Conference Agenda

This paper uses China’s education policy to explore the concept of temporality which is a relatively new and under-theorized conception in the field of education policy (Lingard, 2021). Drawing upon historical sociology, this paper aims to contribute to the field by investigating the temporal construct of China’s policy discourse on ‘education modernization’. Temporality highlights the messy entanglement of times which enables policy analysts to reflect on the main theme of this conference “how the past endeavor, current realities, and future hopes” are intertwined together, exerting a profound impact on education policymaking. Temporality provides a critical approach to deconstructing the problem, context, and history that are assumed and constructed by a policy. Regarding the temporal dimension, “education modernization”, a dominant discourse in China's education policy landscape, is an intriguing combination of discourse to examine. The strategic vision plan titled: China Education Modernization 2035 puts “education modernization” as the key word for China’s future education, while the discourse has a strong link with the historical memory of twentieth-century China, embracing the struggles associated with resisting colonialism and building an independent modern nation-state. Modernization thus becomes a temporal discourse where multiple temporalities are conflated; the past and the future of the nation converge in this discourse at present. This temporal dimension of the education modernization policy discourse underscores a need to go back to the history of China’s education modernization to find some answers to the following questions: What are the assumptions and presuppositions of this temporal construct, the ‘modernization’ discourse? What are the relationships between the history and the present that are mobilized by this discourse? This paper critically examines the history of rural education modernization to shed light on the current education modernization policy, identifying two temporal threads: the rural as a problem and the rural as a modernization plan. It reveals how the discourse acts as a governing technique that mobilizes history to construct a mission for the nation, thereby providing historical legitimacy for the party-state and its policy. However, the government is trapped in the underlying homogenous narrative of modernization because the hegemonic thinking of modernization marginalizes potential empowering voices, such as those of the rural. The case of China demonstrates how the past and ongoing agenda of modernization, and the deep-rooted belief in it, has a profound and enduring impact on education policy. It showcases how modernization constitutes and constructs a sophisticated temporal construct that underpins education policy. The process of unpacking history to analyze current policy highlights an innovative dimension (temporality) and method (historical sociology) for education policy analysis. The findings illustrate not only how the current unequal situation of the marginalized voices is normalized by the modernization agenda, but also how the current marginalized voices, such as the rural, can be an empowering force that enables an empowering lens in the metro-centric world.

The ECER 2024 call for proposals states that ‘Social, political, and economic problems have significant impacts on education and educational research.’ Accordingly, there is a need to investigate who has the power in education, and who can come to terms with present challenges and provide hope for the future. The truth is in all probability that there is a range of powerful actors in education.

In this paper middle managers in local education administrations constitute key actors. The chief education officer delegates assignments, and power, to the middle managers. What is delegated may be regulated in writing or an oral agreement between the chief education officer and the middle manager. Institutional structure and relationships are believed to be important factors to expand or limit the acquisition of power. How the local education administration is organised, what the middle manager mandate entails and the extent of autonomy available generate diverse powers. Given their position in their respective organisations, in between the chief education officers and head teachers, we can assume that middle managers possess power, but what kind of power requires more research. Departing from the concept of power the paper aims to answer the research question ‘What kind of power do middle managers in local education administrations exercise?’

There is a general understanding that bureaucratic power is located at the highest point of a hierarchy. Peters et al. (2016) however maintain that significant power resources reside with those further down the hierarchy as they are equipped with expertise and knowledge. In Sweden, the local governments, and in particular local education administrations, play a vital role in the governance of education. Furthermore, local self-governance is pronounced. Local governments differ considerably in terms of size, demography and resources, this fact, coupled with the freedom to independently decide on ways of organising generates unique local administrations. There is not one single way that local governments make use of middle managers. What is known is that school leaders have increased in numbers in both local education administrations and at the school level because of larger school units and due to more leadership duties and strengthened administrative control (Ärlestig & Leo 2023). Today many Swedish local education administrations house middle managers and have one, or several, layers of middle managers between the chief education officer and head teachers. There are different middle managers, here school form managers and school area managers are in focus.

There are different ways to understand power. The research question will be answered utilising the concepts power over, power to and power with (cf. Högberg 2007, Pansardi & Bindi 2021, Pansardi 2012). The first refers to power over other human beings while the second concerns the power to do things generally, and the third refers to how a group can work jointly to reach shared outcomes or goals (Pansardi & Bindi 2021, Pansardi 2012). Moreover, the paper centres on both hard and soft powers. While hard power includes financial power and the ability to employ and make employees redundant soft power takes account of attracting others to move in a certain direction. Hard power is about coercion whereas soft power is about incentives (Nye 2010).

Integrating media literacy into the existing school curriculum is of profound importance in order to challenge students’ critical thinking skills, creativity, and functional literacy. The aim of this paper is to explore the development of media literacy in Foreign Language classrooms by focusing on teachers’ media literacy perceptions and tensions. This research uses a qualitative approach by conducting semi- structured interviews with secondary school teachers of Kazakhstan.

Media literacy as a concept and a teaching purpose is therefore corresponding with the perception of education as a socialisation process for active involvement in a democratic society (Tyner, 2014). Media-literate teachers will have enhanced capacities to empower students with their efforts in learning autonomously and pursuing lifelong learning. In the research about maximising impact on teacher professional development, secondary school teachers are identified as the most significant factor in the learning context (Hattie, 2012). This is specifically the case for teachers of foreign languages, who have a particular interest in the international community (Korona,2020).

Teachers’ perceptions of ML

The factors influencing EFL teachers’ perceptions of media literacy are nested within four supportive factors- professional development opportunities; classroom resources and materials; administrative support; and educational context (Pederson, 2023; Yavuz-Konokman,2020). The notion of media is large and it may mean different things to different people. Earlier scholars consider media both as print and traditional media types (Scribner & Cole, 1981; Sinatra, 1986), television (Masterman,1980; Bowes et al., 1990), multimedia and visual media including static and animated pictures (Buckingham, 1993; Messaris, 1994; Kress, 2003), digital media (Hartley, 2017; Tyner, 1998), a popular culture (Quinlisk, 2003), and all technologies that spread information (Brown, 2006; Hobbs & Frost, 1998; Potter, 2010). The National Association for media literacy (2007) notes that ‘the concept of literacy (i.e. reading and writing) includes all forms of media’ (p. 3).

Challenges on promoting ML

Professional development and leadership support are important factors in moderating teachers’ challenges and increasing their in integrating media literacy into the classroom (Zhang et al., 2014). Teachers are believed to face challenges in integrating media literacy, such as lesson planning, content adaptation, navigating the social and cultural contexts of institutions, and developing content knowledge (Manfra & Holmes, 2020). The controversial nature of media topics makes developing students’ media literacy even more difficult (Robertson & Hughes, 2011). The fear of being ideologically or politically partisan or wrong and their own conformational biases may hinder teachers from implementing media literacy in the classroom (Schmeichel et al., 2018). These concerns must be addressed in teacher education institutes through designing instruments and building faculty members’ capacity.

