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Although the Paralympic Games have been around for over 60 years, women remain underrepresented in almost all aspects of the Paralympic Movement. It has been suggested that a way to increase women's involvement is through the implementation of mixed-gender events. On paper, this approach makes sense. However, when it comes to the implementation of mixed-gender opportunities for women, it is less clear how effective these events are in increasing participation by women in Para sport. Through document analysis and interviews with athletes and organizers of mixed-gender Paralympic sport, we explore the various strategies that four mixed-gender sports have used to address the issue of gender parity. Using critical feminist theories, we illustrate how larger social, political, and cultural ideas about gender influence women's experiences within these events and discuss the potential of using mixed-gender initiatives to address gender parity within the Paralympic Movement. [ABSTRACT FROM AUTHOR]

The aim of this discussion paper is to explore factors and contexts that influence how nurses might conceptualise and assign personhood for people with altered consciousness, cognition and behaviours. While a biomedical framing is founded upon a dichotomy between the body and self, such that the body can be subjected to a medical and objectifying gaze, relational theories of self, multiculturalism and technological advances for life‐sustaining interventions present new dilemmas which necessitate discussion about what constitutes personhood. The concept of personhood is dynamic and evolving: where historical constructs of rationality, agency, autonomy and a conscious mind once formed the basis for personhood, these ideas have been challenged to encompass embodied, relational, social and cultural paradigms of selfhood. Themes in this discussion include: the right to personhood, mind–body dualism versus the embodied self; personhood as consciousness, rationality and narratives of self; social relational contexts of personhood and cultural contexts of personhood. Patricia Benner's and Christine Tanner's clinical judgement model is then applied to consider the implications for nursing care that seeks to reflexively incorporate personhood. Nurse clinicians are able to move between conceptions of personhood and act to support the body, as well as presumed autonomy and relational, social and cultural personhood. In doing so, they use analytical, intuitive and narrative reasoning which prioritises autonomous constructions of self. They also incorporate relational and social contexts of the person receiving care within the possibilities of technological advances and constraints of contextual resources. [ABSTRACT FROM AUTHOR]

This paper provides evidence gathered from two suites of non-formal science activities that were intended to increase engagement in science by culturally diverse groups. Both studies involved the delivery of science activities that were designed, implemented and evaluated to show culturally contextualised science. The activities were run in two very different contexts (urban and very rural areas) and were designed to be of relevance to two distinctive cultural groups (those with links to South Asia, and those being educated through the medium of Gaelic, an indigenous minority language in Scotland), while also actively engaging with those beyond the target group. The link between language identity and culture was incorporated into the design of both sets of activities as well as the qualitative evaluation. The latter considers how the participants' assessment of the interventions, implemented by writing or drawing on a blank postcard, was designed to provide unstructured responses and explores what the resulting data revealed about the impact of the interventions. The findings suggest that the set of activities that most strongly engaged participants on the value of diversity in the creation of scientific knowledge, as well as increasing their focus on the consequences of scientific activity, were those that facilitated a more exploratory approach to the subject matter. By contrast, activities that had to be done according to a standard scientific protocol produced growth in subject-specific knowledge. The present paper explores the principles of the inclusive pedagogies that informed the design of the activities and discusses how these were operationalised in two very contrasting cultural contexts. The key finding was that presenting science as social practice, rather than as being socially neutral, is key to promoting engagement, along with the benefits of explicitly demonstrating the relevance of science to participants' daily lives.

A standalone literature review was conducted to ascertain the extent and status of research on the practical inclusion of Chinese music in Western educational contexts. The study identified a body of journal articles and postgraduate theses on the topic. The papers were analysed to discern what might constitute best practice classroom approaches to teaching and learning Chinese music. Based on the review's criteria for inclusion -- papers were in English, praxis-oriented, peer-reviewed and published over the past three decades -- the study found that the number of publications was limited (19) and that in terms of established pedagogical approaches they engaged, some gaps existed, certain pedagogies were minimally represented and some were perhaps too recent to have been trialled. Even so, the study concluded that while best practice is an elusive notion, Chinese music forms and styles appear to be compatible with a range of educational settings and Western-oriented music teaching and learning approaches.

