities and challenges that educators and learners face in developing these;
  • pedagogies for non-formal, informal, virtual, peer-to-peer, lifelong and adult education, and forcibly displaced communities;
  • methodological approaches to researching pedagogy, including research that supports teachers’ and learners’ agency and the co-production of knowledge.

Juliia PaulsonJulia Paulson  has talked about what will be addressed by papers in this sub-theme