Existing studies suggest that media literacy is a very complex term because there is no evidence for a commonly shared meaning (Potter, 2022). Some of those meanings vary from one another in minor details and some vary in a broader sense. But even small variations in meaning can cause problems when educators hold different perceptions of the same concepts. Therefore, before implementing larger-scale research in developing students’ media literacy, we must explore how teachers understand it. There are core issues in the formulation of the conceptual framework of media literacy education. We aim at identifying the attempts of teachers to formulate the definition of the key concepts such as “media”, “literacy”, and “media literacy”. With a better understanding of how teachers perceive the key concepts of media literacy, it will be possible to identify existing issues and suggest further research areas. The research was driven by the following research questions:

• How do EFL teachers of secondary schools in Kazakhstan perceive media literacy in education?

• What are the possible challenges in implementing media literacy?

My a/r/tographic inquiry explored how Greek migrant youths aged 18–24 years living in
Melbourne, Australia, used new media to communicate their identities. The methodology
combined participatory narrative inquiry with arts-based research approaches. Bakhtinian
concept heteroglossia are considered as an element of identity construction in the digital space. As the a/r/tographer (artist/researcher/teacher) leading this inquiry, I shared Greek culture, language, and migrant status with the participants.

Discussions about social media use explored how identities are performed and shaped by
users’ online communities. Artefacts created using new media captured our individual and
shared digital journeys. The inquiry was undertaken during the COVID-19 lockdown in
Melbourne in April–May 2020. Mediating the use of new media for ‘survival’ in a new
homeland, and the value of digital diasporas to enable communities of belonging, were
significant outcomes of this research.

The paper I propose will discuss this a/r/tographic inquiry undertaken during my doctoral research which was guided by the following co-designed research question developed in a participatory process in consultation with my participants: In what ways does new media usage shape the identities of Greek migrant youths, and help them find a sense of belonging?

My research makes a unique methodological contribution to creative methods using new media in the digital space, namely via its use of videoconferencing and its blending of
a/r/tography with participatory narrative inquiry. It has also been a documentation of life and research carried out in the specific context of COVID-19, as lived out by the young migrants and me.

My inquiry explored the boundaries of a/r/tographic possibilities and how identity has shifted in the context of a global pandemic. The design of my a/r/tographic inquiry allowed for an authentic exploration of the impact of new media on identity work for Greek migrant youths. Videoconferencing as a site for exploration of the self through others afforded new possibilities and meaningful ways to conduct arts-based participatory research in which life stories and artmaking happened simultaneously, albeit from different physical locations. It was here in the digital space that discussion and artmaking unfolded new openings into a rhizomatic digital world that the study participants and I created together. Creating the conditions needed for safety, care and collaboration was of paramount importance. For a/r/tographers, this relationality means an ongoing quest for understanding of all that sits in and around the research site/cite/sight (Coleman, 2019) that is timely, emergent, generative, and responsive for those involved (Nixon, 2017). For me as a/r/tographer, the research also presented an opportunity to reimagine my identity and belonging as artist, researcher, and teacher in new ways. My identities as artist, researcher, and teacher were continuously in a state of flux – of being reborn in what Deleuze describes as a state of becoming (Deleuze, 1992). My line of inquiry sought to identify where the major ‘a-ha’ moments or epiphanies about identity and belonging through new media were, and how I could show these in visual and written form.

In the era of digital immersion for children, understanding the factors that make educational apps appealing and effective is of utmost importance. A comprehensive exploration of the motivations, attitudes, and preferences surrounding educational apps in preschoolers unveils a multifaceted landscape. Elements such as entertainment value, emoji usage, and the role of positive reinforcement play significant roles in shaping the educational experience. This investigation not only illuminates the dynamics of preschool learning but also contributes to the optimization of educational applications for this crucial developmental stage.

Current research reveals several properties that make educational applications attractive to preschool children. Lu et al. (2021) emphasize the importance of providing a fun learning environment that enables children to actively participate in teaching activities. The user interfaces of these applications, as highlighted by Kolak et al. (2023), are designed to be neat and user-friendly, ensuring ease of navigation for preschoolers. These apps boast higher entertainment value, as noted by Own et al. (2023), making them not only interesting but also motivating for children to engage in the learning process. Moreover, despite having lower lexical diversity compared to child-directed speech (CDS) and books, educational applications can offer an enriched supplementary form of language input (Kolak et al., 2023).

Children's motivation to repeatedly use educational apps is linked to the enjoyment and perceived usefulness of the activities, according to Amaefule et al. (2022). Menon's (2022) research supports this by indicating that enjoyment of the app and perceived usefulness of mobile technologies strongly predict children's intention to use educational apps. Positive attitudes towards using emojis during learning activities, as highlighted by Camilleri & Camilleri (2020), also contribute to children's intention to use the app. The motivations behind using educational apps encompass academic assistance, convenience, social influence, novelty, engagement, and activity, as outlined by Camilleri & Camilleri (2022). Tiede et al. (2022) further emphasize that perceived enjoyment, perceived usefulness, and ease-of-use of the apps play significant roles in children's intentions to continue using them. In summary, enjoyable learning activities, perceived usefulness, and positive attitudes towards using emojis emerge as pivotal factors motivating children to repeatedly engage with educational apps.

By centering on enjoyable learning activities and understanding the preferences of young users, we can create educational apps that effectively engage and support the educational journey of preschool children. The ultimate goal of the activities that follow this study is to leverage these insights in designing educational applications that not only captivate children's attention but also foster a positive and enriching learning experience. Through a continued focus on user satisfaction and learning efficacy, we aim to contribute to the ongoing enhancement of educational technology tailored for the unique needs of preschool learners. In connection with the aim of this study, two research objectives were determined: (1) To identify which features of educational applications are attractive for preschool children. (2) To identify what motivates children to use the chosen educational applications repeatedly.

Educational inequality in Europe is prevalent: PISA results show educational opportunities are highly unequal (OECD 2023). Existing structures of inequality depend on different levels of social, economic and cultural capital (Bourdieu 1978), further reproducing educational disadvantages among youth (Jünger 2008; Lareau 2011). While formal education is often prioritised in the discussion, non-formal (e.g. voluntary after school youth clubs) and informal education are considered essential in the acquisition of relevant skills (Spanhel 2020). In the last decade, non-formal educational settings have been discussed as increasingly indispensable for the acquisition of skills, especially in the context of digitalisation (Jeong et al. 2018).

In accordance with the German tradition of “Bildung”, educational participation is understood as a transformation of self-world-relations, further highlighting non-formal and informal arrangements. Digital media have become essential for self-world-relations, as they have created new options for participation as well as new requirements and obstacles for orientation (Jörissen and Marotzki 2009). This proceeds from the assumption that youth centres as non-formal educational providers offer a great opportunity of transformative education.