Increasing research focus is placed on how to embed social justice within Education degrees. This paper reports findings from the first two phases of a cohort study completed just before and at the start of the pandemic, which track Scottish Education students' reflections on social justice at one university. We used three focus groups (n = 14) and surveys to analyse students' (n = 45) definitions of social justice. Using Bronfenbrenner's Ecological System's Theory and Saldana's Analytical Coding framework we found that themes around prejudice, culture, policy and emerging professional identity captured participants' reflections as both beginning teachers and students of educational studies. Key to our findings was that fewer reflections of social justice were cited to global than to local contexts. This paper highlights ways in which university educators may conceive of social justice such that it is considered by students in both their immediate and in global contexts.

This paper challenges conventional narratives about the future of digital journalism. It argues that digital journalism is not a globally uniform practice with a predictable universal future. Instead, it has many possibility-futures owing to the cultural diversity of the news outlets that engage it and the contexts in which it is engaged. To develop that argument, the paper locates digital journalism as the latest waypoint in humankind's long quest to send messages ever farther and ever faster. Next, digital journalism is decentered through interdisciplinary theory into a novel framework for forecasting the futures of digital journalism as a diverse global phenomenon. [ABSTRACT FROM AUTHOR]

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

Purpose: This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a "soft option", the study defines "restorative consequences" within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation. Design/methodology/approach: This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP's perceived lack of accountability. It defines "restorative consequences" within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values. Findings: In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the "with" approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations. Research limitations/implications: The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff "buy-in", requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values. Practical implications: While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP's reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP's clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences--RP relationship, enhancing the understanding of the SDW Social implications The research's social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences--RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings. Originality/value The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining "restorative consequences" within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

This paper explores how the concept of plurilingualism is positioned to act as an impetus for linguistic and cultural inclusion in human-rights-based language education. Drawing on frameworks foregrounding descriptors for plurilingualism and democratic citizenship, the paper employs discourse analysis and sorting techniques to identify and align strategies of linguistic and cultural inclusion found in multimodal plurilingual task artefacts collected from a multi-year, multi-site research partnership between a Canadian university and the Italian Ministry of Education. The findings reveal that the implementation of plurilingual tasks aligns with key elements of democratic, rights-based language education, including critical understanding of communication, openness to cultural otherness, cooperation skills, and the valuing of cultural diversity. The findings of this paper contribute to further understanding of the concept of plurilingualism and to empirically informed perspectives on pedagogies that support language rights as human rights in education.

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 delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change. The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems from the subject's mandate to promote certain aims and values over others. The task of handling such tensions can be daunting, and teachers need resources that enable them to do so. The main aim of this paper is thus to provide a critical examination of the metaphor of bricolage, as it was conceptualised by Joe L. Kincheloe, in search of such resources. The examination points to the following chain of argument: (1) Kincheloe's bricolage contains its own tensions between inclusion and change, due to its application of multiple methods, methodologies, and perspectives, combined with a desire to promote social change. (2) There is a strong overlap between the two sets of tensions. (3) Teachers should be aware of the distinct political and philosophical underpinnings of Kincheloe's bricolage, and how these can create new tensions, possibly productive ones, if teaching and learning in Worldview Education is framed as bricolage work.

This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools -- using England as a representative example -- in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO's potential role in resistance to the dominant neoliberal imaginary and cultural securitisation. However, in order to be a force for democratisation, the IBO must itself democratise through a reconceptualisation of the school spaces it operates in/produces. It will also involve a process of reassessing its notion/positioning of what constitutes symbolic (and therefore valuable) cultural capital. This will mean untethering global education from the International Baccalaureate Diploma Programme. This paper highlights the possibility of a new space for global education, operationalised by moving beyond the 'IB school' to the potential of the more informal IB supported school. It is argued here that the IBO has the potential to galvanise a new wave of inclusive global education.

