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This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the 'Paper Volcanoes Laboratory' program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.

In this paper, I discuss the gendered-racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in-depth interviews, I develop the concept of 'socialisation climates' to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation and interrogation. Findings show that insiders play a crucial role in hindering or facilitating EMW's socialisation. Developmental relationships are gendered-racialised relations in which EMW's identity impacts supervisor and peer support. The departmental context in terms of hierarchy, an Equality, Diversity, and Inclusion culture, and team composition is relevant to their socialisation process. EMW are able to socialise rapidly only in a context that is (radically) inclusive which is still rare in academia. This paper informs higher education institutions to be aware of the gendered-racialised climate and interactions that influence EMW's socialisation and increase the risk of pushing them out.

This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden and the need be for teachers to be included in larger discussions on educational reforms towards peace.

Purpose: The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania. Design/methodology/approach: This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community-family-child-informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters. Findings: The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework. Research limitations/implications: The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community. Practical implications: The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood. Social implications: The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal. Originality/value: This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes.

Contrary to common assumptions, the vast majority of the world's refugees reside in neighbouring countries in the Global South. This paper explores the complex interaction of global vocational education policies with the local realities of five communities within the under-researched yet highly relevant refugee context of India, across three major cities. It examines whether the stated policy purpose of VET addresses the practical requirements and aspirations of refugees. Drawing on interviews, focus groups, and participatory drawing with 66 respondents from Afghan, Rohingya, Somali, Chin, and Tibetan communities, and staff members from refugee organisations, this paper argues for a move away from the unidimensional goal of economic self-reliance for refugees. By bridging the capabilities approach with intersectionality, the paper calls attention to, and draws policy suggestions for, increment and diversification of VET opportunities to address multiple facets of refugees' lives, and their inclusion in national VET institutions.

This paper argues that descriptions of Sri Lankan English (SLE) are influenced by ideologies of linguistic racism and coloniality through an examination of the possible reasons for their neglect of Burgher English -- an underprivileged variety of SLE spoken by a minority community. Although descriptions of SLE identify different categories of the variety, they neglect the language use of the Burghers, despite the fact that they are the only ethnic community for a large majority of whom English serves as a first language. The paper claims that descriptions of SLE are interested in elevating the language use of the elite and anglicized sections of the racially dominant Sinhalese instead of focusing on understanding and depicting how diverse people of the multiethnic and multicultural Sri Lankan speech community such as the Burghers of Sri Lanka adapt it to suit their needs and contexts. Demonstrating the possible influence of linguistic racism and colonial ideologies on descriptions of SLE, the paper posits that the unique structural features rendering Burgher English to be perceived as sub-standard could be understood through the theoretical lens of postcolonial performativity which would help appreciate the creativity and diversity of the variety instead of devaluing it as sub-standard.

This paper identifies the reasons children and young people leave school early in Merauke, Papua, and advances education policy initiatives to address these causes. Indonesia has a policy of 12 years of compulsory schooling, but many in Papua leave school early. The Indonesian government considers that children mainly leave school early for economic reasons, and addresses the problem through its social welfare programmes, as well as 'supply- side' factors such as the number of schools. This paper uses mainly ethnographic data, especially life histories collected from 22 young people and adults who left school early, to argue that besides economic reasons, the on-again- off-again history of schooling, the extremely problematic nature of that schooling, as well as socio-cultural causes such as the stigmatisation of the local Marind people, self-stigmatisation and cultural discontinuity, combine to push children to leave school early. Multiple initiatives are suggested to improve the quality of education.

This paper explores the experiences of Palestinian Arab citizens of Israel (PAI) on entering Israeli higher education (HE). Adopting a sequential exploratory mixed methods design, seven online focus groups ("n" = 19) were conducted, followed by an online survey ("n" = 453). The findings indicate that PAI students experience academic, physical, social and cultural disorientation upon entering HE. This disorientation transforms with time into a persistent feeling of lagging behind others. Three structural barriers appear to impede PAI students' progress in HE: language, age and finances -- all manifestations of larger systematic discrimination faced by PAIs in Israel. PAI students deal with these challenges by turning to one another for support and forming groups on campus. Variations across gender, parental education and institution type are explored. The paper concludes by discussing practical implications and future research directions.

