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Postdoctoral fellowships (PDFs) are becoming increasingly common yet remain nebulous to many. The purpose of this research has been to investigate the structures and experiences of PDFs for fellows and supervisors in physical education and sport sciences/kinesiology (PESSK) internationally. Fourteen fellows and five supervisors participated in one-to-one semi-structured interviews. Data were thematically analyzed and interpreted through Dewey's theory of experience. Findings revealed participants understood PDFs in relation to doctoral education and as preparation for academic careers. Reasons for engaging included ambitions for new contexts and mentorship, unprepared or unable to secure faculty employment, and facilitating professional learning. Challenges related to low salaries, family considerations, structural and institutional obstacles, international barriers, and high turnover. Perceived values included professional and personal growth and fellows as a learning, relationship, and productivity resource for supervisors. This research holds important implications for postdocs, supervisors, institutions, and funding agencies in supporting early-career scholarship in PESSK. [ABSTRACT FROM AUTHOR]

Contemporary scholarships on various accounts of the concept of harmony in Chinese philosophy have produced fruitful outcomes by examining the term he. A standard use of he to account for harmony comes from the Analects, and this account sets up disjunctions not just between he and tong but also between harmony and tong. Such disjunctions are even more conspicuous in the political discourses from the Zuozhuan and Guoyu, and hence, has led scholars to overlook the more nuanced resonances between tong, he, and harmony that can be identified from other canonical texts, such as in shangtong of the Mozi, in hetong of the Guanzi, and in datong of the Liji. This article aims to present nuanced relations between harmony, he, and tong, and proposes tong as another viable option to express harmony, thereby correcting the imbalance that the predominant scholarships recognize he and neglect tong. [ABSTRACT FROM AUTHOR]

The editorial in Tapuya discusses the challenges faced by Argentine science due to the rise of far-right movements and anti-scientific sentiments in the country. The text highlights the historical repression of scientists and intellectuals in Latin America, particularly during military dictatorships. It also addresses recent political developments, such as the emergence of a new far-right linked to digital populism, and the impact of the COVID-19 pandemic on political life. The editorial expresses concerns about the defunding of scientific institutions in Argentina, including the dismissal of administrative staff and budget cuts, which could jeopardize the country's scientific development. [Extracted from the article]

The focus of this study is to research the importance of critical reflectivity in practice-based management research. To achieve this, this paper seeks to demonstrate how candidates on the Doctor in Business Administration (DBA) programme at the University of Gloucestershire, have managed to integrate the dynamic tensions associated with 'real life' practice with their scholarly activities. It contends that rather than applying a Cartesian logic to education, the interplay of theory and practice can provide an essential component for studyat a doctoral level. The proposal here is that it is no longer necessary to maintain the thinking that scholarship and 'real-life' practice need to have a critical reflectivity ethos embedded into the candidate's journey throughout the programme. Adopting a qualitative approach, 12 candidates at various stages of their professional doctorate journey were interviewed, including 5 at the submission or viva stage. To inform the interviews the research drew on Heidegger's three physical placements of 'ready to hand', 'present to us' and 'mitsein' or 'being with others' to contextualise the candidates' experiences. This was also viewed in terms of anticipatory resoluteness. This study also highlights that the DBA, being a practice-based doctorate, needs to embrace the importance of co-production. [ABSTRACT FROM AUTHOR]

Comics have been especially vulnerable to censorship. A history of repression has been well documented in the scholarship and is part of fan lore and culture – so much so, in fact, that the topic risks becoming calcified. This paper argues for a broader examination of free speech and comics, the better to understand how the creation and circulation of texts shapes the medium. Here, Neil Gaiman serves as a valuable case study, a creator who not only advocates for free speech but whose intellectual formation depended upon it. Attending to the liberalising forces of mid-Twentieth Century, the paper illustrates how the availability of texts was essential to the formation of Gaiman's distinct comics aesthetic. Moreover, as Gaiman's case suggests, comics depends on free speech not only to protect creators, but to guarantee access to the materials out of which traditions can be built. [ABSTRACT FROM AUTHOR]

In this essay, we review how health communication scholarship has been translated into various communication skills trainings (CSTs), we present four case studies of how health communication research informed the development and implementation of specific CSTs, and we reflect on how we can productively define "impact" in looking back as well as looking forward within this line of research. [ABSTRACT FROM AUTHOR]

In recent years, a range of research and scholarship has suggested a role for art in building peace and achieving reconciliation in societies emerging from violent conflict. As a great deal of funding is available to facilitate reconciliation and peacebuilding from a range of organisations, this paper considers what is, and what can be, known about the level to which such funds are actually apportioned to arts practice – here termed 'Art for Reconciliation' (AfR). It considers attempts to locate available data relating to the case of Northern Ireland, and presents indicative findings which suggest that, to the extent that information can be located, the recognition of artistic interventions by funders in this field remains limited, as does our wider knowledge about such interventions and their potential impact. It ends by considering the wider contextual factors that may serve to explain these patterns, and to limit progress in this area. [ABSTRACT FROM AUTHOR]

