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Encounters in Theory and History of Education

Publisher:
—
ISSN:
1494-4936
Category:
EDUCATION & EDUCATIONAL RESEARCH
Impact factor:
0.3
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11 parsed articles

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Contributing Authors

2025-12-24

Cal Bowry

A biographical list of authors who contributed to the Fall 2025 issue.

Mapping the Research in Environmental and Sustainability Education in Teacher Education in Canada

2025-12-24

Alysse Kennedy, Hilary Inwood, Carine Villemagne

This article examines the evolving landscape of environmental and sustainability education in teacher education (ESE-TE) in Canada through a scoping review of 198 peer-reviewed studies published between 2005 and 2020. Situated within broader international efforts to reorient education toward sustainability, the review maps the theoretical, methodological, and linguistic contours of ESE-TE scholarship across the country. Findings reveal a field characterized predominantly by qualitative research, strong representation from Ontario-based scholars, and limited contributions in French and from northern regions. The increasing integration of Indigenous education and land-based learning signals a promising yet complex engagement with decolonizing approaches to sustainability. However, significant gaps persist in the inclusion of diverse epistemologies, methodological breadth, and Indigenous-led scholarship. By tracing these developments, this study contributes to ongoing conversations about how Canadian faculties of education might mobilize research and collaboration to address the climate crisis and advance the transformative aims of sustainability education. Keywords: environmental and sustainability education, teacher education, scoping review, Indigenous education, climate crisis

The Hand to the Sword Like the Mind to the Word: Learning Embodied Knowledge from Late Medieval Fight Books

2025-12-24

Hélène Leblanc

Embodied knowledge is a rising concept in many fields of knowledge, and it is crucial to the field of educational sciences. This article aims to contribute to its historicization by examining the case of fight books. It takes its starting point in the coincidence suggested by Pamela Smith, between today’s notion of embodied knowledge and the pre-modern notion of art . While Smith focused on the productive arts, it is important to recognize that the pre-modern notion of art encompasses a broad spectrum, beyond craft. As such it includes fencing and the arts of combat. The article will take as case studies the three oldest known European fight books: The Liber de Arte Dimicatoria (Leeds, Royal Armouries, MS I.33); Fiore de’i Liberi’s Fior di Battaglia , and the manuscript Nuremberg, Germanisches Nationalmuseum, Cod. Hs. 3227a. The following question will guide the inquiry: What are the specific means by which Late medieval fencing, as embodied knowledge, is communicated through books? Keywords: Cod. Hs. 3227a, embodied knowledge, fencing, Fiore de’i Liberi, late medieval, MS I.33

Intégration des approches pédagogiques autochtones dans l'enseignement de la philosophie occidentale : une interrogation critique face à l'appel de décoloniser nos pratiques d'enseignement universitaire

2025-12-24

Antoine Cantin-Brault, Laura Carol Sims

Cet article a pour but de montrer comment des approches pédagogiques autochtones peuvent être intégrées dans l’enseignement de la philosophie occidentale. Plus précisément, en mettant l’emphase sur la pratique et la réflexion, l’article cherche à présenter, à partir d’une courte présentation de la méthodologie et de ce qu’est la philosophie occidentale, certains principes qui devraient animer l’enseignement de cette discipline, et certains exemples concrets de pratiques utiles. D’autres pratiques possibles sont aussi discutées, ainsi que certaines contraintes qui restreignent la mise en action de celles-ci. Se plaçant dans une position d’humilité, les auteurs, non-autochtones, désirent répondre à l’appel à décoloniser les pratiques pédagogiques colonialistes, pour cheminer authentiquement vers la réconciliation.  

Andre

2025-12-24

Gritchelle Fallesgon

From the Disabled and Here collection, Affect.

Gimnástica del Bello Sexo [Gymnastics for the Fairer Sex]: A Vanguard Approach to Female Physical and Moral Education in Hispanic America (1827)

2025-12-24

Gabriela Huidobro, Daniel Briones

This article examines Gimnástica del Bello Sexo o Ensayos sobre la Educación Física de las Jóvenes (London, 1827), an early manual on women’s physical and moral education in Hispanic America. Framed within Enlightenment and early republican thought, the work negotiates traditional gender ideals with emerging liberal ideas about female education. Through moderate and playful activities—such as walking, swinging, and singing—it promotes physical exercise as both moral training and a health practice. The analysis shows how the text reinforced feminine virtues of grace, beauty, and modesty while subtly opening space for women’s participation in educational and civic life. Gimnástica del Bello Sexo thus stands as a pioneering source in the history of female physical education in Hispanic America, anticipating later institutional developments and reflecting the cultural redefinition of femininity during a time of political and social transformation. Keywords: Gimnástica del Bello Sexo, female education, physical education, Hispanic America, nineteenth century, gender and education

Introduction

2025-12-24

Rosa Bruno-Jofré

An introduction to the Fall 2025 issue by senior co-founding editor Professor Rosa Bruno-Jofré.

Introduction to the Thematic Section on STEM Education

2025-12-24

Nenad Radakovic

This introduction frames the thematic section on STEM education by questioning what becomes visible and invisible when learning is organized through disciplinary lenses. Drawing on the author’s experiences as a mathematics educator and on place-based pedagogical examples, it situates STEM education within broader social, ecological, and ethical contexts. The introduction outlines the contributions of the articles in the section, which engage Deweyan democratic traditions, decolonial and Indigenous perspectives, embodied and outdoor pedagogies, and speculative futures. Collectively, the section advances a vision of STEM education that is transdisciplinary, community-oriented, and responsive to historical, cultural, and environmental relations.

Augmented Reality in Thyroid Pathology Training: Evaluating Gamified Technology for Digital Educational Spaces

2025-12-24

Se Jung Kim, Ibrahim Yucel, Cynthia Grabski, Kathleen Marollo

The increasing accessibility of Virtual (VR) and Augmented Reality (AR) technologies offers significant potential for high-fidelity educational simulations. However, current immersive learning tools often lack realistic haptic feedback, which is crucial for developing appreciative understanding in fields like nursing. This project addresses the gap in tactile simulation for nurse practitioner education, specifically focusing on thyroid and lymph node palpation. The pr oposed solution aims to enhance psychomotor skills, diagnostic reasoning, and self-efficacy by providing accessible, realistic tactile experiences outside traditional lab settings. Future evaluation will involve pilot studies with nurse practitioner students, comparing the mixed reality ( MR ) platform to conventional manikin-based curricula using Likert scales and qualitative interviews to assess its impact on student confidence and competency in physical examination.