Conference Agenda

Both parts of this symposium address the professional challenge rapid new-deregulations of laws and standards, freeing people of human-rights (neoliberalism), have created systemic injustice, and the widest gap between poorest and richest since World War II. Mistrust leads to students, more than willing to work hard, dropping out of school without them or their families knowing how to earn a living. At the limits of poverty they beg and are vulnerable to recruitment into regimes of Violence, Uncertainty, Chaos and Ambiguity.

The professional challenge is addressed Symposium Part 2 with perspectives from 1) Albania/Kosovo experiencing youth, the nations' futures, choosing to leave home to be trafficked abroad by boats, 2) US allowing some migrants from Cuba, Haiti, Nicaragua and Venezuela, already in Mexico, to apply to enter the US as refugees, 3.i) Nigeria's urban strategies to improve secondary education to leverage cultural richness and diversity of student populations to cultivate mutual respect, empathy, and active citizenship, and 3.ii) Nigeria's rural strategies to reverse malnutrition and mobilise education to optimise nutritional value of higher yielding crops, whilst attracting youth to stay in Nigeria with hope for sustainable futures. Two themes emerge.

1. Authoritarian hierarchical top-down delivery of PISA driven curriculums in classrooms de-professionalize educators and administrators by removing their autonomy and contribution to policy making (Sahlberg, 2012). Reduced to transmitters of government ideology, teachers are prevented from culturally responsive lesson-planning using students’ baseline-assessments to inform differentiated learning-plans for success. This creates systemic injustice as students with what Bourdieu calls the system's ‘right capital’ succeed and get richer and those without drop out of school to beg, engage with trafficking of illegal goods and people, or fail at school, widening the poverty gap.

2 Capital of disadvantaged students with intersectionalities of discrimination, assessed using deficit models, is found wanting. Students’ marginalised capital remains unrecognised and no differentiated lesson-planning creates pathways to curriculum Intended Learning Outcomes. Rather, they are segregated/streamed to Special Education Needs and Disability/lower ability classrooms with low expectations. This perpetuates patterns of illiteracy and prevents accessing knowledge of community-building to stop neoliberalism and systemic injustice implemented by power of a person, not power of the law.

Presenters offer culturally relevant responses to ways their Universities' Education Departments address the following question:

1. How and in what ways can University Schools of Education act as hubs to support a school to build a professional development community of practice.

Each presenter addresses the question and themes step-by-step.

Step 1 The intricate challenges posed by climate change significantly impact impoverished families, perpetuating social injustice and impeding sustainable development. The symposium partners draw on Dewey's Professional Educators and Administrators Committees for Empowerment (PEACE) to build Participation, Experience, Association, Communication, and Environment. This theoretical foundation employing action research methodology throughout the curriculum design, delves into the multifaceted consequences of the intersectionalities of climate change, war and forced migration. The adverse effects, such as irregular rainfall patterns, prolonged droughts, and heightened temperatures for nationals and new arrivals, directly jeopardise agricultural productivity—the linchpin of rural livelihoods and peaceful communities. Lacking resources and knowledge to navigate these challenges, impoverished families face heightened vulnerability, further exacerbated by limited access to crucial information and technologies. Consequently, children from these families often confront early school dropout, amplifying cycles of poverty and social injustice.

Step 2 Adapting ‘A Blueprint for Character Development for Evolution (ABCDE) to offer five stages drawing on social contract theory, to prepare teachers to recognise bias and reverse it.

Each partner incorporates diverse perspectives and community building using the frameworks and methodologies above, to reverse local inequality, and mainstream them through powerful Higher Education networks to reverse g/local inequality.