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still" influenced by what I have labeled as the neocoloniality of power. In some countries, attempts to decolonize RE through multi-faithism are being forsaken, reverting the subject to the Christonormativity of the colonial era. The paper contends that the process of reconceptualizing RE with an anti-colonial mindset should inspire innovative ideas for an anti-colonized RE aligned with the educational goals in an African postcolonial environment.

Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.

This study examined how 44 preservice teachers reflected on their teacher self-identities through exploring multicultural children's books, which are published in different time periods, with a focus of analyzing characterization of main characters. The researcher collected data, including a multicultural book project, pre- and post-surveys on multicultural children's literature and teacher identities, and a reflection paper. Data analysis consisted of looking for and coding emergent themes. The findings of the study showed that preservice teachers analyzed multicultural books from authentic perspectives, focused on how the authors used appropriate language, and examined trends in cultural details and illustrations published in different time periods. They analyzed characteristics of main characters by parsing the facts, by examining the context of the story, and by examining the personalities of main characters. They also refined their teacher identities and strengthened their commitment to become culturally responsive teachers by reflecting on the importance of equity, diversity, and inclusion and embedding high-quality multicultural children's books into the curriculum. Implications and recommendations are also shared.

This article responds to a conference call for papers that makes universalist assumptions about clause structures, assuming all languages in the world basically follow the same organizing principles in terms of clause structure, argument structure, and alignment. The article presents data from Tagalog to show how different a language can be from the assumed universal organizing principles to make the point that by imposing an Indo-European framework on non-Indo-European languages, we are overlooking the true diversity of language forms found in the world's languages. [ABSTRACT FROM AUTHOR]

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

This paper explores teacher educators' endeavours to enhance their students' cultural competence in the context of Danish teacher education. It analyses how these endeavours resonate with the theoretical principles of critical multiculturalism and multicultural education. The study employed dyadic interviews as its primary method for data collection. The findings revealed that the educators felt constrained by the lack of awareness among politicians and policymakers of the significance of multicultural education, which made it difficult for them to develop in-depth knowledge and critical views on culture among students. The educators emphasized a need for a holistic approach that encompasses systemic changes and a shift in mindset toward critical multiculturalism in teacher education. This study calls for more institutional accountability to invest in preparing future teachers to work in multicultural classrooms.

The French as a second language (FSL) teacher shortage crisis has been a longstanding issue in Canada. In this paper, we examine the links between teacher agency, autonomy and identity in light of findings about marginalization, deprofessionalization, and/or difficulty in developing a strong sense of identity. Taking these findings into account, we propose an FSL teacher preparation model rooted in social justice and well-being which centers identity development through four pillars for success: language proficiency, intercultural competence, pedagogical knowledge and skill, and collaborative professionalism. We examine the implications of taking such an approach in FSL teacher preparation and argue that applying a social justice lens to identity development sets FSL teachers up for effective professionalization and a sense of well-being that can lead to long-term retention in the field.

In this paper we discuss the value of multiculturalism in early childhood settings, barriers to cultural inclusion, and the importance of partnering with families of young children to enrich school learning and engagement. Examples from our work will provide illustrations of research-practice partnerships using asset-based, culturally grounded approaches and principles of co-construction to create school and community spaces of learning that honor the lived experiences and cultural heritages of children from immigrant families.

This paper examines the relationship between the concepts of humility and competition in Confucianism and Daoism, and discusses their relevance to contemporary education. It argues that while both philosophical traditions value humility and caution against excessive competition, they do not outrightly reject competition; instead, they advocate for a harmonious balance between humility and competition through yielding (rang) and showing reverence (gong) or acting through non-action (wei-wu-wei) to resolve conflicts and promote healthy competition. The insights gleaned from this exploration carry significant implications for the moral development and mental well-being of students, particularly in the context of high-stakes testing cultures in China and other countries. They also offer valuable support in nurturing students' qualities such as openness to learning, humble leadership, and appreciation of diversity and multiculturalism essential for success in a diverse and interconnected world.