In line with the concept of “lifeworld orientation” (Grunwald and Thiersch 2009), educational programmes are becoming increasingly digitalised in view of the increasing mediatisation of everyday life, e.g. non-formal educational arrangements revolve around the usage of digital media, such as coding, 3D-printing or gaiming (“non-formal digitalised educational arrangements”).

The question emerges, whether non-formal institutions with digitalised educational arrangements succeed in enabling participation of youth, therefore reducing social and digital inequalities (Kutscher and Iske 2020).

In analysing different modes of interaction, the study examines conditions of participation in non-formal digitalised educational arrangements. The study aims at reconstructing social practices of interactions between pedagogues and youth as well as between humans and digital artefacts (e.g. programmes, tablets, 3D printers) that lead to participation of youth in processes of learning with and about digital artefacts.

Considering different conditions in those non-formal, educational arrangements, the pedagogical everyday life in both educational organisations is examined through Focused Ethnographies (Knoblauch 2001).

The study employs a qualitative research design: In order to empirically reconstruct the mechanisms of interaction towards educational participation, the participants’ and employees’ practices within those contexts are examined on the basis of Focused Ethnographies (Knoblauch 2001); Participatory Observation (e.g. Kelle 2018) and Documentary Video Analysis (e.g. Baltruschat 2010). In an ethnographic and reconstructive approach, the study identifies conditions under which these arrangements enable or constrain meaningful participations, thus facilitating the transformation of self-world-relations.Within the research process, structures and practices produced by artefacts such as digital hardware and software as well as non-digital artefacts are considered.

Field access is ensured via two institutions that offer a variety of non-formal digitalised educational arrangements involving activities such as coding, 3D-printing, gaming and streaming. The activities are offered free of charge and mostly take place after school. They do not aim at any formal qualification, thus they are considered to be “non-formal”.

Preliminary findings are based on a broad empirical data base collected: So far, 8 programmes in two different institutions have been filmed, allowing for in-depth analysis.

This paper fits in with the ECER’s 2024 theme “Education in an Age of Uncertainty” as, on one hand, ‘Bildung’ in relation to digitality is characterised by contingencies while, on the other hand, it may confront institutions, staff and youth to the new and unknown and may enable them to adapt to circumstances of digitalisation (Jörissen and Marotzki 2009).

Most Chilean teachers in public schools teach in marginalised contexts. Social segregation, racism, drug trafficking and gender violence are some of the problems they face every day in their communities (Matus et al., 2019). The situation is even more complex when the curriculum prescribes teaching these problems, which become difficult knowledge (MINEDUC, 2019). Teachers must confront the difficult issues in the school subjects (e.g., social studies, citizenship education, science, philosophy). This request interacts with their personal experiences with different forms of violence (Kim, 2021; Sonu, 2023). In short, teaching decisions are inserted in a complex assemblage that interests the field of citizenship education (CE), which is the focus of this research.

In the last decades, teaching difficult and controversial issues at school has represented a relevant topic for researchers in CE (Barton & Ho, 2021; Pace, 2021). Most studies have addressed teachers' beliefs, student's cognitive skills, and teaching methodologies (Journell, 2022). Recently, some scholars have been interested in studying the relationship between teachers' personal experiences and pedagogical practices (e.g., Sonu, 2023; Zembylas & Loukadis, 2021). The research agenda in the area has been developed under a humanistic and modern paradigm (Zembylas, 2022). As a result, the affective and embodied dimensions of teaching difficult knowledge have been unrepresented.

This study aims to analyse the affects produced by the encounter between teachers' experiences with violence and teaching difficult knowledge; from the new materialism theory (Barad, 2007) and the posthumanism (Braidotti, 2019). I understand the affects from Deleuze and Guattari's (1988) definition, as forces or energies produced by the encounter between human (e.g., students, teachers, families) and non-human bodies (e.g., social discourses, materialities, nature), changing the ability to act. These changes can manifest in different intensities and directions. Thus, these theoretical frameworks allow to understand the teaching of difficult knowledge, considering the embodied and affective dimensions that need more exploration.

This research contributes to the field of citizenship education, and particularly for those interested in teaching difficult and controversial issues in school contexts. In particular, at least three contributions could be named: first, teaching decisions depends on teachers' personal and affective relationships with curricular content; second, it contributes to understanding teaching difficult knowledge from a complex and holistic theoretical perspective; and third, it allows us to recognise the value of affects and corporeality on creating alternative teaching methodologies to face these issues in challenging contexts.

Processes of globalisation have drawn us into an increasingly interconnected world, yet stark divisions continue to exist in conflict and post-conflict societies, where minority and majority populations are involved in deep-seated ethnonational and religious conflicts. Among such divided communities engaged in violent conflict, schooling is often characterised by the existence of separate, parallel education systems divided along ethnoreligious lines. Although such segregated schooling often perpetuates conflict by maintaining separate ethnonational identities (e.g., Davies 2010; Fontana 2016), we must not overlook possibilities for religious education to promote peace and develop cosmopolitan identities and citizenships within societies facing protracted political conflict (Loukaidis & Zembylas 2017; Papastephanou 2005). This potential is particularly relevant when we consider multicultural and/or international curricula in faith-based schools serving religious minorities, such as Israel’s colonial-international Church schools (e.g., Levy & Monterescu 2022). This comparative ethnographic study of colonial-international Church schools in two of Israel’s contested cities (the Armenian School in Jerusalem and the Scottish School in Jaffa, both of which use the British-based International GCSE) unpacks how international education shapes the citizenship practices of local ethnoreligious minority youth against the background of protracted conflict and institutionalised discrimination against non-Jewish minorities.

In Israel, a sector-based education system keeps most students religiously and linguistically segregated, with the Jewish majority and non-Jewish minorities attending separate schools. Israeli government policies maintain large inequities between Jewish and Arab systems to control and subordinate the Palestinian minority. Schools within the Arab sector are underfunded, overcrowded, short-staffed, and subject to surveillance, with the curriculum controlled and censored to delegitimize and exclude minority narratives and youth identities. Consequently, large achievement gaps exist between Jewish and non-Jewish students (e.g., Nasser & Abu-Nimer 2022). To circumvent the inequitable Arab state school system, many ethnoreligious minorities have turned to private Christian schools, several of which utilise international curricula.

The greatest expansion of international education is now occurring in local markets, where families aim to provide their children with perceived economic advantage (e.g., Hayden 2013) through the accrual of international (Resnik 2018) and cosmopolitan capital (Igarashi & Saito 2014). Besides providing enhanced access to academic and economic opportunities within global markets, internationalisation in education strives towards education for global citizenship (Ortloff et al. 2012), which materialises in multiple forms, including cosmopolitan and advocacy models (Oxley & Morris 2013). Given the exclusion of Arab-Palestinian identity in the Israeli curriculum, as Arab-Palestinian youth seek alternative ways of collective belonging (Pinson 2008), global citizenship education has the potential to offer attachments to a global society which may compensate for the lack of recognition within the Israeli national narrative (Goren, Maxwell & Yemeni 2019). In recent decades, globalisation processes have encouraged youth to (re)imagine and (re)produce such post-national identities challenging traditional conceptions of nationhood and national identity (e.g., David, Dolby & Rizvi 2010).

