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How have intellectuals from around the world thought about inequality in the world? In light of the call for a less Eurocentric history of ideas as well as recent debates about global inequality, this article introduces a special issue on the global intellectual history of an unequal world. The issue supplements the already available scholarship in at least four ways: it delves further into other kinds of inequalities than first and foremost economic inequality; it historicises key concepts in the intellectual history of an unequal world; it incorporates fine-grained analysis of indigenous languages and concepts; it extends the analysis of historical inequality vocabularies to how inequalities were critiqued. Moreover, this introduction sheds lights on possible methodological approaches for an intellectual history of global inequality. There is a need to go against a modular approach to the history of ideas to embrace the dialectic between the specific situatedness of our topics of research and 'global' contexts. Questions of transfer, circulation, connections, or diffusion of ideas need to be asked on an empirical case to case basis. We therefore propose location, temporality and legitimisation/critique as key analytical concepts when exploring historical thinking on an unequal world. [ABSTRACT FROM AUTHOR]

This paper presents a systematic literature review exploring the Family Group Conferencing experiences with racially minoritised families in England. The literature search identified eight qualitative studies that met the inclusion criteria. This review found that racially minoritised families felt that Family Group Conferencing was empowering and met their cultural needs at times, but suggested caution about how culturally adaptable the approach is for this population. We argue that FGC could be presented as an Indigenous model of engaging with family networks with relevance for social workers working with racially minoritised communities in England. We suggest that Family Group Conferencing aligns with aims of decolonisation and cultural competence and argue the need to explore how Indigenous knowledge can be valued more effectively in global social work debates. [ABSTRACT FROM AUTHOR]

Historically, across U.S. education systems, traditional teaching strategies and school curricular practices have been anchored in Western views and Eurocentric frameworks that position whiteness as the center of legitimate knowledge and, as a result, other knowledge as peripheral and insignificant. In this article, we offer practical considerations for educators and researchers who seek to disrupt systems of oppression through the implementation of hip-hop based education. As an extension of culturally relevant pedagogy, we contend that the critical implementation of hip-hop based education must include an interrogation of educator and researcher positionality as it relates to hip-hop culture. [ABSTRACT FROM AUTHOR]

Television is a valuable sociocultural resource that allows stereotypes to be exposed and challenged including those of Black fathers. Critics note that most African American media images are Eurocentric portrayals. However, with an increasing number of Black actors, writers, and producers, television depictions of Black fathers continue to change. Early television emphasized the stereotypes of Black fathers. While historically fathers' roles were determined by their ability to provide for their families, media framed Black fathers as missing, detached and/or irresponsible. After Obama's election and his campaign elevating hope, several new Black fathers appeared on television. This research on Black fatherhood fills an important gap in the literature: messages of hope expressed by Black fathers in television shows. To analyze messages of hope, we present an overview of the literature on media framing and its relevance to the depictions of Black males focusing on Black TV dads. Second, we extend the previous research by examining messages of hope expressed by Black fathers in television series from the 1970s to the present. Findings highlight messages of hope expressed through teaching life lessons, striving to create a better future, protecting their children from life's disappointments and dangers, and leaving a legacy. Practice and research implications are provided. [ABSTRACT FROM AUTHOR]

This article makes a case for the productive synergy between positive organizational communication scholarship (POCS) and critical scholarship, which have been often viewed as incompatible. The article opens with an overview of POCS and its key critiques from critical audiences, which allows us to unpack the metatheoretical assumptions driving each research tradition. Next, the article discusses the limits of relying only on a Eurocentric definition of the "positive." Notably, this article delineates how Buddhist philosophies refresh our understanding of the "positive" and challenge existing ways of thinking and problem-solving in organizational communication. We apply the Buddhist-inspired people-conditions-goals framework to a case study on the 2022 University of California system strikes. [ABSTRACT FROM AUTHOR]

The Anthropocene, Capitalocene, and Plantationocene are propositions for new ways of understanding the role of people on the planet. The theories hold that humans, capitalism, or the logic of plantation agriculture have so fundamentally reworked the world that we can demarcate these as new eras in the planet's history. In this article, we argue that these narratives privilege Eurocentric narratives of human history, failing to adequately engage Black and Indigenous scholarship and theorizations on the nature and origin of environmental change. We argue for scholars grappling with questions of environmental change to include Black and Indigenous scholarship, experience, and thought when theorizing new histories of the planet. [ABSTRACT FROM AUTHOR]

