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Cambridge Journal of Education

Volume 49 Number 4 August 2019

CONTENTS

Articles

Examining the well-being and creativity of schoolchildren in France
Janine Jongbloed, Agathe Fanchini & Agathe Dirani

Non-formal education, personhood, and the corrosive power of neoliberalism
Ioannis Costas Batlle

The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups
Paul Warwick, Maria Vrikki, Anne Færøyvik Karlsen, Pete Dudley & Jan Vermunt

Likes and loathing in the middle time – how children timespace their figured literacy worlds
Helle Laursen

Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?
Melina Porto & Leticia Yulita

Governing teachers’ work and learning through data: Australian insights
Ian Hardy

Building strong parent teacher relationships in primary education. The challenge of two-way communication
Hélène Leenders, Johan de Jong, Mélanie Monfrance & Carla Haelermans