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The article presents a newly found document that sheds light on the revolutionary events in Brabant (Belgium) during the 1780s. It states that the document, titled "Appel à l'insurrection du Brabant," outlines a plan for an armed uprising to remove Joseph II from the Brabant throne. It argues against the reforms of the Emperor and calls for the preservation of the province's rights and privileges. It also discusses the formation of a national army to achieve the goal.

Mature social evaluations privilege agents' intentions over the outcomes of their actions, but young children often privilege outcomes over intentions in verbal tasks probing their social evaluations. In three experiments (N = 118), we probed the development of intention‐based social evaluation and mental state reasoning using nonverbal methods with 15‐month‐old toddlers. Toddlers viewed scenarios depicting a protagonist who sought to obtain one of two toys, each inside a different box, as two other agents observed. Then, the boxes' contents were switched in the absence of the protagonist and either in the presence or the absence of the other agents. When the protagonist returned, one agent opened the box containing the protagonist's desired toy (a positive outcome), and the other opened the other box (a neutral outcome). When both agents had observed the toys move to their current locations, the toddlers preferred the agent who opened the box containing the desired toy. In contrast, when the agents had not seen the toys move and therefore should have expected the desired toy's location to be unchanged, the toddlers preferred the agent who opened the box that no longer contained the desired toy. Thus, the toddlers preferred the agent who intended to make the protagonist's desired toy accessible, even when its action, guided by a false belief concerning that toy's location, did not produce a positive outcome. Well before children connect beliefs to social behavior in verbal tasks, toddlers engage in intention‐based evaluations of social agents with false beliefs. [ABSTRACT FROM AUTHOR]

Research increasingly acknowledges the far-reaching impact of social class and the many ways in which it can meaningfully shape individuals' work and working lives. As such, social class and concomitant class privilege represent relevant and necessary content for the management classroom. In this paper, we begin by offering an overview of select research addressing social class and work, which helps to emphasize the significance of social class in organizational life. Next, to help educators bring "class" into the management classroom, we present teaching resources from across disciplines. We also advocate for educator reflexivity, the development of broader vocabularies around social class, and engagement with activities that increase students' understanding of class-based inequalities at the individual, institutional, and social or cultural levels. Overall, we bring together research and resources that relate to social class and work, to not only inspire and inform management educators, but also to offer resources that help students prepare for navigating a class-diverse workplace. [ABSTRACT FROM AUTHOR]

Humanitarian aid workers are permanently on the move. The mobility embodied in people who travel from one emergency to the next is perceived as a legitimate form of movement and often stands in sharp contrast to the ones whose lives they are intervening in. However, the mobility of aid workers is more restricted than the image suggests. Within their zones of intervention, the work life and social time of humanitarians is often strictly limited to humanitarian spaces; compounds, secure vehicles and hotels. The emergency imperative reduces their radius to a world of red, yellow and green zones. The humanitarian state of emergency not only moves bodies and materialities, it also transforms hierarchies. While moving through spatial borders humanitarians also transcend social ones, experiencing an uplift in status and privileges in socio-economic and social terms often incomparable to their pre- and post-humanitarian lives. Drawing on ethnographic fieldwork on international organizations and their employees in the humanitarian aid sector in Haiti, the paper seeks to dismantle and demystify expatriate im/mobilities and offers a more nuanced way of classifying the various forms of mobilities of humanitarian aid workers. [ABSTRACT FROM AUTHOR]

Th e aim of this article is to show the heuristic potential of comparative analysis of forewords, dedications, and aft erwords in Ukrainian old-printed church editions for portraying the image of the baroque editor. Th e research methodology is based on a prosopographic analysis of the personality of the Ukrainian editor, as refl ected in the forewords, dedications, and afterwords of old-printed church books. Th e scientifi c novelty of the research lies in the innovative utilization of forewords, dedications, and aft erwords to Ukrainian old-printed church editions as historical micro-sources of editor's personality exploration. This kind of source is regarded as a manifestation of a value system and pragmatic intentions that are common for the social group, connected with the work of Ukrainian printing houses of the early modern period. Conclusions. Th e prosopographic portrait of the Ukrainian church book of the seventeenth- and eighteenth-century editor reveals in a complex of mutually exclusive characteristics. On the one hand, the baroque editor portrays himself as a spiritual leader who cares for the church community by performing tangible acts such as providing books, which are critical for the salvation of souls in the battle against sin. Th is edge of the editor's personality acknowled ges God's help in all stages of book publishing and manifests a true belief in God's providence to take care of the book aft er its release. On the other hand, the editor of the church book reveals himself as a profi t-seeker. Th is edge of the editor's personality is demonstrated by his readiness to use a powerful person's protection or, if relevant, his own social privileges to get fi nancial advantages for the printing house. Th e image of a generous patron who supports the development of book printing is depicted in texts of dedications to church editions as an attempt to build up the fashion for fi nancial support of church book printing, presenting it as a virtue worthy of a heaven ly reward. Th e competitiveness of church book editors is evidenced by the discussions on the accuracy of translation and reliability of sources, which are seen in the forewords to particular editions of books for church ceremonies. Such a dualistic form of the editor's self-presentation refl ects the typical worldview of the Ukrainian baroque connection of selfl ess service to God, with expectations not only for salvation in eternity but also for prosperity in the earthly life. [ABSTRACT FROM AUTHOR]