Although the erstwhile colonies in the Third World are free from the colonial occupation, the imperialist hegemony continues, to be resisted in the societies. For, such enterprise has provided the pretext for the concepts of ‘Self’ and ‘Other’ followed by occupation, a reign of violence and terror loosened upon the natives. This paper aims to study Red Birds (2018) a novel by Mohammed Hanif to highlight the plight of the ‘Other’ with their aggressive vitality and fervor of resistance to counter the imperialist agenda-hegemony. As qualitative research, it employs the postcolonial method, while seeking theoretical insights from the arguments of Orientalism by Edward Said, and the theory of hegemony by Antonio Gramsci to be interpretive in nature to analyze the text. It explores how the text, gleaned selectively from the novel offered, like Orientalism a fabric of textual analyses that is highly critical of the Eurocentric notions and hegemony of the Western world. It underlines the ways and practices sketched by the novel through the troubling encounter of the characters from the East to the West to offer a subversive narrative to the failure of the efforts and narratives of the West. For better analyses of the text to underline the American neo-imperialism and the native dreams of subversion, it takes to the tone of Gramscian precepts to conclude that the powerful subjugates through hegemony–the geo-political method used to gain indirect imperial dominance which is maintained mainly through ideology instead of using means like economic force, or coercive strategies.

Systemic practice can be a rich source of fuel for services, nourishing clinicians and families. To us, systemic thinking supports the creation of space, taking pause, being with and seeing the bigger picture. It is about multiplicity, of idea, of voices, of people and cultures coming together to make sense together. In a culture which is struggling under the weight of austerity, the pandemic and ongoing limitations of practice due to staff shortages and limited resources at a time of extreme demand, we need something to open ourselves and our clients to new possibilities and build trust and safety. This paper will describe systemic family therapy within a secondary care community mental health team. You will hear the voice of Jo, a consultant clinical psychologist and systemic psychotherapist and Funmi, an assistant psychologist in the team. We will discuss decision-making in this work and explore the experiences of the reflecting team, highlighting the value of a systemic approach in secondary adult mental health. The straightest route is not always the most effective or nourishing, sometimes it takes the windy path to get the richest source of progress. [ABSTRACT FROM AUTHOR]

Emotions are often thought of as internal mental states centering on individuals' subjective feelings and evaluations. This understanding is consistent with studies of emotion narratives, or the descriptions people give for experienced events that they regard as emotions. Yet these studies, and contemporary psychology more generally, often rely on observations of educated Europeans and European Americans, constraining psychological theory and methods. In this article, we present observations from an inductive, qualitative analysis of interviews conducted with the Hadza, a community of small-scale hunter-gatherers in Tanzania, and juxtapose them with a set of interviews conducted with Americans from North Carolina. Although North Carolina event descriptions largely conformed to the assumptions of eurocentric psychological theory, Hadza descriptions foregrounded action and bodily sensations, the physical environment, immediate needs, and the experiences of social others. These observations suggest that subjective feelings and internal mental states may not be the organizing principle of emotion the world around. Qualitative analysis of emotion narratives from outside of a U.S. (and western) cultural context has the potential to uncover additional diversity in meaning-making, offering a descriptive foundation on which to build a more robust and inclusive science of emotion. [ABSTRACT FROM AUTHOR]

In this study, which claims the presence of authentic development economists in Turkey, the aim is to seek Turkey's development within the economic thought that arises from its own land. In this way, it may be possible to address Turkey's development challenges over the past 100 years with the awareness and insights of those who are rooted in the local context. While the Republic represents a different structure, the memory of the Empire and the thought patterns of Ottoman people have played a significant role in its establishment. In this context, another claim of the study is that the development of Turkey cannot be understood without examining the economic tradition of the Ottoman Empire. It has not been possible to cover all the thinkers within the tradition of Ottoman economics. Therefore, the economic thought of Ahmed Midhat, Namık Kemal, and Ziya Gökalp will be discussed in detail, and recommendations regarding Turkey's development issues will be debated in the light of the views of these thinkers. As a result, it has been understood that the authors, by getting rid of the Eurocentric perspective, draw attention to the originality of the Ottoman Empire and their development perspectives shed light on the present day. [ABSTRACT FROM AUTHOR]

