Inquiry Based Learning – A Student-Centered Pathway to Knowledge
The ongoing influence of what many scholars call coloniality: the lasting impact of colonial ways of thinking and organizing the world (Quijano, 2007). And one of the places where this shows up most clearly is in school curricula
Exploring Gender Dynamics in Forest School Kindergartens
This report explores how gender dynamics manifest in children’s play and interactions within outdoor kindergarten environments that follow the Forest School pedagogy. Developed under the Erasmus+ project REGEN – RE-imagining Gender in Education in Nature, it combines perspectives from gender studies and outdoor education to examine how nature-based learning can contribute to more equitable educational […]