There are large gaps between the actual results of the students in Albania and Kosovo and even the average PISA results, let alone the top PISA results. Students from Kosovo and Albania are considered functionally illiterate. They are not taught to celebrate their cultural heritage and the memory is lost and their perceptions of the future are without hope. Many young people leave Kosovo and Albania, with high risk of loss of life, to be trafficked to countries where they think they will have a brighter future. They do not realise that even if they are successful in gaining refugee status in another country, they will not have an education that will allow them to be competitive in the labour market. Curricula problems are a misalignment between what students need to learn and what they are taught, are age inappropriate, and students are demotivated and see themselves as failures without hope for a future. Teacher training is not about addressing this problem, or empowering students with the conceptual frameworks and theoretical frameworks to solve their own problems to become self-reliant and resilient. Rather, educational institutions have a great disconnection with the education departments of the universities which misses opportunities to optimise students' learning. Many students have traumatic and post-traumatic problems, behaviour difficulties and have not developed attachment to their peers, families and communities drawing on Bowlby's Attachment Theory. School leaders selection is made according to the political investment in the election which is camouflaged with laws and instructions. In order to camouflage this, some criteria have been set by an international agency for school principals to follow, but this does more training on how to work as a teacher than how the head of the school should lead the staff and students in achieving high results. The appointment commissions are fully selected with political investment. Some universities started preparing leading teachers with postgraduate research degrees, but these are not recognised in the appointment of school leaders. The presentation reveals how following the two steps set out in this symposium abstract; PEACE and ABCDE builds community and empowers teachers, students and families with feedback-loops to policy makers and sightlines to change and hope for the future.

Bowlby, J. (1969) Attachment and loss: Vol 1. Attachment. New York: Basic. Bowlby, J. (1973) Attachment and loss Vol. 2. Separation. New York: Basic. Bowlby, J. (1980) Attachment and Loss. Vol 3. Loss. New York: Basic. Buchanan, J. (1975). Vol. 7 The Limits of Liberty: Between Anarchy and Leviathan in The Collected Works of James M. Buchanan, Foreword by Harmut Kliemt, 20 vols. (Indianapolis: Liberty Fund, 1999-2002) Available at http://oll.libertyfund.org/title/1827 Taysum, A., & Hysa, F. (2023). Typology of epistemologies for democratising knowledge and policy benefits for all mainstreamed by doctoral-study. European Journal of Educational Research, 12(2), 623- 637. Fehérvári, A. (2017) Management of Social Inequalities in Hungarian Education Policy in Italian Journal of Sociology of Education 9 (2). Freedom House (2022) Freedom of the World Report. https://freedomhouse.org/report/freedom-world/2020/leaderless-struggle-democracy Hysa, F. and Taysum, A. (2022) Using A Blueprint for Character Development for Evolution (ABCDE) to Build Relationships Through Talk to Mobilise Attachment Theory to Develop Security Attachment Capital for Good Choices that Regulate Continued Good Lives., in Journal of Groundwork Cases and Faculty of Judgement 1, (2) 187-209. USAID (2023) Administrator Power travels to Serbia and Kosovo – May 2023. https://www.usaid.gov/administrator-power-travels-serbia-kosovo

According to Hesson (2023) report by the Biden administration will allow some migrants from Cuba, Haiti, Nicaragua and Venezuela who are already in Mexico to apply to enter the United States as refugees. The refugees are expected to apply for asylum and will be eligible for government assistance through the early resettlement process. These refugees are likely to settle in Texas, California, and New York, which have historically received the most refugees. This symposium presentation examines the dynamics of refugees entering the United States from Mexico and explores potential strategies for their shelter, safety, cell phones, employment, and educational access. This presentation identifies communities of practice that are working hard to facilitate community building for social justice. It also highlights the myriad of difficulties and harsh challenges faced by refugees fleeing for their lives and emphasises the role of lifelong learning in promoting higher education opportunities. Undocumented refugees in the US can obtain legal status through the Deferred Action for Childhood Arrivals program. DACA provides some two year work permits and protection from deportation. Currently, only a small percentage of undocumented college students are on such a program currently. Once documented, leveraging their current knowledge and skills, refugees can build academic capital that can be recognised by accrediting agencies enabling access to inclusion, education, and the workforce legally. The Professional Educators and Administrators Committees for Empowerment (PEACE) can facilitate democratisation of cultures and languages while honouring cultural heritages and memories of their associated literacies, that enable communities to celebrate previous achievements, participation, cooperation and success. Likewise, adapting “A Blueprint for Character Development for Evolution” (ABCDE), drawing on social contract theory, offers five clear steps to prepare teachers and community members to recognise bias and reverse it. Additionally, the presentation discusses how these approaches address the urgent needs for financial, food, and water security by involving collaborative problem-solving efforts. The research question of the symposium and themes are addressed in the evaluation of how realistic future hope is, that adopting these conceptual and theoretical frameworks will progress communities to finding their own solutions towards achieving the goals of the UN 2030 Agenda. The evaluation will have a particular emphasis on sustainability.