Cross-nationally, urbanization is associated with the decline of minority languages and a shift towards national and official languages. But the processes that link urbanization with language shift have not been adequately documented. In this paper we consider the relationship between cities and language shift from a sociolinguistic perspective, focusing our attention on the issue of language use and language shift in Indonesia -- a large, ethnically and linguistically diverse, rapidly urbanising country. We use census data to examine how ethnic diversity shapes language shift in the context of urbanicity. We find that in ethnically homogenous regions, urbanicity itself has little relationship with language shift. By contrast, ethnic diversity is consistently associated with a greater probability of speaking Indonesian both among urban and rural Indonesians and in urban and rural areas. These findings contribute to our understanding of language shift and linguistic vitality in diverse, urbanising societies, and highlight the need to distinguish between the process of urbanization and the state of being urban.

Superdiversity now highlights the complexity of diverse societies. Celebrating and encouraging diverse populations, therefore, remains a priority to ensure fair and equitable treatment for all. Multiculturalism, once seen as part of the solution to diversity issues, is now regarded as problematic, although this is by no means new. Asian contexts have rarely been hospitable milieus for liberal multiculturalism. Although diversity and heterogeneity characterize most Asian societies only responses consistent with 'local values', are allowable. In the West, many scholars (and politicians) have advocated the abandonment of multiculturalism creating a contested agenda for responding to diversity. In the current context there are no commonly agreed attitudinal or behavioral norms capable of responding. Attention needs to be paid to identifying alternatives that can contribute to the development of positive relationships, irrespective of social and political contexts. This paper seeks to do this by considering the role of care ethics.

Educational researchers are increasingly striving on the edge of possibility to re-imagine and realise the future. Activist scholarship requires appropriate philosophical and theoretical bases, what Stetsenko refers to as 'dangerous' -- useful in the struggle for a better world. How might praxis, agency and learning be charged with transgressive spirit? This paper considers the Theory of Practice Architectures and Transformative Activist Stance, established frameworks that dangerously address praxis, agency and learning. Adopting a postabyssal approach, contributions from the Global South and East are drawn on to develop an epistemologically plural basis for thinking differently about praxis, agency and learning. Recent Latin American scholarship reinvigorates Freirean ideas through connections with Fals Borda and contemporary feminist pedagogues, centred on a notion of feeling-thinking. Luitel's interpretations of Vedic philosophy provide radically different ideas of negative dialectics, chaos, responsibility and liberation. An open-minded, open-hearted, open-ended approach is crucial to making these ideas more useful in the struggle over alternative, more equitable and just futures.

Equity, diversity, and inclusion (EDI)--or sometimes styled EDID by including decolonization--is an institutionalized response to demands for access, inclusion, recognition, and redistribution by communities of people excluded from traditional centres of power. Under the banner of EDI(D), educational institutions have launched an extensive program of adult education, seeking to "train" institutional actors to adhere to policies and root out bias in practice. In this paper, Bannerji situates the relations of EDI work within the broader framing of multiculturalism, racism, and ideologies of education in Canada. Drawing from Dorothy Smith's unique articulations of ontology and ideology, Bannerji confronts the ideological praxis of EDI work and asks us to consider the politics of identity and pedagogy that constitute this particular conjuncture.

This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir "Still Alive." Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.

Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students' development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as "tolerance for ambiguity" (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL-based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced-level classes in two distinctly different German programs. The different approaches encourage students to combine LL-based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.

In this paper, we critically discuss the impact of policy documents on the construction of national narratives on the provision of support for cultural-linguistic diversity in education systems in two European countries. The analysis focuses upon a selection of national policy documents that deal with the planning and provision of HLE since the 1990s. We take critical pedagogy and sociomateriality as theoretical lenses to investigate educational policies on HLE. Thus, this study critically traces the ways in which language ideologies are enmeshed with legislative, political and educational discourses by following an inductive and retroductive process, wherein key-concepts, themes and critical configurations of HLE are mapped, compared, re-assembled and discussed in terms of a complex system. The analysis shows that the (non-)provision of HLE shapes the educational space and the value references and world views that prevail and are (re)produced in it. Emerging deficit perspectives, linguistic assimilation and marginalisation processes limit the path towards more inclusive and equitable educational institutions and practices.