The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an Australian primary school classroom. Through an ethnographic lens, observational, journal entry and interview data reveal that learner identity is not a fixed thing; rather, it is contradictory in nature and constantly impacted by curricular and pedagogic regimes. In this paper, I argue that pedagogic practices, which appear to generate affects and open up spaces for embodying a desire to learn, need to be brought to the fore in classrooms. Research on the affective dimensions of boyhood can add to our understanding of boys' experiences with learning and learner identity, so as to positively influence educational practice today.

This paper analyses the Chinese party-state's production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences' identities and insecurities. It focuses this analysis on education texts in China's post-2012 'de-extremification' and 're-education' campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs' own visibility strategies in global advocacy counter the party-state's imagery by centring their lives and experiences. The article shows how these strategies can be used as resources for teaching about Chinese politics and society.

This paper outlines the different aspects of language contact in Newar, the ethnic indigenous language community of the Kathmandu valley, focusing on language use and attitudes. The data were collected in 2016-2017 with the help of survey questionnaire, key informant interviews, informal interviews, and various observations based on the socio-ethnographic research on language contact situations in different domains, namely social, cultural, economic, and official as well as media-related activities where the informants were asked to use different languages along with the use of their own mother tongue, i.e. Newar. The findings mainly include various traits of language use and attitudes of the Newar-speaking people living in the capital city in which the people are shifting towards Nepali, English, and Hindi languages because of media, migration, globalisation, education, and other factors. The paper concludes by providing some clues to preserve and revitalise minority languages that have been shifting, changing, and dying because of various socio-political reasons in the multilingual cities like Kathmandu where language policies have been dramatically changed and get the attention of public discourses to understand the dynamic nature of language contact.

In this paper we discuss ongoing challenges for Maori-medium initial teacher education in addressing conceptual, linguistic and pedagogical tensions that impact on developing mathematics education programmes. These include the small pool of applicants with the necessary linguistic and cultural knowledge required to teach in Maori-medium settings. Maori-medium schooling has the dual goals of providing a learning environment where Maori ways of knowing and being are taken for granted and students have access to international notions of academic success. However, many Maori-medium initial teaching education applicants have learnt mathematics in English and have had varying levels of access to Maori practices that could be taught alongside mathematics. To address these challenges, we utilise the cultural symmetry model to guide the design and delivery of Maori-medium initial teacher education tasks using wayfinding. Thereby illuminating Maori practices and school mathematics curriculum simultaneously.

In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, "I" positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new "we" and "they" positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues' competencies how to deal with change.

This book review discusses "Donald Horne: A Life in the Lucky Country" by Ryan Cropp. The book explores the life and work of Donald Horne, a prolific writer and thinker in Australia. It covers his early years as a student and journalist, his time in England, and his influential role in Australian media. The review praises the book for its thorough research and well-written narrative, highlighting Horne's intellectual journey from conservatism to liberalism. Overall, it is described as a high-quality biography of an important figure in Australian history. [Extracted from the article]

This paper argues that processes of marginalisation experienced by white working-class students provide insight into systemic problems with the English education system. White British students eligible for Free School Meals (FSM) are a low attaining group. This research investigates factors affecting their engagement and achievement. Fieldwork in three comprehensive secondary schools in a London borough used qualitative methods to gather data on the perspectives of staff, students and parents. Using Bourdieu's conceptual tools to guide the analysis, the study found that performance pressure and funding cuts can result in an institutional habitus which privileges academic attainment, side-lines the social and emotional aspects of learning and misrecognises working-class capitals. Such habitus fosters pedagogic practices which reduce levels of felt safety and limit opportunities to actively engage and exercise agency in the classroom. These conditions often make fragile the learner identity of white working-class students (and others) and prompt disengagement from school.

Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. "The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice." "International Journal of Bilingual Education and Bilingualism" 7 (3): 155-171.)'s continua of biliteracy and a translanguaging perspective to explore this phenomenon, and draw on a qualitative study of Yi students' and their teachers' language practices in three schools. Data include observations of Yi students' and teachers' spoken practices both in casual interactions and formal classroom instruction, and photos of their formal and informal written practices. Findings revealed a literacy-oracy divide in formal Nuosu Yi education: written Nuosu Yi was prioritised at school but was not found to be widely used in daily life. By contrast, spoken Nuosu Yi, which was drawn on frequently by students and teachers in informal interactions, was largely excluded at school due to a highly standardised and literacy-focused institutional setting. The continua of biliteracy and translanguaging allowed a nuanced investigation into different kinds of language practices at school, showing how the existing communicative repertoire of the students was not considered to be an asset in formal education.

International concerns about the educational equity of ethnic minorities have continued to highlight teachers' abilities to be culturally responsive. How do teachers manage cultural diversity through their pedagogical practices in the absence of relevant teacher training? The answer to this question is essential as it may help move our understanding of diversity education forward in societies where ethnic diversity is not necessarily the norm. Drawing from observational data in a Hong Kong multiethnic secondary school, this paper explores two teachers' pedagogies. I interpreted the data using Bernstein's sociology of pedagogy to identify the nature of the class activities and instructional patterns about teacher control and pacing. These pedagogical practices, I suggest, emerged from power relations that reveal teachers' efforts in recognising their students' ethnic diversity while negotiating academic expectations on the students to excel in Hong Kong's competitive examination system.

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs.

This paper aims to demonstrate the analytical potential of initial vocational education and training (iVET) in the debate on the costs of social mobility. It is based on extensive qualitative fieldwork with over 250 young people in Romania's iVET (around 20% of whom were Roma). Central to the discourses of young Roma are the experiences of discrimination, the absence of a "vocational habitus" and an awareness of credential inflation, despite the social and economic costs of attending iVET. The research calls for a recalibration of the narrative on social mobility, in an economic context where work is becoming increasingly precarious.

In Aotearoa New Zealand, significant health inequities persist between Maori (the Indigenous people) and non-Maori. These ethnic-based inequities are intrinsically linked to Aotearoa New Zealand's colonial and colonising racist history. Decolonising health systems imbued with racist ideology, and mitigating inequities, is foundational to improving the health outcomes of Maori and Indigenous peoples worldwide. Social justice and equity are internationally recognised core values and functions of the discipline of hauora a iwi/public health and, more recently, recognised as acting against racism. Tertiary institutions in Aotearoa New Zealand that offer hauora a iwi/public health as a programme of study have an obligation to improve Maori health and reduce inequities through their teaching. This project aimed to provide a set of core Maori hauora a iwi/public health competencies, which can be used to support Indigenous equity-focused, anti-racist hauora a iwi/public health curricula for tertiary institutions, locally and internationally. This paper reports the process of developing a novel set of core Maori hauora a iwi/public health competencies (as a framework that can be delivered by both Maori and non-Maori/non-Indigenous health academics), designed and set within their international context of educating for Indigenous health equity as well as the Aotearoa New Zealand hauora a iwi/public health context.

Purpose: Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students' sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong. Design/methodology/approach: As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically. Findings: The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students' sense of belonging in Hong Kong. Research limitations/implications: Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems. Practical implications: Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all. Originality/value: The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised 'Asian' category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of 'Asian' success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.

This article discusses the necessity and possibilities of introducing ballet training into the process of teaching Chinese ethnic dance from theoretical and practical perspectives involving pedagogical analysis. We propose that there is a homologous and complementary relationship between ballet and Chinese ethnic dance in philosophy, aesthetic and technical goals, and desired outcomes. At the practical level, ballet, as a relatively mature, complete, and systematic dance training paradigm, plays and can further play a positive role in the traditional paradigm for teaching Chinese ethnic dance. The paper proposes several possible ways of the "absorption" and "embedding" of ballet training into the basic training of Chinese ethnic dance, which includes strengthening basic training in an appropriate manner. These combinations enhance dancers' physical coordination ability and technical skills, and they instill artistic values.