François Jullien's theoretical construction of China as a "philosophical tool" signifies an important methodology, namely presenting China not as an object of study, but as a method of reflection. By advocating a strategy of "detour and access," he proposes to (re)interrogate the European culture and tradition from China, perceived as the "outside," to unveil the "unthought-of" of Europe. In this sense, Jullien's approach has pushed China studies out of a marginalized field to the foreground of more general philosophical debates, and yields methodological implications for not only studying China but also theoretical inquiries in general. From an "object" to a "method," this shifted role of China suggests reversing the Eurocentric theoretical and epistemological framework, leading to the construction of a transcultural research paradigm based upon cultural pluralism and communicability, in which China becomes a nexus of East-West dialogue and a method to understand the world. [ABSTRACT FROM AUTHOR]

In this performative autoethnography, I broadly question the communication discipline's investments in empire. Specifically, by tracing how my body – as a Pinay – has not fit within the united states, academia, and the field, I map the fissures created by my body's contact with essentialism, english, and empire. Through stories offered, I call for a more liberatory knowledge production – one that goes beyond identity politics and toward abolition, one that encourages the pluriversality of knowledges and languages beyond the white and Eurocentric canon, and one that lays siege to the empire and moves toward liberation. [ABSTRACT FROM AUTHOR]

This article addresses the question of how The Corpse Washer (2013) by Sinan Antoon employs the translation of sexually explicit language to present a "resistant and hybrid cultural identity." Adopting a postcolonial framework, the article explores the kinds of literary, linguistic, and translation-related interventions Antoon exerts to provide a hybrid-discourse to the hegemonic Anglo-American discourse of Arab sexuality, particularly through the creative and conscious self-translation of his novel. [ABSTRACT FROM AUTHOR]

The Vitruvian Man is a metaphor for the "ideal man" by feminist posthuman philosopher Rosi Braidotti (2013) as a proxy for eurocentric humanist ideals. The first half of this paper extends Braidotti's concept by thinking about the metaphor of the "ideal nurse" (Vitruvian nurse) and how this metaphor contributes to racism, oppression, and burnout in nursing and might restrict the professionalization of nursing. The Vitruvian nurse is an idealized and perfected form of a nurse with self‐sacrificial language (re)producing self‐sacrificing expectations. The second half of this paper looks at how regulatory frameworks (using the example of UK's Nursing and Midwifery Council Code of Conduct) institutionalize the conditions of possibility through collective imaginations. The domineering expectations found within the Vitruvian nurse metaphor and further codified by regulatory frameworks give rise to boredom and burnout. The paper ends by suggesting possible ways to diffract regulatory frameworks to practice with affirmative ethics and reduce feelings of self‐sacrifice and exhaustion among nurses. [ABSTRACT FROM AUTHOR]

This Forum examines and challenges the existing periodization of the field of early American history. The Forum is co-organized by Vanessa M. Holden and Michael John Witgen and features contributions from Ernesto Bassi, Andrew J. Walker, Manisha Sinha, Aisha K. Finch, Honor Sachs, Jameson R. Sweet, Malinda Maynor Lowery and Christina Snyder, Michael John Witgen, Jon Parmenter, Kariann Akemi Yokota, Kathryn Olivarius, and Greta LaFleur. [ABSTRACT FROM AUTHOR]

Enrique Dussel (1934-2023): In memory. This article pays tribute to the Latin American philosopher Enrique Dussel, recognized for his critical and innovative work in philosophy, history, and theology. Seven interpretative keys are highlighted to understand his work, such as his Latin American identity, his adoption of Semitic thought, and his critique of Eurocentrism and colonialism. Additionally, his experience in Europe and Israel, which influenced his Latin American perspective, is emphasized. The text presents the idea of using ethical-mythical elements from Hebrew culture to construct a philosophical alternative and highlights the importance of the notion of epiphany and messianism in understanding political leadership and the sacrifice of life for the people. It also mentions his philosophy based on theological metaphors and his departure from the Hellenocentric view of philosophy. The need for a Philosophy of Liberation in Latin America and the role of Bartolomé de Las Casas as a precursor of this school of thought are emphasized. Furthermore, his analysis of Bartolomé de Las Casas as the first thinker to denounce the genocidal domination of invaders in America and recognize the right of peoples to govern themselves is mentioned, as well as his study of Marx's work and his development of an ethics of liberation and a politics centered on the people as protagonists. [Extracted from the article]