The paper focuses on the fatherhood premium, and who it benefits the most. I conclude that professional workers who are white, heterosexual, and married to the mother of their children receive the greatest premiums when compared to socially disadvantaged fathers. This paper outlines the two key theories used to explain the fatherhood bonus, and the flaws in their explanations. To understand the professional fatherhood bonus, I highlight the role of higher education and the hierarchy of positions in determining who gets the best bonus. With racial differentials, I find that Black men earn less of bonus than white men and only earn the bonus under specific circumstances, and I point to the importance of the ideal worker type and nuclear family, which also used to explain the importance of marital status and relationship to the child. Additionally, I highlight several gaps in the literature, calling attention to the need for studies with Canadian fathers, Indigenous fathers, and queer fathers. [ABSTRACT FROM AUTHOR]

Introduction: Although the American Psychological Association encourages clinical psychologists to recognize and understand the experience of social privilege both within themselves and the individuals and communities they serve, there is a dearth of research in the field to guide this pursuit. According to the available literature, an essential barrier to social privilege integration is its implicit and covert nature that prevents consistent consciousness due to hegemonic forces. Methods: This study explored the process, from initial social privilege awareness to the moment of the study, through individual interviews. A social-constructivist, grounded theory approach was utilized as it was aligned with the understudied phenomena oriented around social justice. Results: The result is a developmental model of social privilege integration that explicates accumulated exposures to privilege, the resultant threat to and protection of personal identity, and the conducive factors that lead to reconciliation. Discussion: Implications of this theoretical model include the importance of a developmental perspective to cultivate an understanding of individual prejudice attitudes and discriminatory behaviors, as well as a roadmap toward equitable change. This model may be used by clinical psychologists across multiple settings in response to the most recent APA multicultural guidelines. [ABSTRACT FROM AUTHOR]

Scholars have persistently recognized inequities in undergraduate college admissions and student engagement, especially with regard to specialized practices such as early admissions (i.e., early action and early decision, or EA/ED) and high-impact practices (HIPs). However, researchers have not yet considered whether the known social privileges of early admissions are associated with compounding privileges in terms of students' participation in HIPs. Guided by a conceptual framework that places social capital and cumulative advantage in conversation with student engagement, this quantitative study explores whether the social privileges present among EA/ED students relate to greater participation in structures of college engagement, operationalized through the lens of HIPs. I use an analytic sample of 7657 undergraduate students who completed The Freshman Survey and the College Senior Survey (2013–2017), both administered by the Higher Education Research Institute, employing descriptive and multiple regression analyses to investigate the relationship between early admissions and later college engagement. Descriptive findings document many of the systemic privileges that EA/ED students hold and reveal that EA/ED students participate in certain types of HIPs more frequently than their regular admit peers. Further, regression results document several important predictors of HIP participation, including students' social identities (e.g., sex, race, class), high school engagement and achievement, early admit status, and collegiate context, suggesting that access to college student engagement is not value neutral. Practical implications discuss the importance of questioning how—and for whom—specialized admissions and engagement programs serve. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In what ways, if any, do development workers practice solidarity? In-depth interviews with 42 current and former workers for the Canadian federal development agency reveal that emotions are important factors in how solidarity is enacted and where it breaks down. Almost all the interviewees described feelings of frustration and reward in their development work, but whether these emotions contribute solidarity is contingent on the extent to which these workers identify with their partners. The more they identify, the more they push for the development outcomes they believe will best serve their partners, often despite Canadian political priorities. However, the conflict between Canadian and development interests can lead to burnout, especially for women, who are more likely to challenge the organization—and to face professional hurdles as a result. In contrast, workers who see themselves as primarily accountable to Canadians experience less frustration and easier career paths. For this group, the reward of "doing good" becomes an additional source of privilege that further separates them from development partners. The case of Canadian development workers highlights the challenges of solidarity as an elusive yet important development ethic and sheds light on broader questions of how solidarity can challenge privilege to redress inequalities. [ABSTRACT FROM AUTHOR]

An introduction is presented on which a guest editor discusses articles in the issue on race and well-being, focusing on how racism affects families, the intersection of oppression and privilege, and social justice.