In response to growing attention to young children's citizenship, and recent calls for critique of Western discourses and practices, we explore the movement of Western 'pioneering' pedagogies of early childhood education (ECE) and their localisation in Aotearoa New Zealand. Employing a poststructural positioning, and theoretical devices drawn from the work of Michel Foucault and Kuan-Hsing Chen, this article 'bewilders' discourses of children's citizenship in Aotearoa by analysing the juxtaposition of pioneering pedagogies alongside complexities of power effects in early childhood settings. This article draws on data from the first author's doctoral study and employs reflexive thematic analysis to interrogate data gathered in interviews with kindergarten teachers in Aotearoa. Based on these analyses, this paper bewilders pioneering pedagogies in Aotearoa by advocating that young children's citizenship be recognised as a cultural-historical construct which acknowledges the syncretism of Western and Maori knowledges in ECE, and argues that children occupy a negotiated position as citizens in ECE settings in Aotearoa.

This study focuses on the linguistic phenomenon of code-switching (CS) in the bilingual Ethnic-Adyghe community in the Black Sea region of Turkey. Specifically, this paper aims to analyze the types of CS and the factors that influence CS in different situational conversations, with a focus on Ethnic Adyghe individuals. The study utilizes a qualitative research design, using a purposive sample type of 10 Ethnic Adyghe individuals living in Samsun, Turkey. This study favors the use of informal settings to gather data from various linguistic contexts and analyze the frequency of CS. The findings indicate that participants used intra-sentential CS the most (59.9%). One major reason for that was the lack of vocabulary in Adyghe, leading participants to switch to Turkish to fill the lexical gap and effectively communicate their thoughts. Moreover, a total of 14 factors were identified. These factors encompassed aspects such as proficiency, social norms, cultural identity, vocabulary limitations, and communication effectiveness. The identification of these factors contributes to a comprehensive understanding of the complex dynamics of code-switching within the bilingual Ethnic-Adyghe community.

The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Maori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future.

This paper systematically presents the development process of studying ancient Chinese ethnic scripts over the past seven decades since the founding of the People's Republic of China in 1949, including the establishment of related research institutions and academic disciplines. Firstly, it records the establishment of the Chinese Association for Ethnic Paleography, the emergence of ancient scripts of ethnic groups in China as an academic discipline, and the conduction of a comprehensive and in-depth study of ancient Chinese ethnic literature in history. Secondly, this paper outlines the establishment of the National Leading Group for Compilation and Publication Planning of Ancient Ethnic Books, the census of ancient books written in ethnic scripts, the specialized preservation and conservation of ancient ethnic books in Xizang and Xinjiang, the promotion of compiling and publishing ancient ethnic books, and how the promotion further drives the protection of and research on ancient books written in ethnic scripts. Thirdly, the paper lists many innovative outcomes in studying ancient ethnic books. Fourthly, the paper proposes to conduct further censuses and in-depth research in this area, establish a grading system for ancient ethnic books, and utilize the resource of ancient ethnic books written in ethnic scripts in a modern context to further promote the excellent cultural heritages of the Chinese nation and enhancing ethnic unity and national unity. [ABSTRACT FROM AUTHOR]

Twenty-four years ago, the National Heritage Resources Act, No. 25 of 1999 (NHRA) was enacted in South Africa. This was a moment of change, when the heritage of those marginalised during the colonial and Apartheid eras would finally be given its rightful place on the national heritage list. There was a sense of optimism amongst politicians that the African past was finally to be recognised in an inclusive and representative future. This was echoed in archaeology, given its central role in uncovering and telling the story of precolonial South Africa. The discipline slowly opened its doors to academics of all ethnic groups and new perspectives were identified. But an examination of the practical consequences and impact of this progressive legislation for transforming officially declared heritage in the past 24 years shows surprisingly little change in the overall body of recognized, listed heritage. Recent studies of transformation in South African archaeology have focussed on institutional transformation; possible transformation of the types and frequency of sites declared as national and provincial heritage sites has not yet been examined. It is this issue which our paper addresses. The paper presents analysis that relies on the South African Heritage Resources Information System (SAHRIS) database covering the period 1936 to mid-2022. Whilst sites associated with European colonialism still predominate, there has been a change in the frequency of types of heritage declared since 1999, with an increase in sites associated with the Black liberation struggle. Yet the list remains very unbalanced, with only a single heritage site connected to the precolonial past of Black South Africans having been declared as a national heritage site since 1999. We discuss and classify the types of heritage declared since 1999 and suggest reasons for the distortion. [ABSTRACT FROM AUTHOR]

