Grounded in a school's engagement with the Black Lives Matter (BLM) Week of Action in Schools, the study shared during this roundtable will explore how aspects of Critical Language Awareness (CLA) pedagogy were integrated into curriculum design to address and promote racial justice and equity. Critical theory serves as the framework for this study because it provides a robust lens for examining and challenging the power structures and inequities embedded within educational systems. By focusing on the intersections of language, identity, power, and oppression, critical theory allows for a deep analysis of how these factors influence educational practices and outcomes. This framework is particularly suited for addressing the goals of the BLM Week of Action in Schools, as it emphasizes social justice, emancipatory practices, and the empowerment of marginalized communities, aligning perfectly with the objectives of fostering equitable teaching and curriculum design. By using the qualitative methodology of case study, this project incorporated various data collection techniques such as interviews, observations, and document analysis in an effort to gather comprehensive and detailed information related to teachers’ implementation of CLA pedagogy. Open coding of lesson plans across Preschool through 8th grade revealed three themes: 1) a progression of learning across grade levels related to key constructs such as race, racism, diversity, and advocacy; 2) the impact of aligning read-aloud lesson plans to social justice standards; and 3) the use of discourse to create shared projects. Findings will be discussed through a school administrator and researcher lens that connects to the specific conference thread of curriculum design for equitable teaching. We will describe key components of curriculum design including staff development, materials and resources, anchor texts, and planning requirements; challenges to implementation; and implications for practitioners and researchers who seek quality teaching practices that will lead to a more equitable world.

The Kingdom of Saudi Arabia is undergoing a significant programme of reform to realise the ambition and goals of Vision 2030. Education reform is allied to this and requires successful school leadership, long regarded as one of the key elements in constructing effective schools and which directly affects educational performance and student accomplishment. School principals make all the difference in the success of their institutions, and preparation of these principals is therefore highly significant in generating high-quality leaders who are capable of directing exemplary schools. This paper reports on recently completed doctoral research which examined principal preparation in Saudi Arabia and sought to identify patterns or convergences in the design and central features of school principal preparation and development programmes. It examined design principles and what informs the curriculum for these programmes and the pedagogical approaches adopted in developed contexts. Two principal preparation programmes (PPPs) were compared: Saudi Arabia and Scotland, using a qualitative multiple case study approach to examine and compare both programmes, utilising direct observation, interviews and programme resources.

The findings reveal that PPPs in the developed contexts such as the United States, the UK, France, Ireland, Austria, Singapore, China, Malaysia, Canada, and Australia are generally similar in terms of purpose, target group, recruitment and selection candidates, as well as the main components – such as leadership, teaching and learning, vision, mission, instructional and transformational leadership, management functions, etc. In contrast, the results showed differences regarding curricular components and central features. These differences are attributed to many factors, such as the cultural and political systems in the countries and the programme types (whether they be mandatory, optional programmes, induction, in-service, pre-service, masters degree or postgraduate diploma).

The integration of artificial intelligence (AI) in education presents a critical paradox: it holds the potential to both deepen the digital divide and serve as a powerful tool for advancing social justice. As AI tools become more pervasive, their unequal access among marginalized communities raises concerns about exacerbating educational inequities (Holmes et al., 2019). While urban and affluent populations increasingly benefit from AI-driven platforms like ChatGPT and VoiceBots, under-resourced schools often lack the infrastructure and policies to support equitable access (Impact Research, 2024)​.

However, AI also offers significant opportunities for marginalized populations when implemented with equity in mind. Personalized AI tools, such as the VoiceBot, provide tailored instructional feedback in the teacher’s own voice, enhancing emotional engagement and learning outcomes for students who may face challenges in traditional classroom environments (Immordino-Yang & Damasio, 2007; Zawacki-Richter et al., 2019). Such technologies can support students with learning disabilities, English language learners, and those in underfunded schools by providing adaptive, individualized learning paths (Pane et al., 2017). Furthermore, AI can address barriers related to language, learning pace, and access to quality instruction, helping bridge gaps in educational achievement (Baker & Siemens, 2021).

For AI to truly serve as a tool for social justice, policies must be established to ensure equitable access and training for teachers and students alike (Woolf, 2020). This includes not only providing necessary technological infrastructure but also equipping educators with the skills to leverage AI tools effectively, particularly in under-resourced settings. When implemented thoughtfully, AI can help dismantle long-standing educational inequities by personalizing learning, fostering cognitive and emotional engagement, and promoting inclusive education practices (Calvo & D’Mello, 2010).

Title: Addressing curriculum design for equitable teaching of geospatial skills in Scottish schools

Key words: geospatial skills, national skills gap, geography, social subjects

Rationale: The Scottish Government’s Digital Strategy identifies data and digital technologies “are transforming every element of our nation and our lives” (Scottish Government 2021a). The curriculum specifies that all children and young people should become “successful learners, confident individuals, responsible citizens and effective contributors” (Scottish Executive, 2006). The Scottish Government 2021b recommended an education system that builds digital skills.

Method: Roundtable discussion incorporating a provocation, group dialogue, pair-sharing and summarisation. A community of practice including: -

Teachers – Primary, Geography department head, Computing science and social subject (non-geographer)

Academic geographer

ITE University specialist

Geospatial specialist

Roundtable discussion would identify areas of limited knowledge in geospatial skills, promoting collaborative working to improve delivery of geospatial skills in schools.

Findings: Janes, 2023 identified geospatial skills education in Scottish schools are predominantly informal and fragmented. Whilst the geography curriculum could include geospatial skills, there is a lack of curriculum guidance, resources and staff expertise.

Geography is considered a social subject in the first years of secondary school however; this downplays the element of geospatial skills and its importance as a source of employment (Location Data Scotland, 2022). Teaching by non-geographical experts in social studies has been identified as an issue (Hammond et al, 2024).

Mapping skills can be supported by technologies, enhancing children’s knowledge of geography and spatial skills (Robertson et al, 2019). This would promote equity and inclusion in geospatial skills utilising innovative learning approaches in geography.

Relevance: Ed Parsons (2019), geospatial technologist at Google identified, “Geographers will be in the driving seat when it comes to the UK’s future economy. With an increase in the adoption of geospatial technologies, geography skills will continue to grow in demand”

The aim of this roundtable is to draw together international perspectives on rural education, the perceptions associated with education in non urban areas in each country represented, with the intention of bringing the debate around rural and island education and equiping teachers to teach rurally to the fore. Promoting and enabling international discussion, this workshop will be looking at furthering an international definition of rurality in education, and serve as a conduit for making connections amongst different specialisms, including equity, professional learning and meeting the needs of all teachers in rural and island contexts.

Value and function of rural: through this roundtable we will be investigating why defining rurality in education matters in relation to the value, function and resource allocation worldwide as well as implications for equity. Rural students, their families and communities as ‘invisible’ (White & Kline, 2012; White & Corbett, 2014). Taking a rural standpoint is an inclusive way for all teacher educators, no matter where they are geographically located, to address social justice and inequity and improve the learning for all students. There is an importance of the uniqueness, the “thisness” of rural schools and their place in society, being against the holistic approach of treating all schools the same in relation to policy, social context and resource allocation.

Through multiple lenses, fundamentally this is about equity, sustainability of schools in the widest sense, policy and governance, collaborating at all levels with rural and island schools and communities at the centre. The intended outcome of this round table is collaboration internationally and planning future collaborations for future research, and how we can support our rural schools and communities. Finally, collectively, to challenge the oft deficit narrative in practice, policy and academic research as relates to rural and island education nationally and globally.