In this paper I introduce and explicate the concept of “class blindness,” and show how it works to obscure and justify class inequality even in a small community in which social divisions are well recognized. Similar to the concept of color-blind racism, class blindness is a discursive strategy to erase and minimize class privilege and the social processes by which class inequality is created and perpetuated. Denial of these processes, and the social-structural roots of class advantage and disadvantage, undermines efforts to effectively address societal problems born of social class inequality. I show how class blindness allows those with privilege to police their social positions and secure resource hoarding within a community while holding the disadvantaged personally responsible for their struggles. I further describe how class blindness allows advantaged individuals to express concern about social problems including poverty and inequality in the abstract, while acting in ways that contribute to its perpetuation on the micro and the macro levels. This qualitative case study, based in 84 interviews and 10 months of participant observation with individuals across the class spectrum, illustrates the processes that contribute to the reproduction of social inequality even among those whose ideological stances include commitment to its reduction. [ABSTRACT FROM AUTHOR]

I Privilege and Prophecy i is a masterly account of what the author calls the defining feature of the domestic agenda of the Episcopal Church in the United States in America (ECUSA) from 1945 to 1979: a "prophetic" mission to challenge unjust and dehumanising social structures. As a result, they helped transform ECUSA from a socially prominent church unified by a shared sense of purpose into a socially marginalised church, rent by internal rivalries and struggling with a muddled identity. Dr. Tobin has probably chosen ECUSA in large part because he knows it well; he is an expat American who serves as a priest in the Church of England, from which ECUSA is descended. [Extracted from the article]

That individuals attain socioeconomic status (SES) through their own effort and ability, which is a staple pillar of the meritocratic ethos and has been a popular topic of inquiry within social psychology. However, this focus on merit overshadowed other important causal factors that contribute to one's SES, such as opportunity and chance. This study presents psychometrically validated scales measuring one's causal beliefs of SES attainment for themselves (agency beliefs) and others (society beliefs). Utilizing a nationally representative sample, participants completed 68 items of causal agency and society beliefs for low and high SES attainment. Through factor analyses, item response theory, and careful item reduction, three subscales and six dimensions measuring (1) merit (effort and ability), (2) opportunity (social connections and privilege), and (3) chance (luck and fate) are introduced for each belief system. Correlation analyses reveal general support for construct validity. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Inspired by a Danez Smith poem, this essay is a 'little prayer' for LGBTQIA+ people and organizers to be able to collectively grieve the family and friends they have lost, the relations they had to end, the social privileges they never had, or lost before and after sharing their queerness. It argues for the militant force of this slow-paced, ghostly, and ambiguous grief in queer lives, and in the LGBTQIA+ movements in Turkey and elsewhere. The author draws on 4 years of organizing at Boysan ' s House – a living memory space, and community hub in Istanbul – and the 12-hour oral history conducted with Mother Sema, who has been mobilizing her motherhood and her grief as a pro-LGBTQIA+ organizer since 2006. The essay suggests that ambiguous grief can be relearned and re-membered as a radically transformative force that is already constitutive of queer communities. It situates the histories and presents of Mother Sema and Boysan's House amid diverse experiences of resilience and resistance through motherhood, queer kin making, and mourning. In so doing, the essay builds on the militant activisms of the Saturday Mothers/People, the Peace Mothers, the organized family members of LGBTQIA+ people, and the trans communities in Turkey. It is thus an inquiry into ways of housing and transforming ambiguous grief in the LGBTQIA+ movement, in the post-July 2016 coup attempt Turkey. [ABSTRACT FROM AUTHOR]