Although the relationship between the internationalisation of education and global citizenship is the subject of much contemporary scholarship, how such global citizenship discourses unfold within international schools serving marginalised ethnoreligious groups remains an under-researched aspect of international education’s increasingly widespread reach. The present study addresses this lacuna, as it grapples with the multiple subjectivities circulating within the Armenian and Scottish schools. Examining how minority youth in these colonial-international Church schools negotiate citizenships on local, global, and transnational scales, I consider the novel forms of global citizenship which emerge within a contentious sociopolitical environment. The research draws on and contributes to the anthropology of education, postcolonial sociology, comparative education, and conflict studies, calling attention to contemporary questions surrounding identity and citizenship in an era when divisions within cities may be wider and more perilous than those across oceans.

Liberal democracy is in crisis (Sant, 2021). The deepening of structural inequalities, ideological polarization, and advancing neo-fascist discourses are concrete manifestations of this scenario (Askanius & Mylonas, 2015). In the educational field, efforts have been made to address this panorama through education for democratic citizenship (EDC) (Eurydice, 2018; UNESCO, 2016). An ECD pedagogical response is the discussion of controversial issues (DCI) (Cassar, 2023; Ho et al., 2017), where teachers and students exchange perspectives based on empathetic listening and deliberation on matters of difficult consensus. Migration policies, hate speech in social media, and the State´s role in facing wealth concentration are examples of controversial issues that spark hated debates in the public space.

Researchers in EDC argue that DCI among school students has high educational potential (Ho et al., 2017). In addition, they maintain that DCI promotes the acquisition of civic knowledge, skills, and attitudes for democratic life (Kohlmeier & Saye, 2014; Misco, 2016). They also suggest that schools are ideal contexts for discussing controversial issues since there is more social and ideological diversity than students usually find in their social circle of belonging (Parker, 2010).

Based on the above, DCI in the school classroom has represented a relevant area of research for citizenship education (e.g., Hess & McAvoy, 2015; Journell, 2022; Wansink et al., 2023). Recently, Theory & Research in Social Education, one of the most important journals in the area, has published that "Why teachers address unplanned controversial issues in the classroom" (Cassar et al. 2023) was the most downloaded article of 2023. This data shows the considerable interest in this topic.

Unfortunately, studies report that DCI in a school context is rare and is concentrated in social studies. The teachers' lack of knowledge and training experiences and the fear of the reactions of students, families, and administrators are among the main reasons for their low presence (Cassar et al., 2023). However, recent literature has shown that discussion of public controversies arises spontaneously in the classroom. Discussing controversial issues at school occurs as unplanned and unforeseen experiences to which the literature needs to pay more attention (Cassar et al., 2023; Pace, 2021).

Considering this background, we set out to systematically review empirical studies that have deployed DCI among primary and secondary students in different school areas (e.g., sciences, arts, social studies). The questions that guided our review were: What findings about students learning in discussing controversial issues at schools are reported on empirical research? What unforeseen situations during the discussion are informed by the literature?

Our review contributes to the field of EDC and to academics interested in DCI in the school space first because it maps the production of knowledge in the area and recognizes research gaps second because it identifies research and findings from different school areas, not just social studies. Third, because informs teacher educators and teachers in preparation and practice about the characteristics and challenges of teaching strategies for DCI and contributes to their institutional and didactic decisions.

The Human Development Index shows that almost 60% of countries ranked 'low' on the HDI have experienced conflict since the 1990s (The World Bank, 2005). It is argued that education and conflict influence each other and that this relationship is considered to be complex and multifaceted (The World Bank, 2005). It is also explained that education plays an essential role in post-conflict reconstruction, as conflicts often flare up again (The World Bank. 2005). This is why Fiedler et al. (2016) refer to the importance of a multidimensional peacebuilding approach. Approaches to education in emergency and conflict settings and post-conflict reconstruction are widely discussed in the literature. Particular attention is paid to specific challenges (UNESCO, 2011), such as humanitarian risks, infrastructural conditions (Jones & Naylor, 2014), self-sufficiency issues (Sommers, 2002) and forced migration (UNHCR, 2014). Pedagogical challenges, such as building student-teacher relationships, classroom management, creating safe spaces, large and consistent groups, and dealing with heterogeneity in terms of achievement, are often mentioned but not explored further (Symeonidis et al., 2023). Our paper aims to further unfold the multiple complexities of post-war educational challenges in the first five years after severe violent conflict. Our study is set in Mosul, Iraq, a city that has been affected by conflict for many years and is just recovering from the occupation of the city by the terrorist militia ISIS from 2014 to 2017. In this paper, therefore, we analyse the different pedagogical challenges that teachers face in the context of conflict in Iraq and the pedagogical approaches that teachers use in schools. Therefore, we asked the following research question: "What pedagogical challenges do teachers describe in conflict contexts?" and "What pedagogical concepts do teachers describe as essential in conflict contexts?".

For decades, scholars internationally have explored and advocated for critical perspectives and pedagogies within the context of Physical Education (PE) (see Pringle, Larsson & Gerdin, 2020). For example, researchers have investigated the extent to which PE marginalises and/or privileges young people in relation to issues of gender (Oliver & Kirk, 2015), ethnicity (Hill & Azzarito, 2012) and ability (Wilkinson & Penney, 2022). Much of this research has focused on uncovering the social inequalities prevalent within PE, and seeks to develop alternative ways of thinking about and doing PE so that all young people feel that PE can be a space for them. However, it is important to note that these approaches remain themselves on the margins, and have had relatively limited impact on how PE is conceptualised across the UK (Gray et al., 2022, 23) and internationally (Philpot et al., 2021; Tinning, 2019). Overall, PE continues to be a rather exclusive space, primarily for those young people who have the physical capacities to engage in competitive sports.

In this presentation, and building on our previous UK PE cross-border research (e.g., Gray et al., 2022; Stirrup et al., 2023), we propose that PE teachers from across the four nations of the UK might be supported to think critically about PE curriculum through opportunities to engage in cross-border dialogue. By comparing knowledge and experiences of curriculum across England, Northern Ireland, Scotland and Wales, exploring similarities and differences and all the complexities around these, teachers might begin collectively to develop new knowledge, or ‘alternative vocabularies’ (Evans, 2014, p. 555), around the purposes of PE.