Teachers face numerous challenges in their efforts to be pedagogically responsive to students' different learning needs. I extend scholarship in the field by exploring the potential of implementing a nuanced, collaborative intervention strategy called knotworking to facilitate teachers' ongoing professional development (PD). The heuristic of knotworking builds on Cultural Historical Activity Theory which takes historically formed systemic contradiction as the central unit of analysis. Knotworking is a collaborative model where participants address contradictions in their work environment to overcome the fragmentation of the object. By engaging in 'knots,' participants seek ways to combine their expertise around a central problem or contradiction. Qualitative data, generated from recordings of teachers participating in a series of ongoing knotworking interventions, showed that these collaborative events supported PD, as most of the teachers were able to identify complex problems constraining their teaching and, from this, generate new knowledge and deepen their understanding of how to be pedagogically responsive to the different needs of their learners. Implications are considered for using knotworking as a strategy to support PD initiatives in complex contexts, where finding solutions to problems is often elusive. [ABSTRACT FROM AUTHOR]

This study examines the gendered consequences of “South-South” education mobility, through a four-year longitudinal study with Pakistani international students in China. China’s extensive scholarship programme has significantly contributed to the transnational education mobility of lower-income Pakistani students who would otherwise not be able to study overseas. However, behind this mobility lies a staggering gender imbalance. Extant research has pointed to an approximate 1:10 gender ratio between Pakistani female and male students in China. This is also reflected in the sample of this study, with 16 male and no female participants, despite efforts to include both genders. Pakistani male students and graduates have made progress in their education and subsequent careers without delaying marriage or fatherhood. These “success stories” build on the compromises of female family members and make the male Pakistani student the centre of the support network. Transnational female domesticity reproduced gender division between Pakistan and China, allowing female family members to continue shouldering care responsibility and risks associated with migration. This paper bypasses methodological barriers to accessing female absence in the host country. It questions the lack of gender sensitivity in the Pakistan–China education pathway and stresses the risk of further gender inequalities in the Global South. [ABSTRACT FROM AUTHOR]

This paper marks the 50th anniversary of the Council on Social Work Education’s (CSWE) Minority Fellowship Program (MFP), exploring its historical development. Leveraging archival CSWE materials, it chronicles pivotal events from 1954 leading to the MFP’s inception in 1973 and its early research fellowship cohorts through 1978. This historical analysis examines the advocacy, challenges, and milestones within the CSWE and broader social movements that promoted diversity and inclusion in social work education. The MFP specifically addressed the underrepresentation of minorities by developing culturally attuned researchers and practitioners. This reflective examination enriches the social work historical record and underscores the MFP’s transformative impact in creating a profession that effectively reflects and serves our racially and ethnically diverse society. [ABSTRACT FROM AUTHOR]

Supporting academics' initial development as university teachers is important for improving their ability to contribute to high-quality education and for reducing anxiety and stress around teaching. Focusing on tasks experienced as challenging is considered a key principle for organising effective teacher professional development. To apply this principle in practice, more knowledge is needed about the development of novice university teachers' self-efficacy in their teacher tasks. Therefore, this study aims to investigate phases in the development of novice university teachers' self-efficacy. Data were collected amongst 201 novice university teachers at a Dutch research-intensive university and associated university medical centre, using a questionnaire measuring self-efficacy in different teacher tasks. Polytomous Rasch analyses were performed on novice university teachers' self-efficacy scores, both across and within teacher tasks. Results suggested three developmental phases in novice university teachers' self-efficacy across teacher tasks: (1) development in 'teaching and supporting learning', (2) development in 'assessment and feedback' and 'educational design', (3) development in 'educational leadership and management' and 'educational scholarship and research'. Two or three phases for the development of self-efficacy were found within each of these teacher tasks. These results expand our knowledge of the development of academics' self-efficacy related to specific teacher tasks. They also provide suggestions for how pedagogic training and workplace learning may be shaped in such a way that they focus novice university teachers' learning on teacher tasks that are difficult but not overchallenging. [ABSTRACT FROM AUTHOR]

Objective: Determine relationships between college students' student loan presence and self-rated physical and mental health, major medical problems, mental health conditions, physical, dental, and mental health care visits and delays, and medication use and reductions. Participants: A total of 3,248 undergraduates at two regional public U.S. universities, surveyed Spring 2017. Methods: OLS and Logistic regression. Results: Loan presence was related to significantly worse self-rated physical and mental health and more major medical problems, but not to mental health conditions, or physical or mental health medication use. Respondents with loans were less likely to visit the dentist and more likely to report delaying medical, dental, and mental health care, and reducing medication use to save money. Conclusions: Results provide evidence of health and health care use divides among college students by loan presence. [ABSTRACT FROM AUTHOR]