This paper examines how neoliberal multiculturalism and racialized emotions function to inhibit racial justice in the aftermath of the murder of George Floyd. To do so, I trace how the proliferation of the discourse of anti-racism in education alongside the rise in popularity of anti-racist books, contributes to a racial project that embraces critical language but fails to enact tangible forms of racial equity. Drawing from the connections between 1960s race novels and modern anti-racist books, I argue that the notion of 'feeling anti-racism' becomes a conduit for neoliberal multiculturalism which effectively constructs race liberal subjectivities and dispositions. As a result, anti-racist books function to produce racialized emotions that legitimize anti-racist feelings over anti-racist actions.

This paper contributes to the ongoing debate surrounding the place of 'worldviews' in Religious Education. We examine the British Commission on Religious Education proposal that the subject be renamed 'Religions and Worldviews' from the perspective of Worldview Theory and Critical Religious Education and make the following suggestions: (a) the twin notion of 'ultimate nature of reality' and 'our place in the 'ultimate order-of things' provides a substantial content for RE largely absent from the Commission's vision; (b) worldviews are frequently implicit rather than explicitly affirmed in religious creeds and philosophical assertions; (c) worldviews are complex, interpersonal and take varying communal forms, surpassing the polarity of 'personal' and 'institutional'; (d) the concept of 'worldview' has pedagogic and hermeneutical potential transcending content-driven curriculum development.

This paper examines the relationship between parental monitoring and control, parents' perceived knowledge of their adolescent's online activities, and parents' perceived knowledge of their adolescent's involvement in cyberbullying, among Israeli Jewish and Arab parents of adolescents. The 407 participants consisted of two groups: Jewish (n = 194) and Arab (n = 213) parents of adolescents in Israel, who were recruited via online social networks and completed an online survey. The self-report questionnaire included the Stattin and Kerr Parental Control and Parental Monitoring Questionnaire (Stattin & Kerr in Developmental Psychology 36:366, 2000), as well as parental knowledge of child online activities and witnessing and experiencing cyberbullying. Parental monitoring and control were perceived as higher by Jewish than Arab parents, while no group differences were found for perceived child disclosure or parental knowledge of adolescent online activity. Parental knowledge of the adolescent witnessing cyberbullying was higher among Arab than Jewish parents, while the opposite was found for parental knowledge of the adolescent experiencing cyberbullying. Parental knowledge of the adolescent both witnessing and experiencing cyberbullying was related to group affiliation, lower parental education, and higher parental perceived knowledge of the adolescent's online activities. Parents' perceived knowledge of the adolescent witnessing cyberbullying was further related to higher perceived adolescent disclosure. The study increases our understanding of perceived parental involvement and its relationship with parents' perceived knowledge of the adolescent's involvement in cyberbullying in a diverse and multicultural society.

This paper investigates how Hebrew is taught and perceived at American part-time Jewish schools, based on surveys of 519 school directors, classroom observations, and 376 surveys of parents, students, teachers, and clergy. We found misalignment of rationales and goals for Hebrew education among these stakeholders. Most schools emphasize Liturgical and Biblical Hebrew decoding and recitation without comprehension for ritual participation, especially b'nai mitzvah. Many schools infuse Hebrew, and a small percentage teach Modern Hebrew conversation. Findings are discussed in historical context and compared to language education and metalinguistic communities in immigrant and indigenous groups.

This study investigates how the perceptions of graduate students within a doctoral program in a midsized higher education institution in Southwest Florida evolved over a semester regarding multicultural education and impacted their careers and professional lives. A qualitative case study method was utilized with multiple data sources collected, including interviews, students' written papers, students' presentations, as well as online discussions and assignments that aimed to prepare educational leaders within culturally diverse topics while challenging and impacting their perceptions about diversity, race, cultural, and multicultural education experiences. The findings were that post-doctoral coursework in the area of multicultural education produced three significant themes: (1) false understanding of what multicultural education encompassed, (2) increased awareness of self-biases, lack of resources and training, and (3) finally, a feeling of helplessness where participants want to see transformation but are unable to affect change.

Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers' perceptions of teachers' skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master's level courses in home economics teacher education. A qualitative content analysis of students' assignments present student teachers' collaboratively produced understanding of teachers' diversity skills. Their self-assessment of both professional strengths and areas of development are evaluated against Paul Gorski's equity literacy framework. The findings are suggestive of a relatively strong cultural self-awareness and response-ability related to learner diversity. More attention should be given to unfolding structural inequities to enable future teachers to develop the equity literacy necessary to create and sustain equitable learning environments.

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students' anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry.

This paper describes a qualitative participatory action research study applying critical cosmopolitan literacies principles with pre-service English as a foreign language (EFL) teachers to address global human rights issues through international English youth literature. Using literary works on sociopolitical issues alongside critical pedagogy engagements and teaching practicum in various educational settings, the author as a teacher-researcher attempts to raise the student teachers' critical awareness to issues of power, privilege, and social justice embedded in the multicultural and multimodal texts. Analysis of the qualitative data indicates important outcomes in terms of an enhanced understanding of critical human rights issues pertaining to the formation of student teachers' identities as global-conscious and socially responsible educators. Meanwhile, with explicit guidance from the teacher educator, the student teachers also develop communicative intercultural competence, high-order thinking skills, and learning agency by engaging in multiliteracies practices within a cosmopolitan literacies orientation.

Since the late 1980s, Taiwan has moved away from Mandarin-only language policy in favour of greater recognition of local Taiwanese languages as part of a greater localisation movement. While continuing to implement language policies aimed at promoting local Taiwanese languages, in December 2018, Taiwan announced intent to implement a bilingual language policy to incorporate English by 2030, titled "Bilingual Nation." Applying Ball's (1993) "policy as discourse" framework, this paper endeavours to investigate the "Bilingual Nation" policy planning and rhetoric so as to shed light on Taiwan's official conceptualisation of national identity. The case study finds that English is the primary focus of "Bilingual Nation" policy documents and is relegated to the discursive arenas of internationalisation and global economic competition. English is rarely discussed in tandem with any other specific language or language category, with little consideration for the interaction of English and Taiwan's official national languages. In sum, "Bilingual Nation" acts as an affirmation of the current status quo in Taiwan's official conception of national identity: muddled, with the assumption of Mandarin at its centre. Questions remain for "Bilingual Nation" and its ability to push beyond a symbolic state effort for internationalisation or unproductive labours for international status.

Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the field. We initiated a large-scale systematic review of academic literature from 2007 to 2020. Recognizing that a "state of the field" literature search could not be done using English alone, we conducted parallel literature searches in Mandarin Chinese, Spanish and French. This methodological paper describes the intentional and reflexive process of researching multilingually: identifying search terms, finding and utilizing appropriate search engines, collecting references, categorizing and annotating publications, and beginning to make use of search functions. We argue there is little guidance on how to research multilingually and note problematic "blind spots" if multilingual education research is biased towards English-speaking contexts or publications written by English-speaking scholars of the Global North. We share what we have learned about engaging in a multilingual systematic literature review, and hope to facilitate the decolonization of academic work and open access to both empirical and theoretical values from a range of perspectives.

Purpose: The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer. Design/methodology/approach: The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company's multicultural work environment. Findings: The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today's globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a "two-edged sword", providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building. Originality/value: The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.

Purpose: The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions. Design/methodology/approach: The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews. Findings: The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning. Originality/value: The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies.

