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Inspired by neo-institutional theory, we explore whether the semantics of diversity appears to be global and universal through computer-assisted content analysis of 2378 publications. Diversity discourses are dominant, but only in the USA and Canada, UK and Ireland and Europe, not being present in Asia, Africa, the Middle East and Latin America. Diversity is interpreted differently across regions influenced by the local socio-political settings. Academic literature on diversity first appeared in the USA and Canada in the mid-1970s in relation to race and gender. In other English-speaking countries, diversity gained momentum only in the mid-2000s, with inclusion, gender, ethnicity and cultural diversity being the dominant terminologies. Later in that decade, diversity appeared in the academic literature in Europe, often framed as inclusion and gender. We did not find any evidence that the semantics of diversity has become global or universal and, therefore, question the cultural globalisation and the worldwide standardisation of academic knowledge around the valorisation of individual and collective differences.

When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress -- a community-engaged experiential learning course with a curricular emphasis on transferable skills -- flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describes the teaching approaches used to support students.

The paper analyses the contributions to "Journal of Learning for Development" ("JL4D") from volume one to five using bibliometrics and content analysis techniques. Analysing the 91 papers in various categories of "JL4D," the paper identifies authorship pattern, topics covered, research methods used, types of documents used in citations, core journals and the median age of citations to "JL4D." The finding of the study reveals that "JL4D" has created a niche for itself as a specialised research journal focusing on innovations in learning contributing to development.

This special issue of "Canadian Social Studies" is dedicated to Roger I. Simon. Simon's scholarship bequeaths to theorists, teachers, and curators across Canada and beyond a theory of education that opens up responsibilities to past and present others. The papers gathered for this special issue address many of the difficulties that he dared educators to hold in mind. What Simon opens are big questions for education in a time more often consoled by the promise of solutions, best practices, and evaluation. These are questions about the interpretive quality of knowledge, the meaning of responsibility, justice, and the role of pedagogy in the reparation of historical trauma. Indeed, Simon lived with questions as the ground of his pedagogy, and in their articulation, he leaves behind an absence that is brimming with potential to make social and historical knowledge matter.

This paper conducts an affirmative reading of key constructs of pedagogy, ethics, culture and justice put forth in the texts of Roger Simon. Rereading these texts with, against and across the trajectory of one thinker's thought, the article generates new possibilities for pedagogy in global and contemporary times. The paper demonstrates that reading affirmatively is a generative form of critical thinking that considers, deliberates and renews thought as an active ongoing and dialogical process of meaning making. This way of reading, as closely inhabiting the lines of the other's thought, seeks to do justice to the lifework of this remarkable thinker and contributes a view of reading the other's words as a vital to thinking, learning, teaching and acting in the world.

Extracurricular student-staff partnership activities are increasingly common in higher education institutions, but concerns have been expressed about their relative inclusivity. In order to contribute to understanding of why students do and do not take part in such initiatives, this study draws on data from a survey of students at four institutions, in three different countries, with established extracurricular partnership programs. Though the findings indicate some preliminary differences between participants at the four institutions, they also demonstrate a number of shared perceptions, including similar understandings of key features of partnership and shared perceptions of barriers to participation. Implications for partnership practice and research are discussed.

The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these interactions and suggest that the middle position gives much-needed insight into the complex and relational qualities of class-making. To qualify our theorization of middling and social class-making in elite schools, we draw from interviews with Canadian teachers working in international schools in the Global South.

This article aims to propose a design for Eye Injury Registry (EIR) model for Indian Armed Forces, to make ophthalmologists and non-ophthalmologists aware about the existence as well as the usefulness of such a registry. This is a perspective study. The EIR model for Armed Forces was designed based on the relevant sources in PubMed, Scopus and Embase including registries of pioneering countries like United States and Canada. A questionnaire based on the model dimensions was developed (Cronbach's alpha>0.7) and filled by 04 senior ophthalmologists in Armed Forces, all of who had a significant experience in dealing with various types of ocular trauma, to give expert opinions, which were then applied to the proposed model to finalize it. In Armed Forces, a registry and reporting on eye injury along with a systematic collection of standard data on eye injuries will help ophthalmologists in the successful prevention. Such a registry and its large database once formed will permit elaborate epidemiologic investigations, highlighting preventable sources of injury, emerging patterns of trauma in our services, and the best possible treatment protocols to be adopted, for successful outcomes. EIR in Armed Forces can help in the collection of eye injury data, thereby improving the quality-of-care and expansion of prevention strategies for ocular injuries. It is a step to make a truly effective data bank, which will be instrumental in combating such preventable ocular injuries and in turn go a very long way in achieving the final goal of preventing up to 90% of such injuries. [ABSTRACT FROM AUTHOR]

This article makes tentative links between abstract global forces and the affective and material reworking of race in intimate spaces of culture and community. Using postcolonial and psychoanalytic resources the article follows enduring manifestations of race as racism surfaces and is mobilized through global shifts of people, ideas and capital. The article argues that as national borders become destabilized under globalization, existing significations of race and racism give way to reattach to migrating, vulnerable and displaced bodies. The article argues that teachers and educators in multicultural nations can begin to follow and intervene in race moves by collectively thinking through narrative histories of migration that structure national belonging and non-belonging and our relationships to each other at home and in the world. (Contains 7 notes.)

Supporting learners' public engagement with traumatic histories of mass human violence can develop and sustain reparative relations across and between strained social collectives. In this article I theorize the intrapersonal and inter-political dynamics of psychical and social reparation through a classroom case of reparative learning. I analyze the emotional responses of beginning teachers engaging with traumatic Aboriginal history as depicted in Robert Arthur Alexie's novel "Porcupines and China Dolls". My analysis of students' trouble with the novel offers insight into the psychical production of reparative curriculum as it is raggedly pieced together in the learner's capacity to feel for the unimaginable lives and worlds of others. (Contains 4 notes.)