Heritage education has often positioned children as recipients rather than active interpreters of cultural heritage. Addressing this limitation, this study analyses Living Heritage for Childhood , developed at the Roman Theatre of Braga, examining how children construct heritage knowledge through participatory experiences. Grounded in participatory qualitative research, the project recognised children as subjects of rights and producers of knowledge. Through playful and creative practices, children interpreted archaeological heritage, mobilising their cultural repertoires. Findings highlight the potential of participatory heritage education to foster belonging and connections between children’s cultural repertoires and heritage knowledge, while supporting greater integration into cultural and educational policies.
This qualitative embedded case study explored a multilingual buddy reading programme in a South African primary school aimed at promoting reading for pleasure among Foundation Phase learners in an under-resourced context. Twenty Grade 3 and Grade 7 learners participated in weekly after-school reading sessions over 7 weeks. Guided by Third Space Theory, the study drew on reflective letters, focus groups, and field notes, analysed thematically. Findings suggest improved reading attitudes, confidence, vocabulary development, and learner engagement through translanguaging and peer interaction. The study highlights the potential of multilingual, peer-led reading spaces to foster positive literacy dispositions in diverse schooling contexts.
Environmental education can support sustainable behavior, yet limited evidence explains how Ugandan secondary schools engage communities in environmental action. This qualitative multi-site case study examined eight secondary schools in Uganda and involved 196 participants, including eight headteachers, 64 teachers, 60 students, and 64 community members, using interviews, focus groups, observations, and document analysis. Three engagement models emerged: outreach-based, collaborative, and curriculum-integrated. Participants associated school initiatives with student leadership, community participation, and environmentally responsible practices, though resource, capacity, and partnership constraints affected continuity. The findings highlight schools’ potential as locally embedded platforms for environmental learning and community engagement.
The twin pandemics of COVID-19 and persistent racial injustices exposed new inequities and illuminated existing systemic injustices that affect Latine and Chinese students’ learning opportunities. This qualitative study explores how 14 kindergarten teachers from five U.S. elementary schools) attended to, interpreted, and formulated responses to educational equity influences. Findings revealed that remote learning enhanced teachers’ awareness of students’ and families’ lived experiences. Kindergarten teachers identified supports essential to addressing systemic barriers, such as access to technology and culturally responsive practices, across home, school, and community settings, highlighting the need for equity-driven strategies to bolster educational opportunities.
Student voice (SV) can drive equity in schools if all students feel comfortable sharing their perspectives. This mixed-methods study finds that while SV is a challenging proposition for many students due to embarrassment, fear of retaliation, skepticism about its efficacy, and favoritism, it is particularly discordant for those Latin & eacute; students whose cultural values of respecting their elders and not drawing attention to themselves may conflict with expectations that they will express their needs and preferences as learners. Racism and a cultural disconnect with white teachers can further deter Latin & eacute; students from speaking up, highlighting the need for culturally sustaining SV practices.