Ball, S. (2004). Education policy and social class: The selected works of Stephen J. Ball. Routledge. Glazer, N. (1987). The emergence of an American ethnic pattern. Ronald Takaki,13-25. Hesson, T. (2023). US to accept certain non-Mexican migrants in Mexico as refugees. Reuters. https://bit.ly/47W9wtZ. Maldonado-Maldonado, A., Carlos Aguilar Castillo, J., Cortes-Velasco, C. (2023). Student migration between Mexico and the United States: possibilities and disputes associated with becoming mobile in H., Pinson, N., Bunar., D. Divine. (Eds) Research Handbook on Migration and Education. EE. Revens, E., Lennin, C., Alvarez, D., Ordonez, S., Benitez, C., Garcia, P., Price, A., Price, R. (2023). The Migrant Experience: A Journey of Hope A report summarizing data obtained from migrants and those helping migrants at the US/Southern Border and in North Carolina. http://camino.tokdigitalagency.info/wp-content/uploads/2023/06/Migrant-Journey-Report-ENG.pdf. United Nations. (2016). Agenda 2030. Sustainable Development Goals https://sustainabledevelopment.un.org/?menu=1300 UNESCO. (2022). Marrakech Framework for Action https://www.uil.unesco.org/en/marrakechframework- action USAID. (2021). Higher Education as a Central Actor in Self-Reliant Development: Program Framework. https://bit.ly/45JBkkU Will, M. (2019). Deprofessionalisation is killing the soul of teaching Union President Says. Education Week. https://bit.ly/3PyubOQ

In the past two decades, Nigeria has grappled with political violence fuelled by extreme ideologies, banditry, and ethnic militias, posing a threat to national stability. Concurrently, economic downturns and threats to food security further exacerbate the challenges. This paper contends that fostering democratic values in secondary schools is pivotal for Nigeria's stable democracy. However, schools face significant challenges, including a lack of resources and support for teacher professional development initiatives. Institutional barriers and cultural norms impede the creation of inclusive learning environments conducive to democratic thinking. Despite these challenges, unique opportunities exist to foster democratic community building. Leveraging the cultural richness and diversity of the student population can cultivate mutual respect, empathy, and active citizenship. Drawing on Dewey's theory of education for democracy and Taysum's Professional Educators and Administrators Communities for Empowerment (PEACE) agenda, the study advocates a holistic approach to democratise cultures and languages. This entails transitioning from dishonouring to honouring cultural heritages and literacies. Theoretical underpinnings from Dewey and PEACE guide the university's support for secondary school teachers, emphasising the development of knowledge and skills through action research. The literature review underscores the absence of a participatory culture within schools, hindering relationships between teachers, students, and administrators—critical for quality learning and preparing students for active democratic participation in society (Imam, 2020). Imam and Taysum highlight the vital role of education for democracy in empowering young people, fostering inclusive communities, attachment security, and critical thinking. University School of Education Teacher Training and Teacher Professional Development programs play a crucial role in enhancing teachers' understanding of democratic principles (Biamba et al, 2021). The literature emphasises the need for reflection on teaching practices and beliefs, fostering inclusive and participatory learning environments (Bada et al, 2020). Building communities of practice emerges as a central theme, facilitating knowledge sharing between university educators and teachers. By fostering a sense of community and empowering teachers, the study aims to enhance the nurturing of young people in democratic culture within schools. This, in turn, aims to produce effective citizens capable of active participation in democratic processes, thereby demanding responsible leadership in their communities upon leaving school. The study envisions a democratic education system that equips future generations to contribute meaningfully to Nigerian society.

