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The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries – Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map.

The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919–1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientific-pedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia.

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and sections of Part A of the series. While Part A of the three-book set focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring and mediation, Part B of the three-volume series centers on pedagogies of preservice teacher leadership, diversity, parents and family, social justice, and technology. Ideas having to do with traveling stories, the theory-practice split, and the praxical nature of pedagogies are taken up. To conclude, the model for traveling pedagogies, which was first proposed in Part A of the series, once again appears, with a few sub-themes added from International Teacher Education (Part B), which support the already identified framework in International Teacher Education (Part A).

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible.

This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge.

The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations.

The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy.

The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.