Publications of Education and learning
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Resisting regulation: revealing orders of worth behind the debate over private education regulation in Peru
Although the regulation of private education has been a disputed topic in academic and policy debates, there is a lack of recognition regarding the underlying structures that inform such opposing viewpoints. Through a sociological understanding of disputes, I propose to see through the lenses of the market to understand the contested visions at play in […]
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Limitations and possibilities of justice in education and the implications for sustainable futures
Global agendas for sustainable futures rely heavily on the role played by education in promoting justice and changing young people’s attitudes and behaviours. The articles in this special collection jointly demonstrate the challenges, as well as messages of hope, for the ambitious and transformative vision of education that is being increasingly promoted in academic and […]
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From experience to actions for justice: learners’ views on epistemic, environmental and transitional justice in Nepal, Peru and Uganda
Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tabletbased app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect […]
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Education as justice: articulating the epistemic core of education to enable just futures
While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do […]
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Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher training and support. These pedagogies promote little to no […]
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El trabajo de sesiones de aprendizaje en aulas rurales multigrado: la experiencia del proyecto CREER
In our country’s multigrade classrooms, teaching and learning are woven differently than in conventional classrooms, which implies adapting educational practices to effectively meet the diverse needs and learning levels of students. In this article, Jessica Tapia, CREER’s pedagogical coordinator, discusses the project’s pedagogical proposal and shares reflections on the lessons learned in its implementation.
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Balance y pespectivas de nuestro trabajo con escuelas rurales multigrado
The authors share perspectives and scopes of the CREER Project. They address the work carried out with rural multigrade schools, highlighting the adaptations of the project in the return to face-to-face teaching, the strategies implemented for the recovery of learning and well-being, and the new collaborations to contribute to teacher training and rural education in […]
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Long-term effects of early life rainfall shocks on foundational cognitive skills: Evidence from Peru
Global warming is changing precipitation patterns, particularly harming communities in low-and-middle income countries (LMICs). Whilst the long-term effects of being exposed to rainfall shocks early in life on school-achievement tests are well-established, there is little population-based evidence from LMICs on the mechanisms through which these shocks operate. Executive functions (EFs) are key for children’s learning […]
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Late-childhood foundational cognitive skills predict educational outcomes through adolescence and into young adulthood: evidence from Ethiopia and Peru
We estimate associations between foundational cognitive skills (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19–20 in Ethiopia and Peru, using the Young Lives data. The estimates adjust for rich sets of controls and include measurements of children’s baseline abilities. For a […]
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Streaking to success: the effects of highlighting streaks on student effort and achievement
We examine whether highlighting streaks encourages 4th to 6th grade students in Peru to increase their use of an online math platform and improve learning. Sixty thousand students were randomly assigned to receive messages that i) highlighted streaks, ii) provided personalized reminders with positive reinforcement, or iii) provided generic reminders, while others were assigned to […]