As individuals who use their privilege to reduce prejudice, educate others about social justice, and actively stop discrimination, faculty allies can play a vital role in transforming universities to be more equitable, diverse, and inclusive. However, discrepancies persist in how faculty define privilege and communicate allyship. Drawing from standpoint theory, we examined discursive divergences in how 105 full-time faculty defined and experienced privilege and how they enacted allyship in the workplace. Participants tended to conceptualize privilege as a set of advantages and lack of structural barriers for people based on their group membership(s). Discursive differences emerged regarding the degree to which faculty participants perceived privilege to be un/earned and rooted in structural power, and some participants took ownership of their social privilege while others discursively elided it. When asked to identify specific ally actions, participants often described broad behaviors that aimed to help individuals in interpersonal contexts but did not address actions aimed at dismantling inequitable power structures, revising biased policies, and transforming toxic organizational cultures. Our findings highlight the need for trainings that clarify conceptualizations of privilege and help faculty translate their understanding of allyship into communicative actions that stop discrimination at interpersonal and institutional levels. [ABSTRACT FROM AUTHOR]

This paper takes as its starting point the question of whether there is an inherent tension between co-production and critique. Whilst the former requires engagement, proximity, situatedness, an inclusive definition of expertise and an action-orientation, the latter has traditionally been equated with disengagement, distance, academic expertise and theory-building. Tracing both the critique of co-production and the critique of critique, I suggest that co-producing critique could be one basis for rescuing both from their detractors. Drawing on my experiences in the Realising Just Cities programme (2010–2020), I argue that co-producing critique from within the university requires designing boundary spaces, intermediating between knowledge claims and balancing between articulated and attributed values for co-production. This gives rise to co-production as an epistemic praxis, not method, characterised by boundary work, epistemic choreography and triple shifting. I argue that whilst academics should argue for altogether different kinds of institutions, there is also value in recognising how we are tethered to our institutions. More attention should be paid to choreographing universities into, rather than out, of critical-engaged work, in order to mobilise their privilege and position for social justice. [ABSTRACT FROM AUTHOR]

In this paper I argue that, due to the influence of Rastafari culture and beliefs, my interlocutors, members of the Rastafari community in Puerto Rico, are selecting a Black racialized identity for themselves—even though they have the social privilege not to do so. In doing so, they are critiquing how Blackness and Black identity formation is understood in Puerto Rico. By refusing said privilege and choosing what is largely understood to be a marginalized identity, they are defying Puerto Rican racial constructions as well as Eurocentric racial hierarchies. They present instead a number of counternarratives: (1) they acknowledge the reality and gravity of racism in Puerto Rico, (2) they favor and support a standard of beauty that is Afrocentric as opposed to the typical Eurocentric standard prevalent in Puerto Rico, and (3) they consider a Black/African identification to be a practice in empowerment and not suppression. [ABSTRACT FROM AUTHOR]

Although there seems a willingness to adopt pedagogical approaches that address the complexity of team games, there is little guidance as to how. Transforming coaching practice does not happen overnight, therefore developing non-linear approaches to coaching assumes the development of new knowledge. These approaches to coaching privilege social interaction and the use of questioning in the coaching process, which is far removed from the traditional approach to coaching. Greater exploration is needed as to how to support coaches in developing their application of non-linear coaching practices to support transformative coach learning. Research identified the challenges coaches face when trying to incorporate questioning into their practice. Recognising the pedagogical nature of coaching, this paper draws on Lev Vygotsky to support coaches in improving their coaching with game-centred approaches and the use of questioning. The study aim was to improve my practice as a coach educator to enhance rugby coaches' understanding and application of the game-centred approach. It involved a group of six student rugby coaches. Using action research, coaches delivered an 11-week rugby programme to a class of year 5 children. Findings emphasised the importance of social interaction, privileging the use of language in developing coach autonomy. Providing time to build a collaborative relationship between the educator and coach assisted coach development. The major contribution this paper makes is to illustrate the value of effective questioning. The importance of questioning cannot be understated in coaching and coach education, with it leading to social interaction and facilitating opportunities to develop co-construction of new knowledge. [ABSTRACT FROM AUTHOR]

Data-driven AI systems can lead to discrimination on the basis of protected attributes like gender or race. One cause for this is the encoded societal biases in the training data (e.g., under-representation of females in the tech workforce), which is aggravated in the presence of unbalanced class distributions (e.g., when "hired" is the minority class in a hiring application). State-of-the-art fairness-aware machine learning approaches focus on preserving the overall classification accuracy while mitigating discrimination. In the presence of class-imbalance, such methods may further aggravate the problem of discrimination by denying an already underrepresented group (e.g., females) the fundamental rights of equal social privileges (e.g., equal access to employment). To this end, we propose AdaFair, a fairness-aware boosting ensemble that changes the data distribution at each round, taking into account not only the class errors but also the fairness-related performance of the model defined cumulatively based on the partial ensemble. Except for the in-training boosting of the group discriminated over each round, AdaFair directly tackles imbalance during the post-training phase by optimizing the number of ensemble learners for balanced error performance. AdaFair can facilitate different parity-based fairness notions and mitigate effectively discriminatory outcomes. [ABSTRACT FROM AUTHOR]