This article explores the authors' personal experiences with submitting a manuscript on "woke organizations" to the Academy of Management Perspectives (AMP). The authors express surprise at the lack of feedback they received compared to other participants and discuss the criticisms and challenges they faced during the workshop and review process. They raise concerns about the fairness and integrity of the review process and emphasize their commitment to providing diverse perspectives in the symposium. The authors also discuss issues of bias, lack of understanding, and mistreatment they encountered during the review and publication process, calling for greater transparency, representativeness, and inclusion in journal processes. [Extracted from the article]

The President's Message from the Athens Journal of Social Sciences states that all publications, including e-journals, from ATINER are open access and do not require any costs from authors or readers. The intellectual property rights of submitted papers remain with the author. The journal selects the best papers from the annual international academic conferences organized by ATINER, as well as encourages independent submissions for evaluation. The current issue is the third of the eleventh volume of the Athens Journal of Social Sciences. [Extracted from the article]

In the context of globalization, the integration of cultural elements into scientific research, particularly through the incorporation of traditional Chinese cultural motifs in scientific illustrations, represents a novel frontier in enhancing the universality and appeal of scientific discoveries. This paper explores the innovative practice of embedding traditional Chinese cultural elements into scientific paper illustrations, highlighting its significant role in augmenting the global appeal of research findings, promoting diversity and innovation in scientific inquiry, and facilitating cross-cultural understanding. Through a series of case studies, including symbolic representations of ancient myths and the use of traditional themes to elucidate complex scientific phenomena, we demonstrate how this cultural integration not only makes scientific content more accessible and engaging but also fosters a deeper appreciation of Chinese heritage among international audiences. This approach not only bridges the gap between science and culture but also contributes to a more inclusive and interconnected global scientific community, underscoring the importance of cultural diversity in enriching scientific exploration and communication. [ABSTRACT FROM AUTHOR]

Purpose: Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts. Design/methodology/approach: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023. Findings: The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs. Originality/value: The study's primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era. [ABSTRACT FROM AUTHOR]

This paper focuses on didactic challenges related to food diversity teaching in Home Economics Education in Danish secondary school, based on a recently concluded Home Economics Education research project in Denmark (Wistoft et al., 2022). The methodology is a mixed methods design, including a survey among Home Economics teachers (N=380) as well as personal teacher interviews, geographically dispersed (N=24). The theoretical framework for the analysis presented includes theory of teacher profiles (Carlsen, 2017), systems theory (Luhmann, 1995), learning expectations relating to achievement (Hattie, 2009), and taste didactics and competencies (Wistoft & Qvortrup, 2019, 2021). There are four main findings: A) The empirical research shows that food diversity is included by some teachers but rejected by others, who believe that the national food culture is the right approach to teaching food knowledge. B) It is necessary to focus on teaching food diversity in Home Economics cooking classes in relation to the increasing diversification of food, taste, and meals in society, because, in a Danish context, and probably in many other countries, food diversity perspectives are often neglected or only treated implicitly by the teachers. C) Food diversity teaching in Home Economics cooking classes needs to include the processes of making sense of food. D) Food diversity teaching includes learning processes concerning cultural, religious, and ideological or attitudinal differences in taste and meal communities. The paper concludes with some general didactic recommendations for teaching and learning about cultural food diversity in Home Economics Education in school. [ABSTRACT FROM AUTHOR]

This paper examines the impact and implications of ChatGPT and other generative AI technologies within the African context while looking at the ethical benefits and concerns that are particularly pertinent to the continent. Through a robust analysis of ChatGPT and other generative AI systems using established approaches for analysing the ethics of emerging technologies, this paper provides unique ethical benefits and concerns for these systems in the African context. This analysis combined approaches such as anticipatory technology ethics (ATE), ethical impact assessment (EIA), and ethical issues of emerging ICT applications with AI (ETICA) with specific issues from the literature. The findings show that ChatGPT and other generative AI systems raise unique ethical concerns such as bias, intergenerational justice, exploitation of labour and cultural diversity in Africa but also have significant ethical benefits. These ethical concerns and benefits are considered crucial in shaping the design and deployment of ChatGPT and similar technologies responsibly. It further explores the potential applications of ChatGPT in critical domain areas such as education, agriculture, and healthcare, thereby demonstrating the transformative possibilities that these technologies can have on Africa. This paper underscores the critical role of AI governance as Africa increasingly adopts ChatGPT and similar AI systems. It argues that a comprehensive understanding of AI governance is essential not only for maximising the benefits of generative AI systems but also for facilitating a global dialogue. This dialogue aims to foster shared knowledge and insights between the Global North and the Global South, which is important for the development and creation of inclusive and equitable AI policies and practices that can be beneficial for all regions. [ABSTRACT FROM AUTHOR]

