Abstract: This study engages with the perspectives of 239 student teachers enrolled in teacher education programmes across diverse educational institutions in south-west Wales. The sample, diverse in age, gender, and geographical location, offers a rich array of viewpoints on decolonizing the curriculum and the roles of history, geography, and Religious Education (RE). The findings reveal a strong commitment to inclusivity, diverse perspectives, and critical engagement among the participants. While acknowledging the transformative potential of Initial Teacher Education (ITE), concerns within a minority highlighted the need for targeted interventions. This study underscores the high value placed on the contributions of history, geography, and RE, with recommendations for ongoing professional development and curricular innovation. Moving forward, a comprehensive approach is advocated, involving transparent communication, community engagement, and continuous research to ensure a transformative and inclusive educational landscape.

Abstract: Since 2021, although often ill-defined and used as a tool of inflammatory rhetoric, critical race theory, white privilege, and/or intersectionality have been defined as “divisive concepts.”Several states introduced and/or implemented anti-divisive concepts or anti-DEI educational policies. Embedded in these policies are normative whiteness ideologies. This scoping review of 39 articles examines the use of critical whiteness lenses in state and federal education policy analyses. While most articles examine affirmative action and race-conscious admissions policies, others focus on anti-divisive concepts and related curriculum legislation. The articles note that whiteness as property, emotionalities of whiteness, and manipulated discourse are the primary ways in which whiteness is embedded and reproduced in educational policies. This study provides valuable insight into the reproduction of whiteness in education policy and, in so doing, highlights knowledge gaps to be addressed through future scholarship.

Abstract: This study analyzes the language of five key federal legislative acts (ESSA, Perkins, HEA, YWRA, and WIOA) to identify opportunities to leverage federal support and resources more effectively in strengthening career readiness initiatives. Using Individualized Career Plan (ICP) as a framework, a two-step data analysis process combining thematic analysis and artificial intelligence was employed to examine the legislative language. Our findings indicate that while all of the legislative acts share common goals of promoting the future workforce, notable discrepancies exist in areas of focus and the extent to which they fund activities centered around comprehensive career advising and individualized career planning. The results indicate that WIOA provides the most detailed guidance for the seven components of quality ICPs and therefore can be used as model policy language for the other legislative acts. The model language provides insights and recommendations for policymakers to consider when making legislative amendments.

Abstract: The credit industry in the United States has been the focus of attention as creditors balance risks inherent in granting credit with those of consumer-borrowers who wish to procure goods and services through legitimate credit arrangements. Congress has intervened to regulate and police certain industries and institutions involved in providing Americans with necessary credit. This paper considers consumer protections from both an industry and consumer perspective by examining major statutes enacted by Congress and the regulations adopted by the Federal Trade Commission and the Consumer Financial Protection Board.*

Abstract: The digital reflective portfolio is a prominent resource in innovative teaching practices in education, for convenient report of the students skills and their achievements of the learning process to obtain them. As teachers are not familiar with use of portfolio in mathematics school context, is essential to use it in the training of mathematics prospective teachers (PTs). The formative assessment with portfolio aims to providing methodological support their work in the classroom. This paper present the results of a qualitative and interpretative study focus on training experience of mathematics PTs from the 3rd cycle of basic and secondary education, whose aims is to understand the contribution of using the digital reflective portfolio in mathematics PTs training for their formative assessment and the mathematical and didactic knowledge to possible use in future practices. This study contribute to identifying the potential of their portfolio used for necessary encouragement and learning to professional development in future teaching practices.