This obituary honors the memory of the liberation philosopher Enrique Dussel, who passed away on November 5, 2023. The importance of his work in the study of Latin American thought and his critique of capitalist modernity and Eurocentric discourse are highlighted. Dussel was instrumental in discussions in fields such as politics, culture, philosophy, and history, and his work has been a theoretical reference worldwide. His approach to the crisis of modernity and the liberation of oppressed subjects in Latin America, as well as the relationship between African philosophy and narratives of liberation, are also mentioned. A call is made to continue fighting for other possible worlds in the absence of Dr. Dussel. [Extracted from the article]

The narrative of 'imposition', whereby 'international law' is said to have been imposed by Western powers on China, was shared by both English and Chinese literatures, albeit each holding contrasting views on the meaning and consequences of such 'imposition'. This paper seeks to highlight the nuances in the shared 'imposition' narratives and challenge many of its presumptions through a chronological re-examination. First, by tracing the 'encounter' back to the 16th century, the unity and diversity between the Sinocentric and Eurocentric orders were re-examined. Second, by comparing the Chinese and English text of the Opium War Treaties, this paper reveals how the Qing Empire also sought to accommodate the Eurocentric order in its own term from 1842 to 1860. Third, by seeing the 'encounter' as an evolutionary rather than a revolutionary process, this paper demonstrates how the concept of 'China as a state' evolved from the Celestial Empire's 'encounter' with 'international law'. [ABSTRACT FROM AUTHOR]

This introduction outlines the contributions of Global Religious History, or Global History of Religion, to the issue of religious comparison. First, it argues for religious comparison as an integral part of religious studies that should not be abandoned but revised. Second, it addresses the larger framework of debates in religious studies and global history, arguing for the value of Global Religious History in avoiding Eurocentrism, but also tendencies within the postcolonial spectrum that mirror Eurocentric shortcomings. What is often perceived as a crisis in religious studies is understood here as an ongoing process of reflection and refinement that allows us to contextualize both the object of study and its researcher. Finally, this outline presents concrete elements that can inform revised approaches to religious comparison, including a genealogical method, entanglement and decentered historiography, and translingual practice. This allows us to expand our scope not only geographically, but also temporally. [ABSTRACT FROM AUTHOR]

Following Jonathan Z. Smith's influential work, scholars in the academy have affirmed that religion (as a demarcated object) is a Western construct that did not exist prior to the European Enlightenment. This analysis argues that scholars have neglected data that refutes this conclusion. Perhaps informed by a Eurocentric bias, scholars have neglected premodern Muslim demarcations of religion or, in other instances, reduced the matter to a debate over how to translate the Arabic term dīn. This analysis remedies these errors and proceeds beyond the issue of translation. Rather, it emphasizes data from the administration and religious toleration policies of the caliphates, as well as the scholarship of Ibn Ḥazm, al-Bīrūnī, and al-Shahrastānī during this period. In doing so, the existence of Muslim demarcations of religion becomes evident. This evidence raises serious questions about oversights and Eurocentrism in the academy's prevailing theoretical discourses and the rationale behind what is recognized as relevant data. [ABSTRACT FROM AUTHOR]

The "Great Divergence" is the historical process that gave rise to the persistent gap in the per capita income between different regions of the world, about two centuries ago. Conventional explanations attribute its origin to the exceptional features of European societies. In this article I synthesize the challenges to this position and argument that ignores the importance of coercion and its relationship with technological innovation, institutions and culture. Coercion was not a sufficient condition for the Great Divergence, but it was necessary for the formation of persistent economic gaps between regions of the world. [ABSTRACT FROM AUTHOR]

Recent years have seen a growing scholarly interest in the electoral participation of Turkish citizens living abroad. Despite an existing body of literature on the Turkish diaspora, which is predominantly Eurocentric in nature, there has been a noticeable lack of consistent research into the voting behavior of Turkish expatriates residing in the Gulf Cooperation Council (GCC) states with regard to their participation in home country elections. In this article, I delve into the voting patterns of Turkish expatriates living in the GCC states, with a specific focus on their political interests, party preferences, and ideological-religious perspectives within the context of Turkish-Gulf relations. Unlike Turkish expatriates in European states, who have tended to support conservative-nationalist parties, Turkish citizens residing in the conservative GCC states exhibited a preference for left wing-oriented parties in elections held between 2014 and 2018. However, there has been a subtle shift in this trend in the 2023 presidential and parliamentary elections, with some Turkish expatriates in the GCC states leaning toward the ruling alliance. What might be the potential factors influencing this change in voting behavior among certain Turks in the GCC states? I argue that the drivers behind this shift may be related to both the demographic profile of Turks residing in the GCC states as well as the impact of the Turkish foreign policy towards the broader Middle East, particularly concerning the GCC states. [ABSTRACT FROM AUTHOR]

