In this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as professionals in local institutional and broader social contexts. Drawing on the ecological model of teacher agency, the two cases are utilised to examine how teachers’ narrated professional experiences in past and current schools were at interplay with their general sense of professional role and purpose as teachers. This complex interplay is simultaneously connected to the ways they perceived and constituted their pupils as well as to the ways they themselves were constituted by others as professionals. The examination of the two cases foregrounds the notions of teacher agency and of curriculum making as contingent, negotiated and negotiable, and opens up the space to consider the politics of both as those are permeated by micro‐processes of subjection and subjectivation.

Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference‐blindness may have more explanatory power. This paper discusses Greek‐Cypriot teachers’ perceptions of the integration of immigrant children in a Greek‐Cypriot public primary school through the framework of difference‐blindness. The discussion shows that despite their good intentions, teachers utilized a difference‐blind ideology to rationalize practices of social exclusion of non‐Cypriot students in what was considered an ‘integrated’ school environment.

Pandemic conditions have affected social movement activity in various ways. In this article, we explore how young Cypriot climate activists, associated with the global Fridays for Future movement, attempt to integrate pandemic conditions in their mobilizing tactics, as well as how such conditions affect their collective youth agency. We first look into the strategic antagonistic framings they develop to counter dominant discourses of the pandemic as an unprecedented crisis and explore how these are informed by their understandings of, and emotions on, climate change as an effect of capitalism and overconsumption and as a type of ‘slow pandemic’. We argue that by extending climate change crisis discourse to encompass the cause of the pandemic, young activists assert temporality as continuity, rather than rupture, and challenge the distinction between the exceptional and the everyday on which Emergency governance is based on. By doing this, they unsettle adult hegemonic discourses on temporality, emergency and crisis that lead to an uneven world. Secondly, we reflect on the impact of Covid-19 on non-institutional youth activism by exploring the challenges these activists face to their sustenance and reproduction, given that access to public space, as we claim, is crucial for teenagers in developing the necessary relationality that is key for the maintenance of their social movement activity. We argue that youth movements emerge and operate within particular conditions which are currently under threat given the distinct mechanisms of governing populations engineered during Covid-19.

This paper examines the experiences of minority students from two different cultural groups, immigrant children of Pontian background and indigenous minority children of Roma descent, in the Greek-Cypriot educational system. Through a joint re-examination of results from two different qualitative studies, this paper delineates similarities and differences of how life at school is experienced through the eyes of children who are not part of the mainstream, in an effort to gain insight into the nuances of being a minority child in the specific educational system. Comparisons across the two groups of children suggest that although both groups shared a minority status, they nonetheless experienced marginalisation across different dimensions that were linked to their dual multilayered position as both insiders and outsiders. Attention to such complexities enables us to gain deeper understandings of children’s lives, as too often the category of ‘minority child’ seems to be treated as a monolithic and homogeneous one.

Against the background of a curriculum change in the Republic of Cyprus, this study focuses on teachers who volunteered to work along with academics and ministry officials in subject-area curriculum review committees to develop official curriculum texts. Teachers’ participation in these committees was construed in official rhetoric as a means to acknowledge teacher/classroom expertise, and, by extension, to democratize the curriculum change process. Analysis of teacher interviews indicates, however, that this process was replete with negotiations among people with differentially valued knowledge and expertise: academic expertise, classroom experience and expertise, and a combination of those that produced a hybrid expert-subject. To unpack these negotiations and thus discuss the politics of teacher participation in collaborative partnerships, we utilize the Foucauldian notions of subjectivation, subjection, and resistance, and suggest that (1) teachers were constituted as subjects and were subjected to institutional(ized) power relations that produced and were produced by particular constructions of knowledge/expertise, and (2) teacher participation was further complicated by possibilities for resistance and openings for the destabilization of those institutionalized hierarchical relations. The latter points towards the ongoing politics of teacher participation in curriculum change and of professionalism as a “permanent provocation”.

This paper draws on data from a qualitative study of youth climate activists in Cyprus to explore the notion of temporality implied in how youth interrogate intergenerational relations in the context of their struggle against climate change and the tensions therein. Acknowledging the structural age inequalities that limit their actions, youth activists drew on multiple temporal frames of present, future, and past to delineate a sense of urgency for action to prevent an irreversible catastrophe in the future and to forge a future of hope. In the process, they invited other/older generations to the climate struggle, an opening that came with expressions of ambivalence among some activists.