This article analyzes the dominance of elites, retaking the empirical case of Guatemala and contributes of the literature that seeks to explain the resilience of exclusionary state orders. The research is based on the theoretical-methodological contributions of René Zabaleta and the Gramscian perspective of the Integral State with the aim of understand the hegemony of the elites in three analytical dimensions: a) the defense of privileges based on instrumental control over the main processes and institutional mechanisms; b) the efforts to the subordinately and selectively integrate fragments of civil society into their projects; c) the disposition to resort to violent state and para-state mechanisms to counteract the antagonistic expressions of civil society. It is argued that the combination -with a changing weight- of these three strategies protected by a political culture that updates notions of social differentiation and privilege, lets decrypt with detail the Guatemalan hegemonic configuration. [ABSTRACT FROM AUTHOR]

India is one of the most rigidly stratified societies in the world, yet little is known about life expectancy disparities in the country. We provide direct estimates of social differences in life expectancy in India using survey data spanning two decades. We show that individuals from the Scheduled Castes and Scheduled Tribes have drastically and persistently lower life expectancies than high‐caste individuals (between 4.2–4.4 years for women and 6.1–7.0 years for men in 2013–2016). While Muslims had a modest life expectancy disadvantage compared to high castes in 1997–2000, this disadvantage has grown substantially over the past 20 years. Mortality disparities between marginalized and privileged social groups are present across the entire life‐course and are increasingly driven by older‐age mortality. Our findings reveal a pressing need for far greater attention to the health of marginalized populations in India. [ABSTRACT FROM AUTHOR]

Much of the work on the development and maintenance of group inequality has focused on a select number of advantaged groups, resulting in a "blind spot" regarding the role of liberals in contributing to social inequality. The present work tests for a privileged liberal principle‐implementation gap, the notion that under conditions that make personal stake salient privileged liberals exhibit a gap between their self‐reported principles and behavioral tendencies. The studies focus on three areas critical to inequality: employment (i.e., affirmative action; Studies 1a and 4), education (i.e., equal access to education for the working class; Study 1b), and housing (i.e., access to affordable housing; Study 1c), as well as support for the homeless (Studies 2 and 3). The results demonstrate that privileged liberals report higher principles to reduce inequality compared to conservatives, but in settings with salient personal stake exhibit no differences in behavior compared to conservatives. The findings also provide direct experimental evidence for the role of personal stake in shaping the privileged liberal P‐I gap. Implications for the study of inequality and impact on Black/Brown working‐class communities, as well as a class‐based approach to social change, are discussed. [ABSTRACT FROM AUTHOR]

College students from underrepresented racial groups often experience racial prejudice and discrimination from their White peers at predominantly White institutions (PWIs). White university students may be misinformed about race and unaware of their privilege. In this study, we investigated the effects of online training that aimed to increase participants' cultural competence through multicultural knowledge, awareness of their own privilege, and skills. White college students at a PWI completed a 4‐week training program adapted from a 1‐day in‐person workshop. The training provided 1‐h weekly online sessions in which White participants (n = 72) were provided resources aimed to develop cultural competence. It utilized student‐acted role plays, reflection questions, articles, and videos to create an interactive experience for students. Results demonstrated that participants showed significant increases in cultural competence and acknowledgment of their White privilege directly following the fourth training session. Further, they exhibited decreases in racial colorblindness. This study suggests that a brief, online training may increase cultural competence in undergraduates which can potentially improve the climates of university campuses. [ABSTRACT FROM AUTHOR]

This research examines two groups of young Western entrepreneurs' experiences of leaving China during the Covid-19 pandemic, either due to business failure or due to being stuck abroad when China closed its border to international travelers. Based on semi-structured long-distance interviews with twenty young white entrepreneurs who had previously worked in different Chinese cities, this article highlights the impacts of the Covid-19 crisis on their businesses, social status, and identities before and during the pandemic. We identify two prominent themes in our respondents' highly emotional reflections on their involuntary return experiences: loss and victimhood. We argue that such narratives betray multi-layered tensions between privileges and precariousness in the social construction of whiteness in a transnational context. [ABSTRACT FROM AUTHOR]

