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Achieving organisational learning and greater specificity for implementation action for health‐promoting schools requires detailed understanding of the necessary components. They include: preparing and planning for school development, policy and institutional anchoring, professional development and learning, leadership and management practices, relational and organisational context, student participation, partnerships and networking, and sustainability. This paper seeks to elaborate a theoretically based rationale for how these eight components of implementation that needs to be put into action.

Building on the narrative synthesis in the complementary paper (“Theoretical base for implementation components of health‐promoting schools”, this issue), examples drawn from empirical research and evaluation reports in the field of health‐promoting schools are used to operationalise the function of the components.

This elaboration anchors specific implementation actions within their own theoretical and empirical base, a significant advance on previous guidelines. The eight components have been articulated separately. However, in practice they operate interdependently. Context and culture issues also need to be accommodated.

The level of specificity provided in this paper has the potential to enhance school staff professional learning, as it fulfils one of the characteristics for successful school‐based education, namely practical, detailed implementation and enough flexibility, allowing shaping to suit specific contexts.

The identification of this knowledge base should enable practitioners to develop an in‐depth understanding of the operational functioning of existing guidelines, thereby enhancing their practice. The specificity provided holds promise to enhance the science base and quality of implementation.

In this chapter, we explore our experiences of co-teaching an undergraduate elementary teacher education class titled, “Teaching Language Arts in FNMI (First Nations, Métis and Inuit) Contexts.” In our curriculum-making for the course, we drew on Narrative Inquiry as pedagogy, as well as on Indigenous storybooks, novels, and scholarship. We chose to work in these ways so that we might attempt to complicate and enrich both our experiences as teacher educators, and the possibilities of what it means to engage in Language Arts alongside Indigenous children, youth, and families in Kindergarten through Grade 12 classrooms. Thus, central to this chapter will be reflection on our efforts to co-create curriculum alongside of students – considered in their multiplicity also as pre-service teachers, mothers, fathers, brothers, sisters, daughters, sons, etc. – in ways that honored all of our knowing and experience. The relational practices inherent to Narrative Inquiry and Indigenous approaches to education, such as the creation and sharing of personal annals/timelines and narratives, along with small and large group conversations and talking circles are pedagogies we hoped would invite safe, reflective, and communal spaces for conversation. While certainly not a tension-free process, all of the pedagogical choices we made as teacher educators provide us the opportunity to attend to the relational and ontological commitments of Narrative Inquiry, to the students in their processes of becoming, to Indigenous worldviews, and to the responsibilities of the Alberta Language Arts curriculum.

In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.

The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education.

Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education.

The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts.

This paper aims to consider the use of relational cultural theory (RCT) as an underlying, processual orientation for teaching with those who are living and learning at the intersection of multiple, marginalised identities.

The concept of intersectionality is defined, and key characteristics of intersectional approaches are described. The criticality of teaching for intersectionality-related social justice goals involving inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis is identified. Consideration is given to the viability of RCT as an underlying orientation for teaching with students who live and learn at the intersection of multiple, marginalised identities.

RCT is consonant with key characteristics of intersectional approaches, including rejection of essentialist perspectives; recognising the roles of power in creating, maintaining and legitimising interlocking marginalisations; retaining race as a critical point of intersectional analysis and practice; recognising the validity of insights obtained from non-dominant standpoints; and working to fulfill social justice goals. Practical guidelines from RCT that support social justice goals include facilitating student voice within a context of radical respect; use of “disruptive empathy”; attending to particular experiences within the context of systemic power dynamics; using co-active “power with” versus “power over” students; relying on mutuality and fluid expertise; and reframing student resistance.

This paper provides a foundational overview of the history, nature and uses of RCT as an underlying processual orientation when teaching across diverse academic disciplines for students who live and learn at the intersection of multiple marginalised identities. Detailed case studies involving the application of RCT, including those involving teacher self-reflection would be useful.

Guidelines are provided for the practical application of RCT when teaching for intersectionality across diverse academic disciplines.

RCT supports the intersectionality-related social justice goals of inclusion, engagement, mattering, empowerment and critical inquiry as foundations for critical praxis.

Intersectional pedagogies have been associated with positive attitudinal, intentional and behavioural outcomes. However, despite some notable exceptions, intersectional pedagogies are still absent in most academic disciplines. This paper provides practical guidance on the use of RCT as an underlying processual orientation when teaching for intersectionality across diverse academic disciplines.

School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy.

The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism.

School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy.

This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

The principalship is a social position, and inherent in the position is the ability to understand and influence people, ultimately developing productive and positive working relationships. Managing a school in this social realm requires two interrelated types of human interaction and management skills: the relational/social skills involved in building positive interpersonal relationships; and political skills, which involve negotiating macropolitical and micropolitical influences as well as proactively making use of these influences to achieve organizational goals. It is argued that these sets of skills can be acquired through leadership development programs that build social, relational, and political acumen. This chapter begins the discussion of the inseparable nature of the social, political, and relational dimensions of educational leadership within the social context of schools. This discussion also addresses the ethical and pedagogical implications for leadership development programs to incorporate the understanding and development of social, relational, and political “leadership acumen.”

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.

The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.

Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.