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Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca's [(2013). "Toward an Interdisciplinary Framework for Educational Inclusivity." Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.

Forms 3rd part of the 6-pamphlet "100 things you should know about communism" series; pamphlets 1-5 have subtitle: The first- fifth "of a series on the Communist conspiracy and its influence in this country as a whole, on religion, on education, on labor, and on our government." ; "The third of a series on the Communist conspiracy and its influence in this country as a whole on religion, on education, on labor, and on our government." ; "J. Parnell Thomas, New Jersey, Chairman"--T.p. verso. ; Cover title. ; Mode of access: Internet.

The contributions included in this special issue of Sisyphus engage with such examination by looking closely at the tacit assumptions that are regulating social and educational systems; the extent to which such assumptions have contributed to the sedimentation of a worldview which has proved to be unsustainable and provide some suggestions for moving away from a destructive path towards new and desirable scenarios. The five papers contained in this issue bring together perspectives from the North and the South of the world; interrogate different aspects of the relationship between globalisation and education and altogether, provide an informative overview of current and topical reflections on education for a "one planet residency".

The paper discusses the role of teachers in the inclusion of migrant students and provides some suggestions for the active engagement of teachers in developing intercultural education, with examples from Slovenia. To support teachers who develop intercultural competence among all students, it is important to include concrete learning objectives in the syllabuses, in the framework of which teachers will be able to teach about social diversity. It will also be necessary to introduce content about multiethnic, multilingual, and multireligious society into the academic programmes, so that (future) teachers are more prepared for a diverse school environment and the development of an intercultural society.

Purpose
The aim of this paper is to highlight the utility of different sources of learning in informal, formal and non-formal venues in lifelong learning developing under variable contextual conditions. This calls for an integration of two fields that have been isolated for too long, namely, citizenship education and peace education.


Design/methodology/approach
Untrue, indoctrinating and even coercive communications negate learning that contributes to the formation of convictions based in conscientization. Political awareness is imperative for strengthening the human being's influence as an historical subject and participant in present and future social movements.


Findings
Traditionally, citizenship education focused on citizens' understanding of and relation to national political systems and domestic affairs. This focus was later enlarged to both a sub-national civic culture and to international orientations with an increasing interest in the global dimension. Peace education originated in peace research and action embedded in an understanding of peace from a value perspective aiming at transformation towards alternative visions of the future. Learners' perceptions of problems, conflicts and contradictions ranging from local to global levels are starting points for a politicization approach in peace education.


Originality/value
It is claimed in this paper that this comprehensive approach in peace education is imperative in citizenship education in any society. The rationale for this integration of citizenship and peace education is that becoming and being a citizen involves a lifelong process of learning aiming at increasing political awareness and influence.