The prevailing notion suggests a universal or human civilization, positing all as subsets of a shared human experience. This article critiques this perspective, arguing that the contemporary concept of human civilization is predominantly synonymous with Western civilization. This article will elucidate its argument by drawing upon the insights of Western scholars in the field of civilizational studies. Subsequently, it will undertake a critical assessment and examination of the Western discourse, evaluating its outcomes as evidenced in contemporary foreign policy shaped by the historical backdrop of colonialism. The article uses direct quotations and historical narratives to not only scrutinize the inclination to depict Western civilization as singular, extraordinary, and unparalleled but also to highlight the persistent tendency to undervalue the importance of other civilizations, often termed as 'the rest.' The notion of Western civilization is depicted as a constructed political construct utilized to perpetuate Western hegemony, engender othering, and perpetuate colonialist agendas. This dynamic persists in the post-Cold War era, and ongoing Western hegemony perpetuates dominance over non-Western powers. Instances reflecting this neo-colonialist paradigm include the US intervention in Iraq, the conflict in Afghanistan, and the ongoing Israeli military campaign in Gaza as of late 2023. [ABSTRACT FROM AUTHOR]

Autonomy is not universally considered the basis of agency in all cultural and historical contexts, nor is it always seen as a prerequisite to "freedom" and "liberation," standing in conceptual opposite to coercion. In Caribbean Hindu contexts, the notion of service (sevā) as a form of (religious) work is aimed at decentering and dissolving the self for ultimate release from worldly suffering. Historically, regarding post-indenture Suriname and Guyana, some social actors understood godnas —the tattoos of especially senior Hindu women who identified as descendants of Indian indentured laborers—as a means of capacitating women and female bodies toward this goal by allowing them to conduct religious work. Some women with these tattoos considered godnas as voluntary and enabling. Their interpretations diverged from contemporary discourse, which links these tattoos to a presumed compulsory Hindu tradition that subjugated wives to husbands and in-laws. These varied assessments along a continuum of coercion and voluntariness highlight a continued focus on the conceptual binary that (un-)freedom obscures other relevant aspects of the (indentured) workers' experiences. It runs the risk of reproducing Eurocentric notions of freedom, coercion, and work/labor, shrouding the pertinence of spiritual capital and (religious) rewards in analyses of coercive practices and structural violence. [ABSTRACT FROM AUTHOR]

Background: Health professions education (HPE) must keep pace with rapid shifts in learning and societal contexts, control of resources, knowledge and environmental concerns. Sustainability is increasingly seen as complex, balancing the three pillars of economy, society and the environment and addressing the current generation's needs without compromising future generations' needs. We aim to orient three‐pillar sustainability in (HPE) from a decolonial global perspective. Conferences as truth‐regimes: Future‐proofing imperatives compel HPE to respond to sustainability calls in contexts of globalisation and internationalisation. International conferences are sites of power in knowledge production and dissemination because themes and invited speakers determine who experts in the field are and what knowledge is important. Scholarly communities, dominating the discourse, determine the nature of reality or 'truth' (ontology), theoretical foundations of that reality and approaches to knowing (epistemology). Using one international conference as a case study, we found few scholarly presentations on sustainability, especially economic disparities. Discourse in HPE is still dominated by Global North 'experts'. Implications: Conferences are important discursive spaces for knowledge production and exchange. Increasing attention to social justice and planetary health must include a global perspective on three‐pillar sustainability. Historical and contemporary perspectives about disparities on health should exceed Eurocentric epistemologies alone. These are areas ripe for innovative research in HPE. Promisingly, there is increasing attention to curricula around health equity, disparities and clinical rotations in rural and underserved communities among educational institutions around the world. Conclusions: Future‐proofing HPE requires addressing three sustainability pillars simultaneously. Conferences as influential knowledge production spaces are mostly characterised by Global North to South flow of knowledge. Global North‐dominated discourse fails to reflect on the impact of historical disparities including colonialism that thwart equivalence. Transforming HPE can occur through a sustainability perspective that advances three‐pillar global approaches for inclusive global legitimacy in HPE narratives and standards. As health professions education graples with sustainability challenges, Naidu and Ramani advocate for a decolonial global perspective that emphasizes social, environmental, and economic pillars. [ABSTRACT FROM AUTHOR]