Scant literature exists on the topic of academic entitlement in the social work discipline, especially within the context of social work experiential learning, also known as field education. This dearth of literature prompted the present exploratory study examining the prevalence and identifying predictors of academic entitlement through the lens of field education. This study collected data via online surveys completed by master of social work (MSW) students and field supervisors. The total sample size, 288, comprised 141 students and 147 field supervisors. Central measures of the study empirically assessed academic entitlement and anxiety. The results indicated significance in the following variables relative to students: parental income, year in the graduate program, and field satisfaction. Among field supervisors, the data yielded no significant levels for predicting variables, indicating solidarity. Implications from this study encourage field educators to examine policies and training procedures offered to students and supervisors accounting for the influence of academic entitlement. Consistent and evidence-informed responses to students and supervisors may increase satisfaction of all parties involved in field education. It is intended to build a more supportive network of collaborative resources for students experiencing challenges in field education through a strengths-based infrastructure. [ABSTRACT FROM AUTHOR]

Social work educators are tasked with students to incorporate into practice the skills of engaging diversity and difference, advancing human rights and challenging social injustice. Students are asked to engage with concepts and practices that confront the status quo of institutionalized oppression. Yet, students may not be exposed to examination of the ways in which social work practitioners may unintentionally recreate and reinforce hierarchies of inequity through common social work policies and practices. Educators can prepare students by implementing strategies in the classroom that illuminate the privilege inherent in the profession of social work, and the power and control over clients' lives that come with the degree. Educators also need to provide context for academic material, acknowledging the economic, social, and political framework within which that knowledge is put to use. Finally, educators need to prepare students to be reflexive in their practice, in order to proactively address power imbalances. This can be done by providing examples of educators' own practice and the ways in which they may have inadvertently reinforced ideas and values that have historically resulted in marginalization of clients. [ABSTRACT FROM AUTHOR]

Cannabis has undoubtedly become more accessible and commonplace in American society, and scholars and laypeople commonly claim it has achieved a normalized status. On the other hand, structural and social stigmas still impact medical and non-medical cannabis users' everyday lives. This study attempts to restore nuance to the academic debate on cannabis normalization. The primary method used here is focus groups of cannabis patients in Michigan (n = 21), which are occasionally supplemented by key informant interviews. Findings suggest cannabis patients face persistent cannabis-related stigmas and discrimination, even in a post-prohibition state like Michigan. These stigmas create tension for patients in their personal relationships, work environments, and sense of self. Furthermore, experiences of being a cannabis patient vary along the lines of age, gender, race, and occupational status. As such, this study suggests claims of normalization may be premature or symptomatic of social privileges. [ABSTRACT FROM AUTHOR]

Historians of classics now focus on unknown and previously untold stories: on women classicists,[5] on the intersections between classics and homosexuality,[6] on classics and racism,[7] on the role of classical scholarship in colonial projects[8] or in Nazism and Fascism,[9] on previously disregarded areas,[10] and so on. Kanigel and Güthenke problematize the traditional history of classics, correcting and complicating the image of the classicist and of the disciplinary methodology. Kanigel, Güthenke, and Hall and Stead show that all these elements have already been part of the discipline. Hall and Stead's approach hence differs from Kanigel's or Güthenke's. [Extracted from the article]

In the book "Privilege and Prophecy: Social Activism in the Post-War Episcopal Church" by Robert Tobin, the author explores the tension within the Episcopal Church between its English heritage and its desire to establish itself as genuinely American. The church has historically been associated with a privileged elite, appealing to the educated and aesthetically sensitive. However, a post-war generation of leaders dedicated themselves to progressive social reform, sacrificing the prestige and unity of the church. The book examines the challenges faced by clergy from privileged backgrounds claiming the role of prophets, as well as the church's shift towards extreme liberalism during the 1960s. The author also offers a challenge to the Church of England, cautioning against following the path of the Episcopal Church. [Extracted from the article]

The book "Gentrifications: Views from Europe" is a collective work by Marie Chabrol, Anaïs Collet, Matthieu Giroud, Lydie Launay, Max Rousseau, and Hovig Ter Minassian. The authors, who are PhD students from different countries, examine gentrification in various contexts and argue for commonalities behind these phenomena. They analyze the structural, policy, and social aspects of gentrification, emphasizing the complexity and multidimensionality of the process. The book's strengths include its longitudinal perspective, diverse research methods, and rejection of simplistic dichotomies. However, the authors' tendency to impose their own interpretations on research subjects is criticized as a methodological fallacy. Overall, the book contributes to the understanding of gentrification and its social implications in different European cities. [Extracted from the article]