Bada, H A., Ariffin, T F T., & Nordin, H. (2020, August 24). The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals. International Journal of Leadership in Education, 1-28. https://doi.org/10.1080/13603124.2020.1811899 Biamba, C., Chidimma, O N., Chinwe, O V., Kelechi, M C., & Chinyere, N A. (2021, January 1). Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria. Cogent Education, 8(1). https://doi.org/10.1080/2331186x.2021.1896425 Imam, H. (2020). How teachers of secondary schools describe and understand participation in their educational institution. Italian Journal of Sociology of Education, 12(1), 80-101. doi:10.14658/pupj-ijse-2020-1-6. Imam, H. & Taysum, A. (2022). Adults and children using A Blueprint for Character Development for Evolution (ABCDE) to facilitate self-reflection through talk to manage emotions and self-regulate for continued good life in post Covid-19 recovery. Journal of Groundwork Cases and Faculty of Judgement, 1 (2), 214. Article 4. Taysum, A. (2019). Education Policy as a Road Map to the Achieving Sustainable Development Goals. Emerald.

Community engagement and social learning skills are pivotal for enhancing farmers' knowledge in agriculture to optimise crop yields/nutrition, farmers accounting skills, incomes and good lifestyles. This study explores the synergies between these elements to empower farming communities. The introduction sets the stage for understanding the significance of community-based approaches and social learning in agricultural knowledge enhancement. Research by Di Falco et al. (2020) reveals that influence in farmers' adoption of climate change adaptation measures, the impact of farmers' social networks on the uptake of climate change mitigation measures, remains largely uncharted. This symposium presentation begins to fill this gap with implications for symposium partners and ECER delegates. Surveying existing research, the literature review delves into community engagement models and social learning theories within agricultural contexts. It synthesises key findings, identifying gaps and laying the foundation for the study's unique contribution to the field. The theory draws from Borgatti and Ofem's social network theory (2010) and Foster and Rosenzweig's social learning concept (1995). It posits that individual behaviour is shaped by peer interaction, encompassing herd behaviour, spillover, neighbourhood, or peer effects. The central premise is that emerging technologies or practices disseminate through social learning knowledge gained from observing and interacting with peers and neighbours (Šūmane et al., 2018), commonly known as spillover or neighbourhood effects ( Vroege et al., 2020). The research will be conducted in Nigeria, focusing on utilising focus group discussions to investigate the dynamic relationships among community engagement, social learning skills, and farmers' knowledge acquisition. In this study, community engagement, social learning skills, and farmers' knowledge acquisition will serve as dependent variables, while farmers' demographic features will be treated as independent variables. Presenting empirical results, this section unveils the data collected from the study. Farmers' responses and observed outcomes are analysed, shedding light on the effectiveness of community engagement and social learning using Professional Educators and Administrators Committees for Empowerment and ABCDE in augmenting agricultural knowledge among participants. Interpreting the findings, the discussion section explores the implications of community engagement and social learning on farmers' knowledge. It delves into the broader significance of the results, considering implications for agricultural practices, community development, and future research. Drawing from the study's insights, this section offers practical recommendations for policymakers, agricultural extension services, and community leaders. Suggestions for optimising community engagement programs and fostering social learning skills are outlined to enhance farmers' knowledge and resilience.

Borgatti SP, Ofem B (2010) Social network theory and analysis. Soc net theory and educ change:17–29 51:17–30 Di Falco S, Doku A, Mahajan A (2020) Peer effects and the choice of adaptation strategies. Agric Econ Foster AD, Rosenzweig MR (1995) Learning by doing and learning from others: human capital and technical change in agriculture. J Polit Econ 103 Šūmane S, Kunda I, Knickel K, Strauss A, Tisenkopfs T, Rios I, Rivera M, Chebach T, Ashkenazy A (2018) Local and farmers’ knowledge matters! How integrating informal and formal knowledge enhances sustainable and resilient agriculture. J Rural Stud 59:232–241. Taysum, A. (2019) Education Policy as a Road Map to Achieving the Sustainable Development Goals. Emerald. Vroege W, Meraner M, Polman N, Storm H, Heijman W, Finger R (2020) Beyond the single farm–a spatial econometric analysis of spill-overs in farm diversification in the Netherlands. Land Use Policy 99:105019