This article develops the concept of "low-end phonographic pedagogies" through a life-long engagement with vinyl records and the Afro-diasporic music practices of reggae, dub, and dancehall. Approaching my record collection as a counter-archive of vibrational feeling and learning, I explore everyday practices of playing and listening to records as a field of inquiry into the pedagogical potentials of phonographic technologies. Focusing on the dub styles of record production and bass-heavy sound systems that have spread globally from Jamaica since the 1970s, the article engages scholarship in decolonial sound studies and process philosophy to explore the vibratory, affective, and social dynamics of sub-bass frequencies and polyrhythms. This leads to a conceptualization of low-end phonographic pedagogies as situated within a wider continuum of vibratory learning events that stretch from the sub-atomic to the cosmic. [ABSTRACT FROM AUTHOR]

The paper examines preconceptions and assumptions behind common understandings of 'scholarship awards' in international higher education research, and analyses how these influence the production of knowledge on scholarship programs and their effects. The paper aims to make a major theoretical contribution by proposing an alternative approach to studying these programs. First, drawing on a comprehensive review of the scholarships literature, the paper posits that prevalent theoretical approaches – often drawn from the logic of the scholarship programs themselves – limit our view of what scholarship programs do and can do. Such research constrains understandings of program design and its effects on and implications for sponsored students. Examples of underexplored ethical aspects of sponsorship arrangements are highlighted through examples and vignettes. Then, turning to contemporary discussions related to ethical internationalisation and student mobility, the paper asks which theoretical approaches could aid a focus upon and analysis of these programs in relation to ethics-related themes. Conventions theory (and specifically the orders of worth approach) is proposed as a useful theoretical lens. The paper then synthesises a novel framework using this approach to examine explicit and implicit aspects of sponsorship arrangements, explaining its suitability and potential to produce deeper insights into and more nuanced understanding of the consequences of modern scholarship program design for actors involved in sponsored international student mobility. In conclusion, the promise and significance of this framework utilizing the orders of worth approach for studying questions related to valuation processes and ethical internationalisation is recapitulated and future research is discussed. [ABSTRACT FROM AUTHOR]

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-related fields in Web of Science. Using bibliometric techniques, we assessed research trends, author co-citations and journal citations to reveal an evolving publication landscape, including shifts in locations of productive researchers, influential articles, and leading journals publishing CCE studies. Bibliometric techniques help to identify the intellectual knowledge structure and inter-journal referencing, encompassing Theoretical Basis of CCE, Psychology of CCE and Communication, Climate Change within Socioscientific Issues, Conceptions of Climate Change, and Epistemology in CCE. Based on the trends, association networks, limitations and gaps revealed by this analysis, we conclude with suggestions for future research. [ABSTRACT FROM AUTHOR]

Whilst the extant literature on the publish-or-perish culture in the West is plentiful, there remains surprisingly little scholarship exploring the ways managerialist policies have become integral to local identities, work and life in Chinese universities. We address this gap by taking China's endeavour to become first in the global higher education field as an entry point and reflecting on our lived experiences as early career researchers (ECRs) in the form of a duoethnography. Our dialogues consider how, and with what effects, Chinese higher education privileges the notion of research excellence and works to construct professional identities. As grassroots ECRs epitomising a force to negotiate, challenge and resist the contemporary research order from below, we identify academic publishing as 'the best strategy' to get ahead in the academic game. Despite our compliance with the regime of new managerialism, our narratives also suggest that we are attempting to resist the drive for research productivity through envisaging a slower tempo in writing and aspiring for greater reflection. We provide readers with a range of individual- and collective-based strategies for being and progressing as grassroots ECRs, and implications for universities are also discussed at the end of the article. [ABSTRACT FROM AUTHOR]

Dewey's influence on Chinese education has been described as a prime example of the transfer of knowledge from the West to the East. This article investigates the precise process of this transfer by re-examining two themes stressed in current scholarship: Dewey's thoughts on education and democracy and his incremental approach to educational and social reform. In doing so, it explores the many roles Dewey played in both radical and moderate reforms and in an educational discourse that shifted its focus from democratic education to education informed by the scientific attitude. As a result, it raises further theoretical questions about the conceptualisation, unity and diversity, and 'influence' of Dewey in transfer processes. In this article, we argue that Dewey's ideas were subject to constant reinvention in Republican China and that the received Dewey was largely a fragmented Dewey born out of its ever-shifting socio-political and cultural context. [ABSTRACT FROM AUTHOR]

