This work seeks to expand the discussion on the teaching of Afro-Brazilian history, culture, and education for ethnic-racial relations (ERER) within school physical education (EFE) (Corsino & Conceição, 2016). The aim is to highlight three emerging principles in EFE research that focus on anti-racism. The absence of Afro-Brazilian and African history and culture in teaching, anti-racist research methodologies, and the usual content in physical education classes are the subjects of investigation. The research followed a systematic literature review, a rigorous process that includes defining descriptors, searching databases, excluding duplicates, and reading abstracts to identify relevant works. After excluding duplicated theses and dissertations, 16 works were analyzed, of which 7 addressed the absence of ERER and Afro-Brazilian history and culture in EFE. However, this was done superficially, without these topics being the main focus. Regarding anti-racist research methods (Dei, 2008), qualitative research stood out, including interventions analyzed afterward and/or interviews with teachers already implementing such strategies. The studies show that body movement culture, such as dances, capoeira, and games, are commonly used to teach Afro-Brazilian history and culture in EFE, while soccer and basketball are the most common themes for implementing ERER. The results suggest that anti-racist EFE has been developed around sports, games, and dances. Anti-racist research relies heavily on qualitative approaches. Despite this, the absence of ERER and Afro-Brazilian history and culture in EFE highlights the silencing of Black cultures in schools (Santomé, 2001), though these topics are not yet the main focus of research. It is essential to emphasize method, content, and social relations, considering the intersections of social markers of difference (Auad & Corsino, 2018) in their social, political, and cultural dimensions.

Holocaust education is central to ensuring that children and young people learn about the genocide during the Second World War in which millions of Jews perished. In many education systems this is marked on a particular day in the school year known as Holocaust Memorial Day. Curriculum materials provide resources for teachers to plan lessons from and, until recent years, holocaust survivors has been able to share their personal narratives of struggle and survival. As the time lengthens from one of the most horrific periods in world history and the number of survivors diminish, perserving personal accounts and learning from them in the contemporary world is ever more important.

This paper reports on a collaborative project in Scotland to develop a set of educational resources that teachers could use to lead lessons about Scottish missionary, Jane Haining, who died in Auschwitz concentration camp. As matron of a school in Budapest, Jane Haining did not distinguish between the children in her charge, seeking to protect them and offer refuge as the persecution of Jews escalated. While honouring the memory of Jane Haining, the project focuses on learning about values and their relevance and application for children and young people, for them, and the world around them. The paper begins by outlining the underpinning pedagogical foundations for project and how these were agreed by a range of stakeholders. The impact of the project for teachers and pupils / students will then be discussed, drawing from evaluation evidence and learning outputs. The final part of the paper explores implications and next steps and considers how projects of this type contribute to 'quality teaching for a more equitable world.'

The present study is a multiple case study involving four in-service teachers. Utilizing semi-structured interviews and the analysis of diary material as methodological tools, and drawing on the transformational learning theory (Kokkos 2005:75), the study attempts to capture paths for improving the teaching of History. According to this theory, understanding and interpretation generate new symbolic patterns that are added to pre-existing ones and form the individual's cognitive load. The cognitive load of the participants is considered to be their previously established attitude towards the History lesson. The transformation we aim to document focuses on capturing reflections on previous teaching practices, perceived obstacles, the actions planned to overcome them, and the formulation of new proposals. The change in attitude is expressed through the recognition of the obstacles posed by the new situation and the planning of actions to overcome them, leading to the formulation of new proposals that support the improvement of History teaching.

Thematic analysis based on the aforementioned theory, revealed four different cases of the transformation of teaching that improves the quality of the History teaching. Two of them involve the transformation of teaching practices in History and specifically highlight the value of providing cognitive supports to pupils for pictures’ and sources handling as well as engaging pupils in the assessment process and enriching the subject's thematic content. The last two improvement proposals, emphasize the need for teacher collaboration through informal processes of mutual professional development and the recognition and utilization of pupil diversity through role rotation in inquiry-based communities.

In agreement with the conference’s definitions for Teaching quality, the participants recognize the quality in History teaching in terms of focusing on re-shaping the content and the learning environments, and they consider their own professional development within an environment of acceptance and collaboration as a necessary condition for this.