The design of urban public space is inherently problematic because the range of its possible uses and meanings is broad and unpredictable. This paper engages this problematic through the lens of Gibson's theory of 'affordances'—the ways the material world affords for human desires. We first explore some conceptual and methodological problems of the theory of affordances and its application in understanding and designing public space. These dimensions of affordance theory are then reconceived using the relational thinking of assemblage and actor-network theory (ANT). A key contribution of the paper is an expanded typology of affordances which includes improvised and serendipitous affordances that extend beyond the intentions of designers and users. This opens new ways of thinking about the design of urban public space as a space of possibility where outcomes are open, multiple, and unpredictable. The paper suggests how urban spaces can be shaped to better support rich cultural diversity and social inclusion. [ABSTRACT FROM AUTHOR]

Purpose: The main purpose of this paper is to establish whether trust plays a significant mediating role in the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. The main focus of this paper is to specifically test whether relational social capital built by young women from homogeneous and heterogeneous groups can be more effective in promoting economic exchange in under-developed financial markets since interpersonal trust has recently been found to harbor group collusion, especially among kins. Overall, the paper distinguishes trust among individuals based on their age, gender and ethnic diversity. Design/methodology/approach: This study used structural equation model to test whether trust significantly mediates the relationship between access to microcredit and survival of young women microenterprises using Analysis of Moments Structures (AMOS) based on recommendations by Hair et al. (2022) and Baron and Kenny (1986). Findings: The findings from this study revealed that trust significantly and positively mediate the relationship between access to microcredit and survival of young women microenterprises in under-developed financial markets in sub-Saharan Africa. Trust developed from relational social capital among young women from homogeneous and heterogeneous groups create a stronger basis for economic exchange in under-developed financial markets. Research limitations/implications: While this study generates a positive evidence on the impact of access to microcredit on survival of young women microenterprises, the results cannot be over emphasized and generalized because the data were collected from only a single developing country. Future research may extend the current study to include other developing countries to make a more justified comprehensive analysis. Practical implications: The findings from this study highlights the importance of using a blend of social policy guided by norms combined with formal regulations as an informal contract enforcement mechanism to achieve efficient economic exchange in under-developed financial markets. Relational social capital formed on the basis of informal norms among groups from diverse population can supplement formal laws to enforce contractual obligations in microcredit access, especially among youthful microentrepreneurs, who seems to have stronger relational behaviors than adults. Financial institutions such as banks should use informal contract enforcement system to increase the scope of financial inclusion of young microentrepreneurs, especially in unbanked rural communities in sub-Saharan Africa, Uganda inclusive where formal laws are weak and sometimes not functional. The findings also show that younger people have a stronger relationship behavior than adults. Therefore, policy should create structures that can promote social activities among youth. Governments in sub-Saharan Africa, Uganda inclusive through their respective Ministry of Gender, Labour and Youth Affairs should create youth clubs that can increase interaction and relational social capital among the younger population to derive economic empowerment. sub-Saharan African governments, Uganda inclusive should rely more on social policy based on relational social capital as a missing link to promote and achieve economic development. Originality/value: This paper provides an evidence on the unique role of age, gender and ethnicity in information sharing and exchange based on social policy in the financial market to limit group collusion. The authors indicate that diversity in relational social capital among young women microentrepreneurs prohibit strategic defaults, which promotes access to microcredit for survival of women micro small and medium enterprises (MSMEs) through socialization. High level of interaction among younger women microentrepreneurs from homogeneous and heterogeneous groups allow them to close the information gap to timely meet borrowing contractual obligations to derive economic benefits. The paper shows that younger women have more trust than older women while searching for economic value through socialization. In fact, social policy can wholly supplement formal policy to promote growth and survival of young women microenterprises, especially in sub-Saharan Africa, Uganda inclusive. [ABSTRACT FROM AUTHOR]