Vietnam and China have a shared history of collaboration and conflict, with economic interdependence becoming an important pillar in recent decades. China's larger worldwide policy of economic and cultural expansion (or the ‘go-out strategy') is crucial in facilitating Chinese migration to Vietnam, notably in the form of contract labour migration. Simultaneously, China's borderland and economic corridor development policies contribute greatly to commerce flows and social visits connecting the two nations’ border regions. Since its inception in 2013, the Belt and Road Initiative (BRI) has strengthened these economic ties and created an environment conducive to educational exchanges. In the context of Vietnam's long history of student exchanges with the West, this article examines how both China and Vietnam respond to new educational and economic opportunities presented by the BRI. It focuses on (a) the role of student mobility in the development of Vietnam's education system, (b) the state and institutional initiatives centred on academic collaboration and scholarship programmes, including BRI, that facilitate Vietnam-China educational exchanges, and (c) the significance of cultural and language learning as a basis for student mobility flows against the backdrop of educational diplomacy and deepening economic ties between the two nations. [ABSTRACT FROM AUTHOR]

In this article, we examine the grand compendium of verses composed by Abdi Beg Shirazi (1515–80/1) in the middle decades of the sixteenth century, which portrays the royal Sa'ādat-Ābād complex of the second Safavid ruler Shah Tahmasb (1524–76). Through careful reading and interpretation of these poems, both individually and as part of the larger structure of the compendium, we revisit the symbolism and mode of perception of gardens in the early-modern Persianate world. Contributing to the scholarship on the sensory turn, we argue that Shirazi's portrayal of royal gardens as a terrestrial paradise relied on senses and experiences rather than on the formal properties of these gardens. The poet presented the garden as a set of cognitive episodes rather than visual frames. As such, Abdi Beg Shirazi's text offers a compelling insight into the perception and reception of gardens in the early-modern Persianate world that helps expand the scope of current scholarship on the subject. [ABSTRACT FROM AUTHOR]

Critical discourses in intercultural communication (IC) scholarship continue to foreground the postcolonial malaise of Southern spaces. Intercultural communication education (ICE) may encounter some pedagogical challenges in its endeavour to reflect the complexity and depth of the discipline and its recent critical turn. This paper seeks to unravel the transformations and the emerging discourses accompanying the 'critical turn' in ICE. The rationale is (a) to engage more deeply with the realisations of this critical turn against a background of unequal power relations and its implications and contextualisations within the Global South and (b) to clarify the possibilities of ICE in disrupting ideological polarities and promoting social justice. The aims are, therefore, (a) to probe into the interrogating and resisting potentials of ICE in the periphery and (b) to discuss the complexities associated with teaching IC from a critical perspective in contexts situated within the lower spectrum of power asymmetries. [ABSTRACT FROM AUTHOR]

The term 'critical' has become ubiquitous in academia these days. It is always a term of praise, but, for many in the academic study of religion, being critical also provides a marker that distinguishes the kind of scholarship that belongs in the academy from the non-academic approaches that do not belong there. Over the past few hundred years, however, the term has been used to identify very different virtues. In this paper, I distinguish five broad senses of the term. I explain what is distinctive about each one, and I identify tensions generated between them. I close with my own proposal that one can combine all five senses of critique in a single coherent academic field, and that this integrated vision would be the best approach for the academic study of religion. [ABSTRACT FROM AUTHOR]

Prolonged incest, where children are sexually abused by familial perpetrators into adulthood, has been documented in clinical and criminological scholarship, however it is often overlooked in research, policy and practice approaches to familial sexual abuse. This article draws on interviews with ten Australian therapists about their clinical work with clients subject to incestuous abuse continuing into adulthood. It outlines their descriptions of these cases, the nature of the reported abuse and factors that facilitated prolonged and ongoing incest, including at the time of therapy. The therapists and their clients were female. The clients were highly dissociative and experienced significant psychiatric and medical comorbidity, and extensive socio-economic disadvantage. Reported abuse was sadistic, ongoing, often involved multiple perpetrators, and sometimes had links to organized abuse. Therapists' conceptualizations of the factors related to the abuse included: enmeshed and disorganized attachment to the perpetrator; symptoms of severe dissociation; having absent, abusive or non-protective mothers; and social isolation which limited help-seeking. The study concludes that attachment, trauma and dissociation-informed therapy is essential, while further research is needed to further explore effective interventions and responses to this clinical cohort. [ABSTRACT FROM AUTHOR]

This paper contributes to international scholarship on racial literacy in teacher education. Specifically, we consider filmic counter stories as bodies that carry an affective charge with the potential to ignite dialogic and embodied/emotional learning. The football documentary The Final Quarter is our case study. This film traces the racially explosive final years of First Nations Australian, Adam Goodes' elite playing career. The film floodlights football as a site for public pedagogy where people learn racism, with the film offering means of developing racial literacy through examining its encounters. The paper describes racial literacy and establishes affect/embodiment as a contribution to the field. We analyse the film using an affective-discursive lens and genealogical methodology and consider implications for teacher education. We argue that language is insufficient for understanding racism and that the affective intensities activated by film may help to pedagogically illuminate the role of emotions in reproducing racism. [ABSTRACT FROM AUTHOR]

The article focuses on the need for a more robust approach to Racial Equity, Diversity & Inclusion (REDI) in bioethics, arguing that current recommendations inadequately challenge the existing power dynamics within academic institutions. Topics include the necessity of recognizing diverse knowledge production methods; the importance of equitable partnerships with marginalized communities; and addressing the root causes of racial inequity in bioethics and academia.