Culture is an essential component of Indigenous public spaces. However, a gap in knowledge exists regarding cultural influences on Indigenous public spaces in Africa. This paper, therefore, explores the impact of cultural worldviews on the landscape and functionality of Hausa, Yoruba and Igbo squares in Nigeria. It also assesses the contemporary state of the Nigerian squares. The paper employs mixed methods, including a systematic review of literature, observations, interviews, and photographic recordings, to shed light on the strengths and deficiencies of the Indigenous squares. Findings revealed that while Indigenous public spaces cater to the socio-cultural needs of different ethnic groups, they do not fully meet modern needs and expectations, especially concerning safety and comfort. This paper advocates for the fusion of Indigenous landscape practices with contemporary approaches to foster harmonious synergy between tradition and modernity and enhance public space utilisation. [ABSTRACT FROM AUTHOR]

This paper revisits Punjab's ethnic composition at the time of the 1947 Partition of India by tracing the ethnic and cultural experiences of a subregional ethnic group from the princely state of Bahawalpur. This group was displaced from the rural parts of Bahawalpur in 1947 and resettled in remote areas of the Hindumalkot international border in Rajasthan after being allotted land in the region by the Indian state. Through an ethnographic engagement with the community, the paper's first section traces its experiences of displacement and of the ethnic-linguistic shift after the resettlement in Rajasthan. The survivors' testimonies illustrate that despite their desire to sustain a vernacular identity as Bahawalpuris, social, economic and administrative pressures hastened an ethnic-linguistic amnesia. However, as the second section illustrates, through a linguistic and cultural renewal among the second and third generations, the Bahawalpuris have tried to dissociate themselves from a homogenised Punjabi Hindu identity and renew a subregional identity as Bahawalpuris. This section traces subregional sites of ethnicity and culture in the later generations that draw their meaning from memories of collective performances of pre-Partition life in rural Bahawalpur. [ABSTRACT FROM AUTHOR]

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This paper employs data from the 2021 UK census to initially explore sub-state (English, Welsh) national identities among minority ethnic groups. This shows that these identities remain much more exclusive of people in minority groups than is a British identity, and that this exclusion is particularly marked with respect to English identity. The analysis then builds on this observation using similar data to examine English identification among the White British ‘majority’ in a ‘superdiverse’ city – London. Attributes which are typically shared by London boroughs in which identification as English deviates most from the national average, and multi-variable analysis which considers the ethnic structure of the borough in which an individual lives alongside other key factors (age, education, social class) suggest differences in identification between people living in boroughs that are characterised by more established and extensive ethnic diversity and those in boroughs transitioning from a previously more homogeneous (white) ethnic structure. In exploring how the articulation of a specific national identity might relate to ethnically-diverse or ‘superdiverse’ contexts, the paper uniquely contributes to recent research which calls for a stronger focus on how people who do not belong to migrant-minority groups might respond to living in such contexts. [ABSTRACT FROM AUTHOR]

Rawon is a meat-based soup from the east of Java characterized by its black color due to the use of keluak seeds. Rawon is prepared through the boiling of meat with sautéed spices. The use of various spices resulted in a unique Rawon flavor liked by many. Rawon has existed for over a thousand years and is still very popular today. The delicious flavor of Rawon is not only loved by the local people of East Java but is also nationally recognized as one of Indonesia's traditional culinary icons and is internationally recognized as one of the best meat-based soups in the world. Rawon is usually served with rice, side dishes such as salted egg, and tempe, and various condiments such as mung bean sprouts, sambal, and kerupuk. Thus, Rawon not only satiates hunger but is also highly nutritious. Nasi Rawon or Rawon rice can be consumed for breakfast, lunch, or dinner. Rawon originated as a royal dish; however, presently it can be found anywhere and is sold in many food stalls and restaurants. It manifests a philosophy that although the Indonesian archipelago consists of many different ethnic groups, a harmonious life can be attained when they unite and coexist. Furthermore, this dish contains the philosophy of "sugeng rawuh" as a greeting to guests; therefore, Rawon rice is commonly served at weddings and community events or activities. This paper discusses in more detail the history of Rawon (including its origin and philosophy), the nutritional aspects, the ingredients, the process of making Rawon, and the chemical reactions that take place in creating the delicious flavor of the dish. The discussion also addresses presentation and on what occasions Rawon is served. [ABSTRACT FROM AUTHOR]

