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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.

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.

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.

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.

Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

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 study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.

This paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.

This study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.

The paper evidences fully unique, primary research.

This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.

The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?

Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.

Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.

Malicious hackers are increasingly evolving with technology by developing advanced tools to infiltrate. They are looking at micro laundering via sites like PayPal or using job advertising sites, to avoid exposure. Micro laundering makes it possible to launder a large amount of money in small amounts through thousands of electronic transactions. Therefore, the purpose of this paper is to examine whether the ethical hacking pedagogy is both a feasible and effective approach to prepare information security professionals of the future to combat black hat hacking and other forms of unethical conduct in the cyberspace.

The paper will specifically explore the ethics and implications of teaching students how to hack. It examines the strengths and limitations of the ethical hacking pedagogy. The discussion will then form the basis for exploring whether ethical hacking pedagogy is logical and justifiable.

The research has examined whether the ethical hacking pedagogy is an initiative-taking and effective approach to preparing information security professionals. Teaching students to hack is the only feasible approach to preparing future cybersecurity professionals because such training will allow them to master technical skills necessary for penetration testing.

A dominant theme that emerged from the research is the inability to evaluate students’ intention and provide oversight after their graduation. Thus, professional networks and peer groups will play an instrumental role in sustaining students in an environment that fosters ethical conduct.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.