Recent calls to address racism in bioethics reflect a sense of urgency to mitigate the lethal effects of a lack of action. While the field was catalyzed largely in response to pivotal events deeply rooted in racism and other structures of oppression embedded in research and health care, it has failed to center racial justice in its scholarship, pedagogy, advocacy, and practice, and neglected to integrate anti-racism as a central consideration. Academic bioethics programs play a key role in determining the field's norms and practices, including methodologies, funding priorities, and professional networks that bear on equity, inclusion, and epistemic justice. This article describes recommendations from the Racial Equity, Diversity, and Inclusion (REDI) Task Force commissioned by the Association of Bioethics Program Directors to prioritize and strengthen anti-racist practices in bioethics programmatic endeavors and to evaluate and develop specific goals to advance REDI. [ABSTRACT FROM AUTHOR]

In theory, misalignment of education and career aspirations in high school is a crucial determinant of post-school education and career mismatch. However, existing scholarship investigates the social influence and rational choice determinants of misalignment and mismatch separately. This study examines how misalignment at 15 years of age correlates with career mismatch in young adulthood (25 years). Using data from Y09 cohort in the Longitudinal Surveys of Australian Youth (LSAY), it analyses the education and career aspirations of 7,871 15-year-olds and the education and career outcomes of 2,697 of the same cohort after ten years. Consistent with both social class influences and rational choice factors, the results show that young people who were female, misaligned at school, in vocational pathways, were in relatively poor health and wealth when growing up and had a father with lower levels of education were more likely to be mismatched. Notably, misalignment of career and educational aspirations at age 15 was the strongest indicator of employment outcomes in early adulthood at age 25. The findings urge a rethinking of national and state investment in careers education, especially in addressing disadvantages faced by equity groups and within occupations served by vocational education. [ABSTRACT FROM AUTHOR]

The Journal of Bryology article presents new national and regional bryophyte records, including the discovery of species like Anthoceros agrestis in Turkey and Bryum eatonii in Îles Crozet. Various moss species, such as Campylopus atrovirens in France and Cololejeunea papillosa in Colombia, are also identified. The document provides detailed information on the distribution, habitat, and distinguishing features of these bryophyte species, contributing to the understanding of their diversity and occurrence in different countries. The study underscores the significance of documenting and studying these species for scientific knowledge and conservation efforts, expressing gratitude for the support received for the research. [Extracted from the article]

Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic developers co-created a regional community of practice (CoP) centered on developing evidence-based strategic plans and programming models to advance SoTL at their. We describe the development and outcomes of this regional CoP. Future directions for the use of such a regional CoP model to collaboratively develop cross-institutional offerings are also discussed. [ABSTRACT FROM AUTHOR]

Preserving and documenting the contributions of leading scholarship within criminology and criminal justice is essential to understanding the history of the field and serves to reaffirm high scholarly standards among the next generation of scholars. The current study, drawing from a leading professional organization within the field, the Academy of Criminal Justice Sciences (ACJS), engages an oral history documentation of the recipients of the three most prestigious ACJS accolades. These awards are bestowed to respected, well-known scholars, although only six total in the history of the organization have been awarded all three, two have since passed away. We conducted in-depth interviews utilizing a semi-structured questionnaire with the four remaining Triple Crown winners. The importance of collaboration with other scholars is a key theme highlighted throughout, including in the capacity of official and unofficial mentors, external funding, publications, and professional organizations, to name a few. [ABSTRACT FROM AUTHOR]

In this article, the author animates a different kind of telling and knowing for critical scholarship. Recognizing an unknowable reality through a journey to a mythical past, the author imagines an ontology of the serpent, a radical interdisciplinary, incantation for the future. This sorcerous evocation re-animates ancient mythical practices, forging a becoming that has not been realized. The serpent rejects a Christian, Cartesian, and modernist telos, recasting a different relationship with hierarchies that subvert radical forms of resistance from emerging. This paper ends within the embrace of anarchism, evoking the anarchist's "No!", destabilizing self and pointing toward wonderous, cosmic connections. [ABSTRACT FROM AUTHOR]