Acknowledging the complexities working critically with curriculum (Priestley et al., 2012), and considering critical thinking as a useful entry point for teachers on a journey towards change (Hickey & Mooney, 2019), we planned a series of workshops bringing PE teachers together from England, Northern Ireland, Scotland and Wales to engage in activities intended to stimulate cross-curriculum discussion, critical thinking and the development of new ideas. The four countries of the UK present an interesting and somewhat unique research context in that each devolved government within the UK is responsible for setting their own educational agenda, which inevitably leads to points of divergence across each system (Gray et al., 2022; Stirrup et al., 2023). As such, this context is notable because those points of convergence can support collaboration through initiating and sustaining productive dialogue, while points of divergence can open up opportunities to disrupt and re-imagine (O’Connor & Jess, 2019).

Recognising the novelty of our approach, this project was 'tentative and exploratory' (Lupton and Leahy 2019, p. 636-637) in nature. It is one part of a larger proof of study project focused on the feasibility and possible outcomes of cross-border learning (see Gray et al., 2022a; 2023). As a result, we were guided by research questions that were intentionally ‘open’ to allow an organic and emergent research process:

1. What discussions or themes are evident when PE teachers from across the four nations of the UK are invited to share curriculum knowledge and experiences?

2. In what ways (if any) do discussions encourage critical perspectives to emerge?

There has been much debate – both nationally and internationally and over a sustained period of time – about the subject of physical education (PE) and its place and purpose within schools (Kirk, 2010; Ekberg, 2021; Gray et al., 2022a). It has long been recognised by those within the subject that it has much potential for realising learning across multiple domains (Hooper, Sandford & Jarvis, 2020; Lamb et al., 2021) and for supporting the holistic development of young people (Bailey et al., 2009; Luguetti & Oliver, 2020). However, questions have continued to be raised about the educative capacity of the subject and the contribution it makes – or is able to make – to the education of young people (Quennerstedt, 2019). These questions typically stem from what has been considered to be the relatively limited change with regard to how PE has been conceptualised and enacted in practice (Kirk, 2010; Herold, 2020; Gray et al., 2022a) and the continued dominance of particular agendas (i.e., health) within PE (Jung, Pope & Kirk, 2016; Lindsey et al., 2020; Gray et al., 2022b). Nonetheless, advocates of the subject have continued to ‘make the case’ for the subject and to argue its value to and for young people (see UNESCO, 2017; afPE, 2019). Calls for PE to become a core subject are not new, though in England these were formalised by Harris (2018) on behalf of the PE Expert Group.

It is notable that PE is the only foundation subject that is compulsory from Key Stage 1 to Key Stage 4 but while this is somewhat akin to core status it is not an equivalent and interpretations of this in practice have been varied. As such, there has continued to be sustained interest and advocacy – following the formal call from Harris (2018) – in making PE a core subject and momentum has been gained in this regard following the formation of the Association for PE (afPE) Taskforce in 2020. The afPE Taskforce was assembled to consider (and make recommendations on) the future of PE within England and comprised expert representatives from across the PE sector with support from a wider advisory group. As part of their work, the afPE Taskforce published a report on putting PE at ‘The Heart of School Life’. The afPE Taskforce report set out to make recommendations to Government about the subject of PE with two of the headline recommendations relating to making PE a core subject. However, despite the House of Lords responding positively to the recommendation to make PE a core subject, the Government’s official response was less positive, affirming that they “do not currently plan to make PE a core subject” (HM Government, 2022, p. 11). As such, despite a strong case being put forward by Harris (2018) and continued interest and advocacy in making PE a core subject, the Government remain unconvinced.

Whilst there is evidently much enthusiasm for making PE a core subject, from a range of stakeholders, there is a lack of consensus as to what might constitute PE as a core subject and what this might 'look like'. This present challenges when trying to ‘make the case’ for PE as a core subject when – even amongst the PE community itself – there remains uncertainty. As such, this paper presents findings from a project that seeks to address this notable gap, by engaging with key stakeholders (e.g., teachers of PE, PE subject leaders, PE teacher educators, PE consultants) across England to explore their visions of PE as a core subject.

School health programs offer a great opportunity to promote students' health through physical activity (Yuksel et al., 2020). However, the potential of digitalization as a social transformation in physical education (PE) could be better exploited in the area of health promotion (Goodyear et al., 2019; Knoke et al., 2024). The aim of this guideline-based interview study is therefore to investigate the experiences and attitudes of students and teachers towards digital media for students’ health promotion in PE.

The extended technology acceptance model (TAM) by Davis (1986) was used as a theoretical basis to determine the acceptance of health promotion through digital media. The model describes that a user's attitude towards the system influences whether media is actually used (Davis, 1986). In the context of the use of digital media in PE, this means that the core variables have an influence on whether or not a teacher will use digital media in their physical education lessons. The three-stage model by Nutbeam (2000) was also used as a model for health literacy. Nutbeam (2000) classifies health literacy and thus the handling of health-related information in a three-stage model. The first level of the functional form ("functional health literacy") describes the ability to research and use health-related information as well as the basic ability to read and write. The communicative-interactive form ("interactive health literacy") describes the ability to use various sources and to consider the origin of the information and thus its trustworthiness. The highest level of health literacy in Nutbeam's model (2000) is the "critical form", i.e. the ability to critically reflect on health-related information.

The World Health Organization (WHO, 2020) raises concerns about the prevalence of sedentary behavior in society, particularly among adolescents. This qualitative study, involving 142 adolescents, aims to analyze their inclination and preferences for Physical Activity and Sports (PAS) and Leisure Activities (LA), considering gender differences. The study utilized semi-structured interviews and focus groups, revealing a strong intention among adolescents to participate in future PAS and LA.

Approximately 80% of adolescents aged 11 to 17 fail to meet global PAS recommendations (Baños et al., 2019), a worrisome trend given the lasting impact of adolescent habits. The Spanish Association of Pediatrics (SAP, 2014) notes that 45% of 15 to 24-year-olds minimally engage in PAS, missing out on benefits like reduced health risks and improved mental and overall well-being (WHO, 2020; Izurieta-Monar, 2019). The sedentary nature of modern society, driven by excessive technology use, exacerbates this issue (ANIBES, 2016). In Spain, these habits indicate that 60.6% of the male population and 56.8% of the female population, aged 13 to 17, are exposed to more than two hours of electronic device usage daily. Additionally, a declining trend in active commuting to educational institutions has been observed (ANIBES, 2016).

Adolescence often witnesses a decline in interest in sports, with most young people active in PAS only until around age 12, mainly in educational or leisure settings (González-Hernández & Martínez-Martínez, 2020). At the same time, adolescents encounter certain inconveniences when engaging in PAS. Some of the barriers are related to the incompatibility of activities, lack of time, or demotivation due to routine and imposed practice (Espada-Mateos & Galán, 2017). Simultaneously, boredom in Physical Education (PE) classes could be a strong predictor of sports abandonment in adolescents (Baños et al., 2019). In this regard, personal reasons have been identified for adolescents disengaging from sports activities, among which laziness, the need for free time for social interaction, or an interest in using technology stand out.