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This article advocates for a transformative shift in physical education (PE) from Eurocentric paradigms towards a holistic approach. Drawing on Canadian perspectives prioritizing academic physical, mental, and social development, it underscores the necessity of embracing holistic PE to foster inclusivity, cultural relevance, and lifelong wellness. Through a comprehensive review of literature and research, the article explores the integration of holistic methods for PE by promoting student-centred practices and diverse activities, cultivating physical literacy while embracing self-esteem, resilience, and ecological awareness. This pedagogical approach aims to create a more inclusive and impactful learning environment, nurturing lifelong wellbeing for all students [ABSTRACT FROM AUTHOR]

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This article examines limitations of teaching contemporary dance through a Eurocentric lens and proposes an expansive approach to contemporary dance pedagogy that honors students' experiences in multiple dance forms and cultures. I question the Western pedagogy of contemporary dance and problematize the use of ballet pedagogy as a foundation of contemporary dance class. I document lived experiences and reference established approaches to provide a pedagogic framework that acknowledges differences and creates a comprehensive learning environment. [ABSTRACT FROM AUTHOR]

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Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne 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.)

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As art history begins to take seriously the imperative to decolonize, one of the most vexing areas of resistance to change is the conventional periodization of art historical epochs. Even while acknowledging that spatial divisions like West and Non-West are deeply problematic, as are geographic divisions per se, we continue to honor the “history” in the discipline’s nomenclature by insisting on temporality as a primary organizing category. The period commonly designated as “modernist” (roughly 1860 to 1960) is particularly difficult to divorce from Western ideals of progress as defined both by technological “advances” and by the heroization of artistic “innovation”. When the modernist moment attempts to open itself up to global narratives, its structuring undercurrent is a particular vision of the art of the West. In this essay, I read the conventional narrative of modernism through a decolonial lens and revisit the reception of Impressionism in the 1910s and 1920s in Mexico to consider how an artistic idiom widely seen as retrograde at that moment became the basis for a radical rethinking around the democratization of art. My analysis exposes how, because of its championing of novelty and its inherent Eurocentrism, the category of modernism obscures and suppresses artists and narratives that fall outside of its limited purview. [ABSTRACT FROM AUTHOR]

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Over the last two decades, research on professional service firms has developed into an important subfield of management studies. In this article, I offer a postcolonial critique of this subfield. I show that it is not only built almost exclusively on studies conducted in the West but also generally presents its theorizing as though it were universal. This is despite the field being mostly focused on transnational firms. It is also despite professional service firm scholars generally being distinctly sensitive to (organizational) difference and having no steadfast commitment to positivism. Importantly, I also contend that professional service firm scholarship tends to construct an image of Western professionals as bearers of universal experience, knowledge and 'professional' culture while overlooking, if not obscuring, their role in neo-colonialism. Thus, what started as a useful effort to study an unusual – 'professional' – type of organization appears to have evolved into a West-centric scholarly enterprise. I urge scholars to recognize and interrogate the problem and work self-reflexively to address it in their own research – and I offer suggestions to that end. My contribution also has implications for the postcolonial critique in management studies and related efforts to decolonize the field. [ABSTRACT FROM AUTHOR]

The article addresses Ernesto Balducci’s point of view for the construction of a pedagogy of peace: in a context marked by globalization, which proposes a global model of modernity and a uniform pattern of behaviors and values, Balducci’s contribution to promoting an education that tends to overcome an ethnocentric and Eurocentric viewpoint and legitimizes a planetary viewpoint, capable of integrating in itself also the gaze and hopes of the other. [ABSTRACT FROM AUTHOR]