Exposing learners to sustainability-related topics can present affective–motivational challenges for learners, which may prompt cognitive bias. Cognitive bias directly influences how individuals perceive and process sustainability-related information, thereby also influencing sustainability-related behaviour and decision-making. Therefore, cognitive bias may also present a significant obstacle to the purposes of Environmental and Sustainability Education. Notwithstanding its potential relevance, there is no comprehensive understanding of how cognitive bias is currently addressed in Environmental and Sustainability Education. This review scopes scientific literature that addresses cognitive bias in Environmental and Sustainability education, based on SCOPUS, Web of Science and ERIC. We identified 21 articles that matched our search criteria. We identified four superordinate categories of cognitive bias that were addressed in the literature, including bounded rationality, confirmation bias, self-enhancement and ambiguity aversion. Moreover, we distinguished three perspectives from which cognitive bias is discussed in the literature: (i) education to mitigate bias associated with sustainability-related matters, (ii) bias as a barrier to Environmental and Sustainability Education and (iii) bias at the research-paradigm level. The list of identified biases provides evidence that cognitive bias may play an important role in Environmental and Sustainability Education scholarship and practices, which suggests that more research on this topic is needed. [ABSTRACT FROM AUTHOR]

This article examines the liberatory potential of student-led discussions in an increasingly neoliberal global context. More specifically, it will explore one such poetry-oriented practice as it embodies theories from scholars like Peter Rabinowitz and Michael Smith (as established in Authorizing Readers: Resistance and Respect in the Teaching of Literature, 1998) and Sheridan Blau (The Literature Workshop, 2003). Years after these authors first recommended locating classroom authority in students and the text rather than in the teacher, such practices remain rare; however, as both scholarship and student survey responses show, they are vital tools in cultivating genuine learning, student agency, and collaborative engagement. Although the article concentrates on student engagement with poetry as it exists in relation to the Advanced Placement® (AP) framework for English Literature and Composition, the commentary it provides is also relevant to alternative models such as International Baccalaureate® (I.B.) programs and college preparatory curricula more generally. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The British Archaeological Association is a registered company and charity that promotes the study of archaeology and preservation of antiquities. They organize lectures, conferences, and study days, publish a journal, and have a governing body. In 2023, they held council meetings and an online AGM, and had a membership of 780 individuals. They organized a conference in Chichester, expressed gratitude to contributors, and participated in the Leeds International Medieval Congress. They also published the Journal of the British Archaeological Association, awarded scholarships, and reported their financial information. As of December 31, 2023, their net movement of funds was £33,561, resulting in a fund balance of £611,904. Their balance sheet shows fixed assets valued at £518,193 and current assets of £109,205. Their charitable expenditure for the year was £104,024, and their investments were valued at £518,193, with various funds and unit trusts listed. Two previous funds were merged into one ESG Income and Growth Fund. [Extracted from the article]

More Americans are needed in STEM (Science, Technology, Engineering, Math) careers to advance the nation's competitiveness in the global economy. Given the extensive training of military service members, this population is well-poised to transition into STEM careers. While many veterans pursue STEM degrees, they often face hardships that impact their ability to attain STEM credentials. The goal of this mixed methods study was to identify factors that contributed to attaining a STEM degree among students in the Military STEM Scholarship Program (MSSP), a grant-funded program implemented at a university in the United States to assist veterans pursuing STEM degrees. By targeting veterans, this program supported a highly diverse group of students. Based on surveys, focus groups, and interviews, the participants credited their academic and professional success to activities promoted by the MSSP program, such as peer interaction, faculty mentorship, utilization of student support services, and internships. As a result, 80% of MSSP participants obtained a STEM degree, approximately 24 percentage points higher than the institution's average six-year graduation rate for all students. Through these findings, a model is offered for institutions to better serve a growing student veteran population. [ABSTRACT FROM AUTHOR]

Phenomenon: In 2012, the World Federation for Medical Education (WFME) established a recognition programme to evaluate medical school regulatory agencies across the world, in response to a new U.S. accreditation policy. Given the predominantly Western origins and Eastern impacts of the WFME programme, this article deconstructs tensions in the programme using postcolonial theory. Approach: Critical discourse analysis examines the intersections of language, knowledge, and power relations to highlight what can or cannot be said about a topic. We employed it to delineate the dominant discourse underpinning the WFME recognition programme. We drew on the theoretical devices of Edward Said, whose work is foundational in postcolonial thinking but has not been widely used in medical education scholarship to date. An archive of literature about the WFME recognition programme dating back to 2003, when WFME first released global standards for medical education, was analyzed. Findings: In the globalization of medical school regulation, the discourse of modernization can be conceptualized as a means of holding knowledge and power in the West, and enacting this power on those in the East, playing on fears of marginalization in the event of non-engagement. The discourse allows these practices to be presented in an honorable and heroic way. Insights: By uncovering the representation of the WFME recognition programme as being modern and modernizing, this article explores how such conceptualisations can close off debate and scrutiny, and proposes further examination of this programme through a lens that recognizes the inherent inequities and geopolitical power differentials that it operates within. [ABSTRACT FROM AUTHOR]