This paper extends the study of passing to a privileged identity. From qualitative interviews, we examine Norwegian professors' everyday self‐presentation. When in new encounters, like meeting other parents through their children's leisure activities, our respondents' leave their occupation and especially title undisclosed before cautiously negotiating possible disclosure. The existing literature mostly highlights passing that happens for self‐protection. While (soft) self‐protection is one concern for professors, they also pass for additional reasons: protecting interactants from insecurity or discomfort and preventing imbalance and "fuss." Theoretically, we combine Goffman's treatise of passing with interaction ritual and facework. We discuss whether this analytical model may also help clarify instances of stigma passing and consider the consequences of privilege passing for social inequality. [ABSTRACT FROM AUTHOR]

Boarding schools exist to provide education for children, but this involves the child leaving the family home and residing in an educational institution. Identity Process Theory suggests that such a change in circumstances can threaten the child's identity, which triggers coping strategies and impacts on the individual's self-concept during both childhood and adulthood. This study undertook an Interpretative Phenomenological Analysis of semi-structured interviews conducted with five adults who boarded as children. The focus was on exploring participants' beliefs in terms of how the boarding experience affected their sense of self. Emerging themes relate to the (i) coping strategies used by participants during childhood, such as amnesia, compartmentalising, compliance and acceptance, and (ii) long-term effects of boarding on identity, self-concept and intimate relationships. Findings also highlight the interplay of factors such as privilege and social class, which were reported as motives for participants' parents choosing boarding for their children. The study raises important questions about the long-term health impacts of sending children away to board. [ABSTRACT FROM AUTHOR]

As witnesses to workplace sexism, male leaders have the opportunity to leverage both their relative social privilege as men and authority as leaders to enact allyship. However, allyship is fraught. Expression of indignation may be viewed by observers as unprofessional, yet a muted response may lead observers to question their motives for allyship. Further, allyship that does not hit the mark may have a ripple effect on observers' perceptions of the leader‐ally, victim, transgressor, and organization. Thus, the present research (1) examined whether emotion expression during allyship influences observers' motive inferences of the leader‐ally, (2) examined whether emotion expression influences favorability of the leader‐ally, and (3) explored how a leader‐ally's emotional (or not) allyship behavior influences observers' perceptions of the victim, transgressor, and organization. Study 1 (n = 298) showed that prejudice confrontation accompanied by anger or sadness (vs. not) is associated with intrinsic motive inferences of the leader‐ally, and anger is seen as more appropriate and sincere when confronting prejudice. Study 2 (n = 112) showed that the leader‐ally was viewed as more favorable when prejudice confrontation was accompanied by anger (vs. not) because the leader‐ally was perceived as more sincere. Finally, qualitative data from thought‐listings across both studies showed that leader‐allies' anger expression was associated with greater calls for accountability of the transgressor and more positive impressions of the organization. However, anger expression also wrought highly polarized responses toward the victim, consisting of both support and victim‐blaming. Thus, authentic but measured emotion expression during confrontation is recommended. [ABSTRACT FROM AUTHOR]

There is a relative paucity of studies specifically exploring the experiences of qualitative researchers undertaking research in socially sensitive areas or with marginalised groups. This paper reports some of the findings of a qualitative study using semi-structured interviews to explore the experiences of 10 participant researchers. The findings of this study suggest that participant researchers are cognisant of issues of power and privilege in conducting their research. They also illustrate the motivation to enact change via the research findings. However, they demonstrate the complexities of power, privilege and change in the research process and how these concepts can be related to researcher guilt. The study shows that experience can act as a buffer in the qualitative research process but that further work in researcher resilience is required. Participant researchers suggest the need for more honest and open discussions around foundational principles of qualitative research. They suggest further development of cross-institutional spaces for these discussions to take place. However, the paper also illustrates the necessity to consider issues of power, privilege and research as social change at individual, institutional and systemic levels. [ABSTRACT FROM AUTHOR]

The article informs on the history of white privilege. It mentions activist Peggy McIntosh's ideas were among the inspirations for the "privilege walk" workshops now popular in schools and nonprofit organizations across the U.S., and mentions other people tend to have it harder than they do, that situations and spaces that seem comfortable and welcoming to white people do not always feel that way to others.