This paper addresses a critical gap in measuring and reducing implicit prejudice: biases against Black women and people with intersectional identities. Though social psychologists have published many methods to measure and interventions to reduce implicit prejudice against Black people, these methods often target biases against Black people or Black men rather than Black women. Thus, these methods may leave Black women out because the mental representations of Black women and Black men differ and the mental representation of Black people is more similar to the mental representation of Black men than Black women. This paper advocates for an intersectional approach to measuring and reducing implicit prejudice that accounts for the unique prejudices faced by Black women. Specifically, this paper argues that researchers should tailor their methods to account for how the mental representations of Black women and Black men differ including differences in stereotypic content and ambivalence. The paper concludes by acknowledging the difficulties related to developing long‐lasting interventions, the need to move beyond reducing implicit prejudice, and the value of studying the men and women of additional racial and ethnic groups and other intersections like sexual orientation and socioeconomic status. [ABSTRACT FROM AUTHOR]

The paper analyses the ethnic 'stereotypes' or 'national characters' in early modern Europe by highlighting the several sorts of sources that spread such stereotypes. The starting point is the (in)famous eighteenth-century's Styrian Völkertafel or Table of Nations, which is translated into English in its entirety. Source by source, textual and visual, the paper traces these stereotypes back to Johann Boemus in the early sixteenth century. The author confirms that the line between a hypothetical objective flawless description, distortion and stereotype is very thin. It depends on the observer and perspective to ascertain whether certain representation was stereotypical. Among the many studied ethnic stereotypes, even clothing was perceived as people- or nation-specific. The stereotypes about Russian and Ottoman national costumes are comparatively examined. The author argues that the Eastern and Southeastern European peoples were lumped together with the supra-national or imperial identities, that is, the Russian and Ottoman Empires. In the early modern era, as in later periods, ethnic identities were formed along the state and imperial lines. [ABSTRACT FROM AUTHOR]

Chinese humanitarian actors have worked frequently with the Chinese diaspora in disaster‐affected areas, but little, if any, research has been conducted into the important role of the diaspora in disaster response and humanitarian assistance. This paper investigates what local knowledge the Chinese diaspora has offered to humanitarian actors from the People's Republic of China (PRC), and how this has contributed to their effectiveness. Based on a case study of the semi‐autonomous Indonesian province of Aceh in the aftermath of the Indian Ocean tsunami of 2004, this paper argues that the diaspora can serve as a linchpin in local and international humanitarian action. It can do so by strengthening networks and bringing together local ethnic communities, local governments, and the PRC's humanitarian actors, while also offering local knowledge in the form of contextual memory. Such local knowledge may have to be fully utilised to address any underlying ethnic tensions in disaster‐affected areas. [ABSTRACT FROM AUTHOR]

When a country becomes more autocratic, does it affect the relations between ethnic groups in a systematic way? Cross-national and case-based research witnesses how autocratization (the opposite of democratization) is becoming increasingly prevalent, particularly in societies where ethnic relations are politicized and polarized. However, we still lack sufficient knowledge on how autocratization might have an impact on ethnic relations. The paper advances previous autocratization and ethnic studies. It hypothesizes that if a country autocratizes, this further deteriorates its ethnic relations (ethnocratization). It substantiates this claim through a mixed-method design. It starts with a longitudinal analysis at the ethnic group-level, to demonstrate how ethnic discrimination and domination are more probable during autocratization episodes. Next, it examines a collection of international reports on the predicament of ethnic majorities and minorities in countries undergoing autocratization episodes, to identify two causal mechanisms as the main incentives and justifications of the incumbent (and autocratizing) elites: ideological legitimation and authoritarian experimentation. This research encourages scholars on autocratization and ethnic studies to join their efforts, to investigate how democracy and ethnic inclusion can decline in parallel and, thus, to show the reasons why they should advance together. [ABSTRACT FROM AUTHOR]