Introduction: Widening participation in education by including students from underrepresented groups has been recognized as important for the last decade. During the recent pandemic, the interest in how to make students from different backgrounds feel part of the university, and connected to their studies and peers, has become an even more widespread concern and therefore important to explore further. The aim of our study was to develop a conceptual model for educational design to support student engagement and participation, by exploring pedagogical aspects recognized as being valuable during widening participation initiatives. Methods: We used meta-ethnography following the recommended seven steps: getting started, developing a search strategy, reading and assessing the quality of the papers, analyzing how the different studies related to each other based on the interpretation of quotations of the informants (first order) and the researchers of the articles (second order), translating the meaning of the studies, developing a line of argument, and finally developing a conceptual model to express the synthesis. Three databases we used: PubMed, ERIC, and Scopus; the PRISMA workflow was used. Results: Six articles with a qualitative approach were included. A conceptual model was developed with the theme 'Scaffolding Strategies' and four sub-themes: Academic Support, Social Interaction, Processing Expectations and Clarifying Learning Progress. Conclusion: We developed a conceptual model from previous studies that entailed aspects of particular importance to support widening participation. By using scaffolding strategies in course design, teachers and students may collectively improve the learning environment to promote widening participation, through clear instructions and frequent interaction, communication and calibration of expectations, clarification of learning processes and progress, and support for academic-skills development. Furthermore, the importance of using academic support and social interaction between students and teachers early on, to encourage students to explore how to become an independent learner, is highlighted. [ABSTRACT FROM AUTHOR]

Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool's first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings. [ABSTRACT FROM AUTHOR]

To determine the prevalence and characteristics of food insecurity among female collegiate athletes. NCAA Division I female athletes attending a public university located in East Texas in 2018. A prospective cross-sectional online survey was employed to gather quantitative and qualitative data regarding food security status. Participants were instructed to complete the 26-item questionnaire, including the six-item USFSSM. Participants (N = 78) were 18–22 years of age, largely white (75%). Despite most (89.74%) receiving some form of scholarship and 80% reporting provision of some meals, 32.10% were classified as food insecure. Barriers to food intake were two-fold higher among the food insecure (88% vs 43%, p <.001); limited time (43.6%) and finances (23.1%) were the most frequently reported barriers. Despite university support, food insecurity exists in female collegiate athletes. Outcomes warrant screening for food insecurity, referral to support resources throughout matriculation, and tailored intervention programs. [ABSTRACT FROM AUTHOR]

In 2014 the International Journal for Academic Development (IJAD) issued a call for papers for 'Beyond learning and teaching: Extending the frontiers of academic development'. Though it was never published, the conceptual and definitional opacity that this special issue was expected to address, along with prevalent epistemic parochialism, remain problematic for academic development scholarship, and this article focuses on them. The article incorporates a critique of the field's scholarship within a conceptual analysis of academic development that culminates in presentation of the author's original conceptual model of the componential structure of academic development. Academic development scholarship, it is argued, is poised at a crossroad; its epistemic development is dependent upon its adopting a wider focus and agenda that its critical scholars are calling for, to diffuse the mainstream focus on teaching and learning. Mainstream scholarship is ripe for epistemic expansion into neighbouring fields, to encourage academic developers to shift their focus from what it is they do, to what they do is. [ABSTRACT FROM AUTHOR]

Scholarship of Teaching and Learning (SoTL) practices often require brokering across academic and disciplinary boundaries. As a group of seven diverse international SoTL scholars, we utilise scholarly personal narratives (SPN) as our methodology to document and explore our experiences of brokering across our multiple roles, disciplines and contexts. Guided by Simmons's 4M framework, we examine brokering within and across micro, meso, macro, and mega levels, illuminating the complexity of brokering. Our focus in this article is on the ways that brokering strengthens one's sense of identity, sense of legitimacy, and sense of community as a SoTL practitioner. Our study contributes to the broader SoTL literature by seeking to reaffirm SoTL as its own unique and legitimate field, emphasising the importance and complexity of brokering, and encouraging and supporting others who work within SoTL. [ABSTRACT FROM AUTHOR]

An editorial is presented the issue of placement poverty among healthcare professional students, particularly nursing students, and its detrimental effects on their well-being and educational progress. Topics include the impact of financial stressors on student anxiety and burnout, the challenges facing the nursing workforce in Australia amid and post-COVID-19, and the broader implications of these issues for the quality of healthcare delivery and workforce sustainability.