Environmental factors influencing PAS engagement include family sporting habits and peer involvement (Strandbu et al., 2020), with economic barriers limiting opportunities, particularly in institutional settings (García-Moya et al., 2012). Growing income-related inequalities and factors like residence environment and public sports offerings impact PAS continuity (Guérandel, 2022).

Gender disparities in PAS engagement are noticeable, with girls exhibiting lower levels of participation (Peral-Suárez et al., 2020). Gender stereotypes in sports contribute to these differences but are gradually becoming less pronounced due to societal inclusivity values (Beltrán et al., 2023). Interventions in educational settings, particularly PE sessions, are important for promoting PAS among girls, emphasizing enjoyable, diverse, non-competitive activities (Boraita et al., 2022).

Thus, it becomes evident that there is a need to advocate for physical activity and leisure practices that align with participants' preferences, fostering a predisposition towards utilizing free time, and ultimately aiming to cultivate a healthy lifestyle from an early age.

The study's objectives were to analyze adolescents' future PAS and LA intentions, identifying challenges and improvement suggestions from a gender perspective.

Education, including physical education (PE), is an area where the practice of inclusion matters every day. These practices are often intended to contribute to equality and/or prosperity, but at the same time they seem to alienate students from physical education and lead to new forms of isolation (see for example Holland et al., 2022; Storr et al., 2022). Teachers, including PE teachers, struggle with these paradoxes of inclusive teaching practices (PIT). Often, their inclusive educational practices turn into individualized practices (Wienen, 2022). However, this is a practice that simultaneously excludes students. For example, when students are made responsible for their own progress in learning to perform a dance, and their next dance moves are available at any time in instructional videos. These videos show what needs to be done to reach the next level. However, in this case, students are expected to become part of the group that carries out the next level, which means they do their own inclusion work. Students exposed to such practices have reported feeling isolated from both peers and teachers (Kruiswijk, 2017).

Teachers' attempts seem to be driven by exclusive mechanisms, of which they are not aware (Dobush, 2021; Ledoux et al., 2020; Van Doodewaard. 2022). These mechanisms are often embedded in discursive practices of gender, ethnicity, ability, insecurity and citizenship (Hermans, 2023). Critical researchers have been warning for more than twenty years about the negative impact of such discriminatory practices on students, but these practices appear to be resistant to change. Or are we missing something?

That is why our research is driven by questioning the status quo: what would happen if we studied discriminatory inclusion practices in PE as ruins of capitalism and colonialism – as sites of dualistic practices, driven by hegemonic sports, health, and citizenship discourses, which scored the best, rewarded the healthiest and celebrated the most civilized as winners? (Hermans, 2024; Lynch et al., 2022; Tsing, 2015; Wienen, 2022). Inclusion practices in schools continue to label students as normal/adequate or abnormal//inadequate. The norms for including students in the 'normal' category appear to be ambiguous and riddled with educational dilemmas (Corcoran, 2019; Van Doodewaard. 2022).

Findings show that a possible reason of burnout among sport educators is the accumulated actual and perceived stress of sports educators (Wright, et al., 2023), even though the work of sports educators is related to physical activities.
A recently published systematic review highlighted that they faces high levels of stress, emphasizing the urgency of exploring and addressing the unique stressors and challenges faced by physical educators (Alsalhe, et al., 2021). Physical education teachers and coaches daily physical activity has been insufficiently studied.
But individuals who participate in moderate physical activity experience fewer complaints of sleep disorders and enjoy enhanced sleep quality (Sejbuk, et al.). Physical activity can be measured by a variety of methods, both objective and subjective, but one of the prerequisites for understanding the relationship between an active lifestyle and wellbeing is to be sure that the instrument measures what it is designed to measure and that it can be used in many countries.
The objective of the research is to investigate daily physical activity and to find out the correlations between measurement properties of sport educators’ self-reported physical activity indicators in the Global Physical Activity Questionnaire (GPAQ), International Physical Activity Questionnaire (IPAQ), European Health Interview Survey-Physical Activity Questionnaire (EHIS-PAQ) and Physical Activity Scale (PAS).

The research questions:
- What is the daily physical activity of sport educators?
- Is there a correlation between the measurement characteristics of sport educators’ self-reported physical activity indicators in in the Global Physical Activity Questionnaire (GPAQ), International Physical Activity Questionnaire (IPAQ), European Health Interview Survey-Physical Activity Questionnaire (EHIS-PAQ) and Physical Activity Scale (PAS)?

Planning is a critical skill of quality teaching. It represents how content evolves and ensures that a sequential and progressive lesson is implemented (Rink, 2020). Planning is a vital part of teaching providing that the teachers are well-prepared to facilitate quality learning experiences for their students (Fletcher & Beckey, 2023; Mitchell & Walton-Fisette, 2022; Rink, 2020).

In physical education (PE), content development is an indicator of good planning and reveals how the lesson is developed including the organization, selection, and sequence of the content through the learning activities (Capel et al., 2019; Fletcher & Beckey, 2023). Particularly, content development refers to the sequence of a lesson through learning-motor activities, that activities could be categorized as informing, extending, refining, and applying (Rink, 2020; Siedentop & Tannehill, 2000; Ward & Lehwald, 2018). Good planning requires curricular outcomes and objectives that are based on curriculum standards as well as the needs of the children (Capel et al., 2019; Rink, 2020; Siedentop & Tannehill, 2000). Furthermore, good planning includes connections between different concepts or skills, allowing teachers to build upon what students already know and make learning more meaningful and relevant (Coulter & Ní Chróinín, 2022; Mitchell & Walton-Fisette, 2022). Considering all of the above, developing an effective lesson plan is regarded as critical for implementing an effective lesson (Capel et al., 2019). However, research suggests that planning is a demanding and challenging task, particularly for pre-service teachers (Coulter & Ní Chróinín, 2022).

Research on planning investigates teachers’ skills such as knowledge and perceptions that affect planning (Karlströmand & Hamza, 2021; Mustafa et al., 2024). However, there is a lack of research describing the process of the planning itself, which is the scope of this study. In recent years, research investigating how pre-service teachers develop lesson plans, let alone sequence the lesson plan for planning the teaching of an entire unit, has been limited (Fletcher & Beckey, 2023). Therefore, the purpose of the study was to describe pre-service teachers’ content development. Particularly, this study aimed to explore how pre-service classroom teachers select, develop, and progress content during and between lessons for two entire instructional units during their student teaching practicum.

Compared to traditional professional development programmes, such as face-to-face workshops and seminars, teachers and pre-service teachers may prefer informal professional learning activities. These informal activities are not bound by structured and formal environments and are not limited by time, space, and travel costs (Yang & Liu, 2004). Historically, teachers’ access to those activities has been limited, but social media provide new opportunities for teachers to engage in shared learning, reflect about teaching practice and receive emotional support (Macià & García, 2016).