Purpose: This paper reports on the impact of China's Community of Shared Destiny Policy (CCSDP) on ethnicity, and the development and trade benefits in Africa, whilst proposing suggestions for improvements. Design/methodology/approach: A mixed-research (desktop-based and online survey-based) approach was employed. Findings: Trade and foreign direct investment alone can account for 11.8% of changes in the peaceful coexistence of China and some selected African countries, and cause changes to the mutual prosperity of China and African nations, to the tune of 6.3%. Therefore, the activation of mutual prosperity among these nations is not necessarily trade and foreign direct investment. The CCSDP is effective and has increased economic development for ethnic groups (50%), although with some negative concerns. Research limitations/implications: Inadequate/small sample size for the study. Originality/value: Chinese investment in Africa has had a transformative impact, driving economic growth, improving infrastructure, and fostering regional integration. The share of trade between China and Africa in the continent's overall external trade has increased dramatically. Overall, the CCSDP should be kept in place, but with some modifications to improve its effectiveness and mitigate its negative effects. Finally, as China's engagement with Africa evolves, it is vital that partnerships are founded on mutual understanding, respect, and benefit, and that policies reflect the different needs and ambitions of African communities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has given rise to diverse manifestations of racism in Australia, from everyday attacks against Asian Australians to discriminatory policies towards temporary migrants. Since the start of the pandemic, considerable knowledge on pandemic-related racism has been produced. This knowledge has yet to be consolidated, leaving questions about the nature, forms, impacts and trajectories of racism during the pandemic. This paper presents a systematic review and synthesis of research on racism during the pandemic, with an emphasis on pandemic-specific racism. We searched the databases Scopus, MEDLINE and PsycINFO for research published between January 2020 and July 2022. Eighteen research studies were included in the review, along with reports of routine data collection by five organisations. The research reviewed collected data mainly around the pandemic's 'second wave' in Australia (June-October 2020), focusing largely on Asian Australians and temporary migrants nationally and in Victoria. Widely studied forms of COVID-racism were verbal abuse, physical attacks, exclusion and Othering, and institutional racism involving governments, media and employers. We examined the pandemic's health and socio-economic impacts, and variations in experiences of racism over time between ethnic groups. As Australia emerges from the pandemic, we consider the review's implications for pandemic response, anti-racism practice and policy, and future research. [ABSTRACT FROM AUTHOR]

Islam is widely spread throughout every corner of China, with the Hui people, the largest Muslim ethnic group in China, numbering over 10 million people, serving as its main carrier. Their culture types and local features exhibit great diversity across different provinces. The ceremony of Prophet's Day or Mawlid al-Nabi in China, as one of the three fundamental festivals of the Hui people alongside Eid al-Fitur and Eid al-Qurban, appears to be more comprehensive, open, and localized. Drawing from fieldwork in three Hui communities—Xi'an in Shaanxi province, Najiaying in Yunnan province, and Hezhou in Gansu province—this paper approaches the topic from the perspective of inculturation and cultural innovation. It aims to describe the ritual processes observed in these three different Hui communities and discuss how the Hui people integrate Islam with traditional Chinese culture in their local contexts, with the intention of forming and preserving their own cultural characteristics. [ABSTRACT FROM AUTHOR]

Interethnic marriage amongst China's ethnic population has not received the attention it deserves. This is partly due to the hesitation and resistance of the more prominent ethnic groups—Tibetans and Uyghurs—to enter an interethnic marriage. Still, it is less so for China's Mongols, who now have an interethnic marriage rate of almost 90 percent. The intermarriage pattern had previously involved urbanities, but over the last twenty years, it has included those living in townships and villages, suggesting that the integration of Mongols within the People's Republic's mainstream society was gradual and arose from shared cultural beliefs and practices among Mongols and Han Chinese. It further indicates that marital issues will be like those in non-ethnic marriages. The paper explores prevailing attitudes toward interethnic marriages of the 1980s and the 2000s. The analysis highlights commonalities and shifts in marital expectations initially grounded in ethnic reaffirmation that is motived more out of personal commonality, commitment, and affection, suggesting that the offspring from these unions have hybridized or mixed ethnic identities, whereby urban Mongols entertain two identities—one ethnic and the other national. [ABSTRACT FROM AUTHOR]