Limited research exists around the complexities of scholars who identify as survivors and subsequently engage in research about sexual violence and the relationship between their own scholarship and survivor identities. As scholars of color and survivors, who work in higher education, we navigate our own trauma and the trauma of others on a regular basis. This study was a transformative opportunity to explore our own experiences with writing dissertations on campus sexual violence. Employing the concept of masking and unmasking, we engaged in a critical duoethnography to explore the depths of our survivor identity during and after writing our dissertations. Because we use duoethnography, we present transparency and value rather than findings and discussion. Our study fosters understandings regarding the relationship between survivorship and scholarship and how unmasking the dissertation process can be an act of resistance for marginalized doctoral candidates. [ABSTRACT FROM AUTHOR]

Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central American international school, finding that these students have internalised this elitism as part of their IC development. This suggests that international schools could better serve the broader community by incorporating a critical stance towards IC that promotes equity without reinforcing elitism. [ABSTRACT FROM AUTHOR]

The obituary of Professor Richard Pring highlights his deep Catholic faith, academic achievements, and contributions to educational theory and practice. He was known for his sharp wit, insightful mind, and engaging personality. Richard's legacy includes his work as the Editor of the British Journal of Educational Studies and his impact on numerous doctoral students. His life and contributions to education will be remembered and celebrated by those who knew him. [Extracted from the article]

I JA i has defined and redefined advertising and the boundaries of advertising scholarship, highlighted important research topics and helped set the research agenda, and pioneered research innovations and theory development in advertising. Furthermore, with growth of the technology-based, data-driven, computational advertising research, which tends to apply multidisciplinary approaches, we should engage scholars from a variety of disciplines where connection to advertising and I JA i has been minimal. The Future of Advertising Research and My Vision for JA While the advertising field has often been considered a sub-field of communication or business, I believe that we have reached the point where advertising scholarship is established as a mature and distinctive academic discipline. [Extracted from the article]

Social workers frequent interprofessional healthcare teams. However, there are no identified systematic reviews to analyze efforts in social work education to engage in healthcare-focused interprofessional education (IPE). The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines for a systematic scoping review were utilized for reporting purposes. Arksey and O'Malley's methodological framework was used to 1) identify the research question, 2) identify relevant studies, 3) select relevant studies, 4) chart the data, and 5) report results. The final analysis included 49 articles. During data extraction, the following categories were utilized to organize findings: 1) Attitudes, 2) Infrastructure development, 3) Descriptive articles, and 4) Outcomes studies. Most of the IPE interventions include IPE courses, events, and fellowships. The majority of studies provided favorable results for IPE. Infrastructure and institutional support is critical to successful IPE implementation. More research is needed utilizing rigorous designs to assess the longitudinal efficacy of IPE interventions. [ABSTRACT FROM AUTHOR]

Letters of recommendation (LORs) are a valued, yet imperfect tool. Program directors (PDs) score phrases such as give my highest recommendation and top 5 to 10% of students as positive. Although positive phrases are valued by PDs, there is no evidence that these phrases predict performance. We attempt to identify whether 12 specific phrases found in letters of recommendation predict future performance of fellows. LORs were evaluated for 12 select phrases and statements. Alpha Omega Alpha (AOA) status, Step 2 Clinical Knowledge (CK) score, and whether the letter writer was personally known to our admission's committee were also categorized. Logistic regressions were performed to evaluate the relationship of the independent variables with fellow performance. Using multivariate logistic regression, one of the best residents (OR = 4.02, 95% CI (1.0, 15.9), p < 0.05), exceeds expectations (OR = 4.74, 95% CI (1.4, 16.3), p = 0.01), and give my highest recommendation (OR = 3.87, 95% CI (1.3, 11.7), p = 0.02) predicted positive performance. Highly recommend (OR = 0.31, 95% CI (0.1, 1.0), p < 0.05) and top 5 to 10% (OR = 0.05, 95% CI (0.0, 0.6), p = 0.02) predicted negative performance. The remaining phrases did not correlate to fellowship performance. The current LOR evaluation process may place undo importance on phrases that have limited bearing on a candidate's success in training. Training both letter readers and writers to avoid using coded language or avoid assigning improper importance to select phrases may help improve the candidate selection process. [ABSTRACT FROM AUTHOR]

In recent years, there have been numerous calls for Geographers working in higher education to put into practice anti-racist pedagogies. Less well-developed is scholarship on the approaches which expand students' understanding of race and the socio-spatial and material processes of their own racialization. Within the context of food geographies, visceral pedagogies have been useful for advancing student knowledge on the multi-scalar, dynamic and complex systems of power that influence what we eat. Bringing together insight from critical pedagogy, food geographies, and corporeal feminist understandings of race, in this paper I point to the effectiveness of experimental and embodied pedagogies which expand students' emotional and cognitive learning about the relationship between race and everyday food practices. Drawing from narrative and interview data with primarily white undergraduate students in Colorado, USA, I argue that embodied, critical pedagogies contribute to anti-racist goals by destabilizing whiteness, linking students' theoretical understandings of race to everyday practice, and building empathy for/with others. Furthermore, I point to the effectiveness of a variety of student reflection formats, from narrative writing, to sharing a meal, to empathetic listening, to argue for greater attention to not only what we teach in anti-racist pedagogy, but how we teach. [ABSTRACT FROM AUTHOR]