Using social media to support teachers’ informal learning has garnered increasing research support. This research, however, has predominantly explored Western platforms like Twitter and Facebook and reported Western perspectives. Conversely, China’s distinct social media environment, featuring platforms such as WeChat, Douyin, and Bilibili, remain underexplored, as do Eastern perspectives. Existing Chinese social media research has predominantly focused on WeChat, through online professional learning communities or communities of practice (Qi & Wang, 2018; Xue, Hu, Chi, & Zhang, 2021; Zhou, Nakatsubo, Wu, & Liu, 2022). This leaves a research gap related to the exploration of personal learning environments (PLEs) within the Chinese context and the use of alternative social media platforms.

Lim and Newby (2021, p. 3701) defined PLEs as “the artifacts created by individual learners through the use and integration of Web 2.0 tools for their personal learning experience.” Attwell (2007) suggested that PLEs can be perceived as individuals organizing their informal learning in multiple contexts across a variety of platforms or applications to support their formal learning. Each PLE is unique because its structure can be changed according to user’s needs and preferences (Lim & Newby, 2021). More importantly, the integration of social media based PLEs is a promising pedagogical approach for fostering lifelong learners, reshaping the educational landscape by bridging the gap between formal, non-formal, and informal learning (Dabbagh & Castaneda, 2020).

Furthermore, beginning and more experienced teachers often have different perspectives, attitudes, and experiences when it comes to the process of learning and teaching (Kyndt, Gijbels, & Donche, 2016). When using social media for professional learning, the complexity of the teacher’s work and the many different contexts and classes should all be considered (Carpenter & Harvey, 2020). In the field of Physical Education (PE), where working contexts and teaching practices differ significantly from other disciplines, there has been relatively little written about how PE pre-service teachers use their PLEs for professional learning, especially during their teaching practicum. Longitudinal studies are needed to track the professional learning of pre-service teachers as they transition from their final year of studies into early career teaching (Kyndt et al., 2016). Teaching practicum plays an important role in this transition process, as a part of teacher education training programmes.

Therefore, this paper aims to investigate the social media platforms employed by Chinese PE pre-service teachers for informal professional learning from a PLE perspective, particularly during their teaching practicum. The study aimed to (i) explore the platforms and features used for professional learning; (ii) examine participants' perceptions of using these platforms and (iii) provide recommendations for Chinese institutions and educators who seek to facilitate the development of PLEs which meet the needs and preferences of PE pre-service teachers. Recognizing the unique advantages and disadvantages of different social media platforms is crucial for enhancing pre-service teachers’ professional learning (Carpenter, Morrison, Rosenberg, & Hawthorne, 2023). The findings of this study will provide a deeper understanding of the Chinese PE pre-service teachers’ PLEs and create more learning opportunities aligning with their needs and preferences. Consequently, this study holds the potential to make significant contributions to the broader landscape of PE teacher education in China.

Body expression considered the oldest form of communication, was used by humans to create, express, and communicate feelings, emotions, and ideas deliberately and aesthetically (Aparicio et al., 2019). The human body, as articulated by Revilla (2019), has evolved into an instrument used to constantly and involuntarily understand our environment.

Within the educational context, body expression is part of the curriculum across all educational phases and constitutes a subject within the Physical Activity and Sports Sciences degree. It is recognized as a discipline that, through the body and movement, seeks to establish a creative language connecting with internal processes, it sets common elements for communication and creation among individuals (Shinca, 2010). This discipline embodies the artistic and expressive facet of physical activities, aimed at promoting innovative methodological approaches to foster autonomous learning and social skills (Redondo et al., 2019). However, challenges arise as Physical Education teachers struggle with the integration of this educational content into formal teaching, particularly in the context of evaluation.

The challenge intensifies due to the requirement that body expression content be founded on processes such as research, exploration, discovery, and awareness, contrasting with the prevalent use of automation, repetition, and perfection in educational evaluation (Sánchez and Ruano, 2007). This implies applying novel methodologies that lead students to express themselves freely both physically, cognitively, and emotionally (Antolin, 2013). To enrich this experience, teachers can make decisions based on their knowledge, selecting the most appropriate content for the learning context.

One such decision may involve the integration of interdisciplinary content, in this case, the introduction of graphic strategies. Ephemeral drawing, as a graphic element for recording movement and rhythmic pattern, can have various advantages and benefits in the educational field for both students and the overall teaching-learning process.

Integrated teaching has emerged as an innovative and effective pedagogical response in contemporary education. This approach departs from the traditional compartmentalization of disciplines and embraces the interconnection and synergy between different areas of knowledge. this approach embraces interconnection and synergy across different areas of knowledge. As highlighted by Hattie (2020), content integration provides students with a deeper understanding by connecting concepts from various disciplines, fostering more meaningful learning. Authors like Johnson and Johnson (2021) argue that integrated teaching not only promotes knowledge acquisition but also develops cognitive and socioemotional skills crucial for success in the 21st century. At the same time, Perkins (2018) emphasizes that the integrative approach allows students to apply knowledge practically, stimulating their ability to address real-world situations reflectively and adaptively. Current literature highlights the importance of integrated teaching for cultivating critical thinking and creativity (Robinson, 2022). This holistic perspective aligns with the current demand to educate students to face complex challenges and solve problems collaboratively (Gardner, 2019).

In this context, this study seeks to explore the key dimensions of integrated teaching, highlighting its relevance in the current educational landscape and its impact on the holistic development of students.

Therefore, the objective of this study was to understand the perceptions of students enrolled in the body expression subject of the Physical Activity and Sports Sciences degree about the experience of working on body movement by drawing its trajectory.

Networks hold a meeting during ECER. All interested are welcome.

Internationally, there has been growing interest in the lives of care-experienced youth and literature has highlighted the more significant needs and vulnerabilities of this population (Mannay et al., 2017). Care-experienced youth are routinely identified as among the most disadvantaged within society and ‘at risk’ of negative outcomes (e.g. relating to health, education, and life chances). Research shows that care-experienced young people are likely to have been exposed to greater incidents of adverse childhood experiences (ACEs) – including physical and sexual abuse, and neglect – and that those who have experienced such trauma can suffer poorer physical and mental health (Denton et al., 2016; Dye, 2018). Such concerns are exacerbated by the fact that the number of young people being placed in the care of the state is increasing internationally (UNICEF, 2023). Concerns regarding the challenges care-experienced youth face have also led to a growing interest in activities that can better support their positive development, including sport/PA. However, there remain concerns about the piecemeal nature of such opportunities for care-experienced youth at a local level and, notably, their capacity to access formal, organised sport activities (Sandford et al., 2020).