This article summarizes a research whose general objective was to analyze the way in which the documentary corpus associated with the "Learn at home" strategy reproduces the relations of power, control, social-educational inequality and exclusion in its recipients. The units of analysis were organized in textual visualization matrices with double coding: one open, cross-coded and the other using NVivo v.12 software. Subsequently, the main lines of inquiry were categorized and an inductive categorical interpretation was carried out, relating the categories discourse and society with social knowledge as an interface. The findings indicate that the discursive structures analyzed reproduce power, control, inequality and exclusion, maintaining the status quo, prolonging educational social injustice and privileging symbolic elites; furthermore, the issuers resort to discursive strategies such as the principle of influence, values and praise to achieve the purposes of social domination. As for the research design, this was a qualitative documentary research, of discourse analysis type, in critical perspective from the socio-cognitive approach. [ABSTRACT FROM AUTHOR]

The stereotypical view of creativity as an emblem of youth, and old age as a signifier of decline can hold grave consequences for filmmakers in the second half of life, as this misconception can result in negative attitudes, a decline in media coverage, and less funding for film production. Thus, ageing male film directors might face a collisional intersection, when the gender-based status that provides social privileges, meets with older age-based status, which leads to social weakening. This qualitative study explored the means which male directors in the second half of life use to remain creative and make films in an ageist, vastly changing world. The study is based on a dataset of transcribed semi-structured interviews with 13 well-known Israeli male directors over the age of 55. The findings led to the formation of a model of creativity in older age, which consists of the following six pathways: inspiration, adaptation, innovation, preservation, circumvention and imagination. While some of the interviewed directors emphasized their ability to change and adapt to the new cinematic world, others adhered to their old filmmaking language. The understanding of the cinematic creation as based upon the art of storytelling was common among both "camps". [ABSTRACT FROM AUTHOR]

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This article explores the political work of forgiveness in a secular liberal West by examining the aftermath of two white supremacist violent events: the Charleston church attack in 2015 and the Christchurch mosque attacks in 2019. The article examines how the exaltation of forgiveness over anger after such events is symptomatic of what David Theo Goldberg (2015) calls the "postracial" turn which denies the structural harm of racism and privileges social unity at a time when racism bears its most violent face. What can be ascertained in centring forgiveness, and therefore the unifying figure of the victim of white supremacist violence, is how the postracial conceals the persistence of race as the secular investment and regulation in the articulation of religion in public life. [ABSTRACT FROM AUTHOR]

One of the challenges facing complex democratic societies marked by deep normative disagreements and differences along lines of race, gender, sexuality, culture and religion is how the perspectives of diverse individuals and social groups can be made effectively present in the deliberative process. In response to this challenge, a number of political theorists have argued that empathetic perspective-taking is critical for just democratic deliberation, and that a well-functioning democracy requires the cultivation in citizens of empathetic skills and virtues. In this paper, we begin by distinguishing several kinds of imaginative projection and corresponding kinds of empathy. On the basis of this analysis, we suggest that genuine empathetic perspective-taking, especially across gendered, racial and embodied differences, is more challenging than is often assumed in the literature. This poses a dilemma for theorists who place great store on the role of empathetic imagination to overcome the challenges of democratic deliberation. On the one hand, placing responsibilities for empathetic perspective-taking primarily on the socially privileged raises risks of inaccurate and inappropriate projection. On the other hand, mitigating the risks of projection by calling on the socially marginalised to articulate their experiences and feelings in a way that can engage the imagination of the socially privileged, risks perpetuating epistemic injustice. We suggest that while this dilemma may be difficult to overcome, its effects can nevertheless be mitigated through both the cultivation of individual deliberative virtues and pragmatic institutional responses. [ABSTRACT FROM AUTHOR]

Emerging adults establish, question, and reestablish their values within the most diverse social contexts. Every social context privileges expressing certain values and/or punishes expressing conflicting ones. This makes a similarity between one's own values and those preferred in one's life contexts psychologically desirable (person–environment fit). This study focuses on the similarity of individuals' values with the perceived values of important others from five immediate social contexts, namely, family, friends, intimate partner, study group, and work group, and their relationship with life satisfaction. The sample consisted of emerging adults from Serbia interacting with the five mentioned contexts (N = 479). A mobile app with a game-like survey was launched to collect the data. The data indicated a positive association between life satisfaction and perceived value similarity with one's family and with one's intimate partner. Value similarity with friends and study and work colleagues emerged as insignificant. Identity centrality and the general importance of the immediate social contexts were studied as possible moderators. Identity centrality showed no moderation effect, whereas general importance of the intimate partner did: High importance of the intimate partner decreased the positive effect of value similarity on well-being. [ABSTRACT FROM AUTHOR]