Britons and British subjects with family members deeply involved in the transatlantic economy were an important feature of University life. These students, who grew in number due the increasing profits of the slave economy and the underdeveloped state of tertiary education in the colonies, were accepted and nurtured by fellows and masters who, in many cases, owned plantations, held investments in the slave trade, or had family members serving as governors in the North American colonies. In following the experiences of these students, the chapter details the lives and struggles of undergraduates, particularly those who traveled abroad to Cambridge, and the emotional and personal bonds that fellows and their young charges developed. The chapter is a reminder that, when considering institutional connections to enslavement, political economy was but one side of the story – the emotional, social, and cultural bonds between the sons of enslavers and their fellow Britons were also integral.

In this chapter we extend that discussion by considering classroom management in relation to creating engaging and motivating learning environments. Engagement and motivation are essential to young people’s success in various educational contexts, including early years, primary and secondary settings, and they can only occur in positive teaching and learning environments. Establishing and fostering such environments through effective classroom management is a source of concern for many preservice teachers, and this will continue to be the case as teachers progress throughout their career. This chapter provides an overview of various proactive strategies that serve to promote positive teaching and learning environments along with strategies for responding to student disengagement or off-task behaviour. Positive student–teacher relationships will also be described as an essential component for engaging and motivating students’ learning.

Young people’s learning is at the heart of Aboriginal and Torres Strait Islander education. Teachers and educators can create successful learning experiences for Aboriginal and Torres Strait Islander students by responding to our diverse cultural, linguistic and knowledge backgrounds. All students benefit from learning about Aboriginal and Torres Strait Islander perspectives, and good teaching practices work for all students. This chapter explores Country and Peoples, and the impact of the past on the present, as well as looking at practical strategies to identify appropriate inclusions for teaching practice to demonstrate capability against the Australian Professional Standards for Teachers 1.4 and 2.4 (discussed later in the chapter).

The importance of effective communication between the adults in the lives of children and young people has gained prominence in theory, policy and practice, and throughout the different contexts in which students participate. In educational contexts throughout the world, it has been well established that the best outcomes occur for children and youth when the adults in their lives come together to support them. Communication is at the core of interaction and provides the building blocks for positive relationships to emerge and develop. Such relationships enhance learning and support students, their families and teachers to recognise and reach their full potential. The field of communication offers some sound insight into effective communication between adults, including different models that aid in developing a better understanding about the complex nature of communication in education-based settings.

Planning for learning is essential for creating environments conducive to deep learning and to developing student understandings. Standard 3 of the Australian Professional Standards for Teachers (APST) specifies the need for all graduate teachers to be able to ‘plan for and implement effective teaching and learning’. Quality planning involves the systematic use of feedback data to design activities that encourage the assimilation and synthesis of information, leading to the creation of new understandings. Student learning should always be the goal.

Education changes lives. It opens doors and provides us with the skills and dispositions to achieve what we believe in. But not all students flourish in their educational settings. The ways students experience their education are shaped by the differences among them. Despite many years of equity-based reform in schools, the children most at risk of educational alienation, failure or withdrawal in the third decade of the twenty-first century are, for the most part, the same children who were most at risk 50 and 100 years ago. Children from low socioeconomic backgrounds, rural and isolated areas, non-dominant cultural, language, or religious groups, students with disabilities, and many who don’t fit the stereotypes associated with a particular subject area, gender or culture have been shown to experience schools as places of alienation, not as places of growth, opportunity and learning. Issues of sexual and gender identity, mental health, and instability of citizenship, housing, and employment combine to make the situation even more complex.

