School-University partnerships in support of equitable primary science education

Scientific Conference (2023, April 18)

This presentation explores a school-university partnership that supports in-service primary teachers to engage in science education in ways that are responsive to diverse students' and teachers' needs. We ... [more ▼]

This presentation explores a school-university partnership that supports in-service primary teachers to engage in science education in ways that are responsive to diverse students' and teachers' needs. We present an overarching case study of a team of five researchers and seven collaborating teachers, working together in a school-university partnership to explore how different initiatives have emerged from - and responded to - primary science professional development needs. An interpretive analytic lens reveals a multilayered process of building of communities of practice, the possibilities of shifting toward open-ended teaching approaches and reflections on tensions within a rapidly changing context. Participatory research (considering field notes, reflection papers and focus groups) reveals the team's dynamics towards an endeavor to support transformative science education. The (blinded) Project uses a structure of collaboration built upon reflect / dialogue /-act, which enables an analytical framework on power and agency, while spotlighting: i. the need for building sustainable partnerships; ii. The contradictions faced in building school-university partnerships, based on trust and awareness; and iii. the reflection on one's own identity and professional change. Grounded in participatory processes, views of long-term sustainable school-university partnerships illuminate the need for ongoing dialogue and the critical need for building trusting relationships. [less ▲]

The different lenses we look through: Examining the role(s) of language and communication in science education research

Scientific Conference (2022, January 29)

Adapting to Covid19 in Luxembourg: Centering community, diversity and access in remote primary teacher education for science.

Scientific Conference (2021)

Bürgerschaft und Schule

Article for general public (2016)

Educating future citizens in between Mischkultur nationalism and authorities: traces from teachers’ journals

in History of Education (2015), 44(5), 537-552

By analysing teachers’ journals in Luxembourg from 1892 to 1939, this paper argues that the teaching press played an active role in the promotion of Luxembourg’s forthcoming cultural identification. Set ... [more ▼]

By analysing teachers’ journals in Luxembourg from 1892 to 1939, this paper argues that the teaching press played an active role in the promotion of Luxembourg’s forthcoming cultural identification. Set amid the growing importance of their professionalisation and self-understanding, teachers became recognised as an essential force for the national coherence of the young multilingual nation-state. By identifying common themes in these discussions – the role of state, patriotism, and the hegemony of the church in particular – this paper asks the following question: Given the linguistic and cultural diversity of the country, what markers were used in education to construct national identity and which other identities were promoted alongside or at the expense of national identity? This study concludes by suggesting that Luxembourgish teachers went to great lengths to contribute towards and shape the concept of ‘mixed culture’ (Mischkultur), which was to become the foundation of the country’s image of cosmopolitanism. [less ▲]

Religion and school revisted

Presentation (2013, August 30)

Shifting emphasis of religion: The formation of primary school in Luxembourg in the 19th and early 20th century

Presentation (2013, February 14)

Forschungsbericht zur Überarbeitung der Bilans intermédiaires in der Luxemburgischen Grundschule

Report (2013)

Los sistemas educativos: perspectiva histórica, cultural y sociológica

Book published by Octaedro (2012)

Rezension: Gert Biesta: Good Education in the age of measurement

in IJHE Bildungsgeschichte (2011), (2), 213-215