When the National Islamic Front (NIF) regime came to power in Sudan in1989, the international community was alarmed. Among other things, the treatment of Sudan's minorities was a chief concern. For instance, in his ten-hour visit to Sudan in 1993, Pope John Paul II warned against imposing Islamic law on the country's large Christian population. The concerns about the NIF regime's treatment of minorities were due to its ideological background, since particular interpretations of Islamic law discriminate against minorities. The paper examines the regime's policies toward the largest ethnic minorities in Sudan. It illustrates that the regime's treatment of minorities lacked coherence toward both Christian and Muslim ethnic groups. Furthermore, it demonstrates that the regime's minority policies were the result of shifts in alliances that followed internal divisions within the regime. As the Islamist leadership fractured, the ruling faction sought to coopt new allies, including ethnic groups, to strengthen its position in the face of relentless opposition from ousted Islamists. The paper draws on material collected through fieldwork as well as secondary sources to make its claims. [ABSTRACT FROM AUTHOR]

The psychosocial outcomes of adolescents and young adults (AYAs) diagnosed with cancer are poorer compared to their peers without cancer. However, AYAs with cancer from diverse racial and ethnic groups have been under-represented in research, which contributes to an incomplete understanding of the psychosocial outcomes of all AYAs with cancer. This paper evaluated the racial and ethnic representation in research on AYAs diagnosed with cancer using observational, cross-sectional data from the large Young Adults with Cancer in Their Prime (YACPRIME) study. The purpose was to better understand the psychosocial outcomes for those from diverse racial and ethnic groups. A total of 622 participants with a mean age of 34.15 years completed an online survey, including measures of post-traumatic growth, quality of life, psychological distress, and social support. Of this sample, 2% (n = 13) of the participants self-identified as Indigenous, 3% (n = 21) as Asian, 3% (n = 20) as "other," 4% (n = 25) as multi-racial, and 87% (n = 543) as White. A one-way ANOVA indicated a statistically significant difference between racial and ethnic groups in relation to spiritual change, a subscale of post-traumatic growth, F(4,548) = 6.02, p < 0.001. Post hoc analyses showed that those under the "other" category endorsed greater levels of spiritual change than those who identified as multi-racial (p < 0.001, 95% CI = [2.49,7.09]) and those who identified as White (p < 0.001, 95% CI = [1.60,5.04]). Similarly, participants that identified as Indigenous endorsed greater levels of spiritual change than those that identified as White (p = 0.03, 95% CI = [1.16,4.08]) and those that identified as multi-racial (p = 0.005, 95% CI = [1.10,6.07]). We provided an extensive discussion on the challenges and limitations of interpreting these findings, given the unequal and small sample sizes across groups. We concluded by outlining key recommendations for researchers to move towards greater equity, inclusivity, and culturally responsiveness in future work. [ABSTRACT FROM AUTHOR]

A plethora of studies on the prevalence of poor mental health have been undertaken in the general population. Nevertheless, an understanding of the prevalence of poor mental health in the context of high-risk settings, such as construction, is missing. This is noteworthy as poor mental health is widespread in this context. Given that over 100 million people work in construction on a global scale, a better understanding of the burden of poor mental health in construction is needed. To this end, a review on the prevalence of key mental health-related conditions in construction was undertaken. Through this review, over 1000 papers were identified through PubMed and Google Scholar. After applying inclusion and exclusion criteria, a final set of 19 documents were included. Results showed that anxiety and depressive disorders, as well as psychological distress, have a high burden in construction. Vulnerable population subgroups (e.g., women, minority ethnic groups) were identified. Construction is a high-risk setting and despite this, the burden of poor mental health in this context is not given the importance it deserves. This review sheds light on the prevalence of key conditions, which are linked to high humanistic and economic burden. This review provides a foundation and useful starting point for further investigations, and results from this review may be used to inform future research, workplace interventions, and policy. [ABSTRACT FROM AUTHOR]