This paper presents early findings from an ongoing study that seeks to examine care-experienced young people’s engagements with sport clubs. The Right to Be Active ‘Clubs and Coaches’ project (also referred to as R2BA2), builds on a previous study – the Right to Be Active project (R2BA) - which focused more broadly on the sport and physical activity (PA) experiences of care-experienced young people (see Sandford et al., 2021). Findings from the first R2BA project highlighted the complex social landscapes that care-experienced youth navigate on a day-to-day basis and noted the significance of people, places, and activities in shaping these engagements (Sandford et al., 2020; Sandford et al., 2021). For care-experienced youth to have ‘good’ experiences of sport/PA there needed to be an intersection of these key factors. However, the complex structure of the care context in England resulted, often, in a shifting landscape where opportunity and access to activities were problematic (Sandford et al., 2021). Consequently, some ‘missing spaces’ were evident for many care-experienced young people – with a notable example being sport clubs. Indeed, it was apparent that for many individuals the transient nature of their lives meant that it was difficult to both access and maintain connections with these more formal sporting contexts. However, those who were able to successfully engage with them often noted positive outcomes, such as personal growth, skill development and the acquisition of social capital. Thus, there is significant support for sport clubs to potentially aid positive youth development (e.g. Holt, 2016; Morgan et al., 2019) but these benefits are only available if young people can access these spaces.

Sport clubs are key spaces that are well placed to provide care-experienced youth with a sense of stability that is often absent from their lives and to facilitate valuable opportunities for developing positive relationships with peers and trusted adults, such as coaches (Quarmby et al., 2022). However, while there is a growing evidence base to draw on in relation to care-experienced youths’ engagements with sport/PA and physical education (O’Donnell et al., 2020; Sandford et al., 2021), there is currently a dearth of literature focusing on sport clubs and/or the role of coaches in supporting potential development. In focusing on sports clubs and the policies that shape practice within these, as well as the knowledge, perspectives and experiences of both coaches and care-experienced young people, it is intended that the R2BA2 ‘Clubs and Coaches’ project can help to address some of these gaps in knowledge.

One of the strongest cultural ideals in many Western countries is that education is the great equalizer, a panacea that can resolve socioeconomic and personal ills caused by structural inequality. At the same time, considerable evidence underpins the durability of inequality (Tilly, 1998). These include reports about the persistence of disparities between rich and poor, the increase in the Gini Index in many democratic countries, low socioeconomic (SES) mobility rates (Rivera & Tilcsik, 2016), and differences in the academic achievements of groups from different ethnic, racial, and socioeconomic backgrounds (Lareau, 2015). In the context of this decline in the plausibility of the neoliberal assumptions about equal educational opportunity, educational anthropologists and sociologists have addressed at length the question of how to reconcile the promise of formal equity in schools with the stubbornness of class inequality.

In this context, many education studies have shown how formal education in schools has a central role in the transmission of social inequality and privilege through practices such as specific discourses, structural practices (such as tracking), pedagogies, and student-teacher relations (Calarco, 2018; Tyson, 2011). Only few studies have examined how these stratificational dynamics are manifest in informal spaces (Friedman, 2013). For example, some studies have described how enrichment programs, competitive after-school activities, and organized sports are closely associated with children's and parents' SES backgrounds (Andersen & Bakken, 2019). The current study proposes examining the linkage between SES and informal education through in-depth interviews with professional soccer coaches who coach high school students living in underprivileged urban neighborhoods in Israel.

Two main questions are explored in this paper: How do coaches who work in professional soccer clubs with low-SES youth perceive their role, their values, relations with the youths' parents, and the imagined future of the youth? Do the coaches' perceptions of their roles operate to perpetuate social inequality, and if so, how?

The findings revealed five primary themes reflecting the coaches' descriptions and explanatory accounts: a description of the youth athletes' life spaces, the coaches' perceptions of their own roles, the core values to which the coaches subscribe, the relationships between the coaches and the youth athletes' parents, and a description of the youth athletes' future orientation. These findings contribute to a discussion of the linkage between education, sport and SES or the implications of SES in informal education spaces.

The intertwining of unemployment and poverty, as highlighted by Eurostat (2020), creates a cascade effect, impacting both material and non-material aspects of life and fostering a cycle of exclusion. Kronauer's (1998) delineation of six dimensions of social exclusion reveals the complexity of these dynamics, resulting in intricate and precarious life situations. Individuals facing unemployment often grapple with health challenges, both physical and mental (e.g., Gallie et al., 2003; Virgolino et al., 2022), and experience a shrinkage of social networks (Rözer et al., 2020). Stigmatization and limited access to societal activities due to financial constraints exacerbate these effects. These consequences can perpetuate the cycle of social exclusion over time, leading to a downward spiral with significant impact on the lives of those affected, often ultimately manifesting in long-term unemployment and old age poverty.

Participation in sports programs enables access to a variety of positive effects (e.g. Appelqvist-Schmidlechner et al. 2023; Coalter 2007). Therefore, non-profit organizations like beneFit e.V. provide access to voluntary sport for individuals in vulnerable situations. Through participation in sport, participants may strengthen their mental, physical and social resources. Access is facilitated by dismantling key barriers, including cost-free participation, minimal performance prerequisites, and a protected setting (Oettle, under review). Yet, so far, little is known about how individuals affected by unemployment and poverty utilize the effects of sports participation for their own lives. This is partly because addressing poverty and social exclusion requires a comprehensive strategy, extending beyond a narrow focus on income or financial means. Accordingly, Sen (2000) posits poverty as a deprivation of fundamental capabilities, distinct from a mere lack of income, acknowledging the multifaceted repercussions of poverty and social exclusion. In Sen's view, capabilities denote an individual's abilities to do or be something (Robeyns, 2017), emphasizing the importance of empowering people to pursue various aspects of a fulfilling life beyond economic considerations. Well-being, according to Sen, is achieved when individuals have access to a certain level of individual potential and material resources.

Drawing upon Sen´s (2000) Capability Approach (CA) as a theoretical framework, this study aims to develop a domain-specific theory using Grounded Theory methodology. The CA framework enables a holistic examination of different life circumstances, providing a comprehensive lens to understand the potential outcomes of sport interventions. Therefore, the main research questions is: What contribution does participation in sports make in achieving goals in the lives of people affected by poverty?

Introduction

Led by the International Sport and Culture Association, the multi-million-euro EU4Health funded Icehearts Europe is a trisectoral, multistakeholder, multi-country project which aims to improve mental health and well-being of disadvantaged children and youth in Europe through a pan-European initiative. Icehearts Europe is inspired by the Finnish Icehearts model, which has been designated as a model of best practice by the European Commission (2016, 2021). For over 25 years, the Icehearts Finland has successfully targeted disadvantaged children and youth across Europe who suffer from poor mental health. This has been achieved through support and counselling facilitated by trained Icehearts’ mentors using sport/physical activity as a powerful medium in schools and communities.

The strategic objectives of Icehearts Europe are fourfold: to build a model and tools for European implementation of Icehearts; to build capacity in partner and stakeholder organisations to deploy Icehearts; to pilot and implement the developed Icehearts model in five European countries; and to enhance European awareness about Icehearts and engage more countries and organisations in deployment and scale-out.