In this perspective we discuss the current lack of genetic and environmental diversity in functional genomics datasets. There is a well-described Eurocentric bias in genetic and functional genomic research that has a clear impact on the benefit this research can bring to underrepresented populations. Current research focused on genetic variant-to-function experiments aims to identify molecular QTLs, but the lack of data from genetically diverse individuals has limited analyses to mostly populations of European ancestry. Although some efforts have been established to increase diversity in functional genomic studies, much remains to be done to consistently generate data for underrepresented populations from now on. We discuss the major barriers for this continuity and suggest actionable insights, aiming to empower research and researchers from underserved populations. There is a dearth of genetic and environmental diversity in functional genomics datasets. Research focused on the variant-to-function gap aims to identify molecular QTLs but lacks data from non-European-ancestry populations. We discuss the major barriers and pose actionable suggestions, which aim to empower research and researchers from underserved populations. [ABSTRACT FROM AUTHOR]

Curriculum transformation in South African universities strives to revive disadvantaged communities to change existing Eurocentric and Westernized curriculums to be Afrocentric. However, there are debates on whether there should be the adoption of fully Africanized curriculums or infusing African values into the Eurocentric epistemologies. The study sought to bring out the roles of entrepreneurial skills in curriculum transformation in one university in the Eastern Cape. The study adopted a qualitative approach, where university students and lecturers were the key informants. To collect data interviews were used where the interview schedule is attached. It was found that universities are challenged by organizational culture, lack of resources, the existence of colonial systems, and a colonial-caged mentality. The paper illustrated that decolonizing curriculums is useful in resource-constrained institutions if resources are pumped in and if the curriculum transformation works in an entrepreneurial ecosystem. Therefore, the university should invest more resources into the curriculum transformation and African and European epistemology should be fused to come up with strong and vibrant knowledge that will positively change societies. Additionally, for a university entrepreneurship ecosystem, there should be staff empowerment on entrepreneurship education in the curriculum across disciplines. [ABSTRACT FROM AUTHOR]

I te tau 1987, i whakaputaina e Max Abbott rāua ko Mason Durie te pepa, 'A Whiter Shade of Pale' i tiro whānui ai i ngā taunakitanga mō te mahi whakatuanui ahurea tahi (te arotūāpori rātō) i waenga i ngā hōtaka whakangungu kia huri te ākonga hei kaimātai hinengaro rēhita. E whā ngā ngahurutau (2023) i muri mai, ka tāruatia e mātou te rangahau, ā, i tonoa ngā kaihautū hōtaka (n = 15) kia whakahoki kōrero mai mō ngā kaimahi o te hōtaka; ngā ranga tohutohu Māori; ngā ākonga o te hōtaka; me ngā kaupapa ako o te hōtaka. I whakaaturia e ngā tātari whakataurite te whakapiki ake o ngā nama o ngā kaiako Māori, ngā kaupapa aronga Māori, me te whakapūmautanga o ngā hononga ki ngā ranga tohutohu Māori. Heoi anō, ko te nuinga o ngā kaihautū i whakapuaki mai i ngā āwangawanga mō te iti haere o ngā ākonga Māori e tono ana ki ngā hōtaka ngaio. Ko tā mātou rangahau e miramira nei, ahakoa ngā whakapikinga, nā ngā tauārai mauroa i whakaaweawe ai ngā urupare whai tikanga ki Te Tiriti o Waitangi i ngā wāhi katoa o te akoranga. In 1987, Max Abbott and Mason Durie published the 'A Whiter Shade of Pale' paper that outlined evidence of monocultural (Eurocentric) dominance within training programmes to become a registered psychologist. Four decades (2023) later we replicated the study and invited programme directors (n = 15) to comment on programme staff; Māori advisory bodies; programme students; and programme content. Comparative analyses revealed improvements in the number of Māori teaching staff, Māori-focused content, and established links with Māori advisory bodies. However, most directors (77%) expressed concerns about the limited number of Māori students applying to the professional programmes. Our study highlights that despite improvements, ongoing barriers impact meaningful responses to Te Tiriti o Waitangi in all areas of the discipline. [ABSTRACT FROM AUTHOR]

This introduction sets the scene for the five papers of the special issue on 'Reflexivity in Global Social Policy'. It argues that a reflexivity lens can deepen a self-critical assessment of the field and its boundaries, and contribute to more conceptual and analytical nuance. The introduction reviews existing approaches that reflect on the key building blocks of the field – ideas, terminology, and theory – and makes a case for addressing the porous boundaries between scholarship and practice. It subsequently suggests the two notions of perspectivity and performativity to inform further reflexive analyses, before introducing the five papers and five forum contributions that constitute this issue. [ABSTRACT FROM AUTHOR]