During the 1930s and early 1940s, numerous groups in Uruguay coalesced to oppose fascism. This chapter examines the antifascist efforts organized by ethnic societies, labor unions, women’s groups, Afro-Uruguayans, students, intellectuals, and artists, among others. The emergent antifascist movements in Uruguay served as nodes in the broader transnational struggle for democracy and against totalitarianism. While some Uruguayans traveled to Spain to directly take part in the Spanish Civil War, others sought to marshal support at home to combat the influence of European fascism. The ideological struggles in Europe were also pressing at home, as President Gabriel Terra initiated a dictatorship in the 1930s that revealed his supporters’ fascist leanings. Likewise, an engrained sense of national exceptionalism tied to Uruguay’s decades-long democratic tradition, augmented the need to resist Terra’s dictatorship (1933–38) and later to repudiate any remnants of its legacy.

A fundamental task for you, as a teacher, is to get to know and understand the students you teach in the broad context of the school, community and society in which they live. By doing this, you will increase your awareness of the diverse backgrounds, experiences and needs of your students and their families. Knowledge and understanding will shape your teaching philosophy, influence your views and attitudes, and guide you in effectively teaching and supporting your students. This chapter aims to support you in answering the question: Who are my students? We will examine several theories to help you explore ways of viewing, understanding and thinking about teaching for diversity. Australian data and statistics, and teacher and student narratives, will provide you with a snapshot of today’s student cohort. This includes students from diverse family, religious, cultural, linguistic and socio-economic backgrounds, and those with a range of abilities, disabilities and orientations. You will gain insight into some of the impacts of mental health and complex trauma on children and young people and consider your role in fostering positive school experiences for all students.

Learning is the fundamental process that teachers are seeking to influence in the classroom. But what is learning? And how can we, as teachers, help our students to learn effectively? Learning has been a topic of investigation for centuries. Educators have sought to understand learning through philosophy, observation, experiments and even neuroscience. Learning is a complex human behaviour. As a teacher, you need to understand how your students learn. That means becoming aware of some of the theories people have put forward about how learning works, developing an appreciation for how you can know whether or not learning has occurred in your classroom, and understanding what you can do to maximise the learning possibilities for all of your students. What you will learn in this chapter might surprise you – for example, some of the intuitive ideas we have about learning seem not to be how learning really occurs. This is an important insight for you as a teacher. The students in your classes will often have intuitive ideas about their learning that may not be accurate, particularly when it comes to the use of technology in education. These ideas may come from their home, informal education settings they interact with, from popular media representations, or from elsewhere. It is important to be aware of how learning really works.

Nineteen sixty-eight was an exceptional year in which people across the world mobilized in protest against imperialism, authoritarianism, and Cold War hegemony. The “Global 1968” has come to represent an era of social and political transformation, and its meaning has been debated into the twenty-first century. This chapter provides an overview of two major events that challenged the bipolar world order in 1968 – the Tet Offensive and the Prague Spring – and explores how the Vietnam War and Vietnamese people influenced protest movements around the world in this historic year. The Vietnamese communist revolution became a global symbol of anti-imperialism and Third World self determination, while South Vietnamese dissidents carried out protests for freedom and democracy that mirrored uprisings in other parts of the world.

Laboratory experiments are the type of study that most people have in mind when talking about experiments. In this chapter, we first discuss the strengths of laboratory experiments, which offer the highest degree of experimental control as compared to other types of experiments. Single factors can be manipulated according to the requirements of theories under highly controlled conditions. As such, laboratory experiments are well-placed to test theories. We then introduce a sociological laboratory experiment as a leading example, which we use as a reference for a discussion of several principles of laboratory research. Furthermore, we discuss a second goal of laboratory experiments, which is the establishment of empirical regularities in situations where theory does not provide sufficient guidance for deriving behavioral expectations. The chapter concludes with a short discussion of caveats for the analysis of sociological data generated in laboratory experiments.

A movement is gathering to overthrow the intellectual incumbents of economics. Started by students, advanced by academics, and funded by philanthropists, until recently it has remained largely unnoticed by governments. Now the world’s largest emerging economies are starting to take an interest. For the sake of avoiding dangerous climate change, the revolution cannot come too soon.