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Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students' engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students' experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches. [ABSTRACT FROM AUTHOR]

This study responds to a recent call on coaches' professional identity work through a socially contextualised lens. Coaches, as the freelancer, encounter complex working relationships with clients due to multiple contracting entities; yet coaches' identity work has been neglected in the extant training and development courses. A total of 36 semi‐structured interviews with coaches and relational others (e.g., coachees and organisational stakeholders) were conducted to understand how coaches develop professional identity as part of their career development in responding to interactions with relational others. The research findings identify that learning facilitator is the core identity of coaches regardless of varied stages of the coaching process. Three layers of sub‐identity are distinguished for them to handle a multi‐level working relationship with clients. Coaches often 'travel' in‐and‐out between layers of these sub‐identities to incorporate micro‐personal career interests, meso coaching dyadic working relationships and the macro‐level organisational scope into their identity development and negotiation. Accordingly, coaches' learning agility is required to remain identity flexibility for coping with varied coaching scenarios. This study outlines a conceptual framework which illustrates coaches' identity work as a conscious cognitive learning process embedded social and psychological exchanges. This framework offers coaching professional development courses a groundwork to facilitate coaches' identity development. [ABSTRACT FROM AUTHOR]

"The Sociology of W. E. B. Du Bois: Racialized Modernity and the Global Color Line" by José Itzigsohn and Karida L. Brown is a book that aims to present the lifework of W. E. B. Du Bois to a contemporary audience and expand the boundaries of sociology. The authors argue that Du Bois was a groundbreaking scholar activist whose analysis of "racialized modernity" was influenced by his experiences with the "color line," pragmatism, empiricism, and Marxism. The book explores Du Bois's contributions to the understanding of racial subjectivity, racial and colonial capitalism, community research, and the intersection of scholarship and activism. It concludes with a manifesto for a contemporary Du Boisian sociology that centers the analysis of racialized modernity and incorporates intersectional perspectives. [Extracted from the article]

The study of social problems using the analysis of the public sphere gained scientific legitimacy with the constructivist approach during the era when television was the predominant medium. The advent of social media has transformed the public space, altering the way in which discussions concerning social issues are organized. This article examines the advantages and limitations of constructivism in studying social problems and the elements constituting public discussions on social media. We searched whether analyzing public discourse could reveal the persistence of social issues. To exemplify the use of this method for studying discussions on social media, we analyzed how network users discussed the issue of personnel shortages, from November 2022 to February 2023. During this period, the most pressing issues proved to be shortages of professionals in healthcare, housing and communal services, secondary education, transport, defense industry and IT sectors. The research indicates that a crucial marker of a persistent social problem in people’s daily lives is the involvement of “ordinary” citizens as speakers who draw significant attention to the issue. This finding corroborates the democratizing impact of social media on the structure of the public sphere.

This article, titled "Communities of practice: A decolonial critique," explores the theory of communities of practice (CoPs) and its implications for decoloniality in health professions education (HPE). The authors argue that while CoPs offer valuable insights into learning and professional development, they may also perpetuate colonialist tendencies and Eurocentric assumptions. The article examines how the modeling of knowledge by experts and the concept of legitimate peripheral participation within CoPs can be barriers to decoloniality. However, the authors also suggest that CoPs can be facilitators of decoloniality by incorporating diverse perspectives and challenging colonial legacies. They emphasize the importance of educators developing critical consciousness and creating inclusive environments. The article concludes by highlighting the need for HPE to embrace diversity and promote social justice in order to better serve all communities. [Extracted from the article]

In Afghanistan, the crisis of liberal intervention unfolded in the failure to establish democratic structures as a solution to terrorism and extremism in the aftermath of 9/11. Following the emergency withdrawal of US and NATO forces from Afghanistan on August 30, 2021, President Ashraf Ghani discreetly left Kabul, enabling the Taliban to regain control and form a new government in the country. The recurrent pattern of intervention and the subsequent return of the Taliban highlights a failure of the liberal project, which is a significant concern addressed in this article as the main question: Why has liberal intervention failed in Afghanistan? The answer lies in deconstructing the hegemonic discourse of "modern" Afghan to understand how it was resisted and replaced by the alternative discourse of "tradition," subsequently, leading to the failure of the liberal project. The "modern" discourse, rooted in the US social context, aimed to civilise the perceived primitive and traditional Afghans. Conversely, the Taliban, drawing upon the Afghan social context, contested the "modern" discourse with an alternative discourse of "tradition" portraying liberals and their supporters as "occupiers" and "oppressors," thus, justifying their armed resistance (jihad) against occupying forces. Framed within a critical social constructivism, the text, interviews, speeches, and statements of prominent Taliban leaders and the US presidents, apprise how specific identities have been employed to naturalise the "modern" discourse as justification for intervention. Critical discourse analysis explicates how the "tradition" discourse denaturalised the former and, subsequently, facilitated the establishment of the Taliban's power in Afghanistan. [ABSTRACT FROM AUTHOR]

Religion and spirituality (RS) are integral to counseling and health but their incorporation into the curricula of these professions is still lacking. Limited literature is available on how to effectively teach such courses. This article presents a promising experiential, interactive model for an RS course designed for undergraduate students pursuing careers in addictions counseling, therapeutic recreation, and public health. An online course conducted during the COVID-19 pandemic adopted a social constructivist framework that encompassed four key components in its design and delivery: assessing prior knowledge, creating cognitive dissonance, applying new knowledge with feedback, reflecting on learning. Students' feedback in the course indicated their broadened understanding of the plurality of RS orientations and their acquisition of foundational skills with an increased confidence in bringing RS conversations into their practice. This article provides a conceptual and practical framework for educators to develop an RS course for a diverse representation of students and encourages further evaluation of the proposed model to assess its impact on learning outcomes. [ABSTRACT FROM AUTHOR]

Introduction: A pregnancy can be evaluated as high‐risk for the woman and/or the fetus based on medical history and on previous or ongoing pregnancy characteristics. Monitoring high‐risk pregnancies is crucial for early detection of alarming features, enabling timely intervention to ensure optimal maternal and fetal health outcomes. Home‐based telemonitoring (HBTM) is a marginally exploited opportunity in antenatal care. The aim of this study was to illuminate healthcare providers' and users' expectations and views about HBTM of maternal and fetal health in high‐risk pregnancies before implementation. Material and methods: To address diverse perspectives regarding HBTM of high‐risk pregnancies, four different groups of experienced healthcare providers or users were interviewed (n = 21). Focus group interviews were conducted separately with midwives, obstetricians, and women who had previously experienced stillbirth. Six individual interviews were conducted with hospitalized women with ongoing high‐risk pregnancies, representing potential candidates for HBTM. None of the participants had any previous experience with HBTM of pregnancies. The study is embedded in a social constructivist research paradigm. Interviews were analyzed using a thematic approach. Results: The participants acknowledged the benefits and potentials of more active roles for both care recipients and providers in HBTM. Concerns were clearly addressed and articulated in the following themes: eligibility and ability of women, availability of midwives and obstetricians, empowerment and patient safety, and shared responsibility. All groups problematized issues crucial to maintaining a sense of safety for care recipients, and healthcare providers also addressed issues related to maintaining a sense of safety also for the care providers. Conditions for HBTM were understood in terms of optimal personalized training, individual assessment of eligibility, and empowerment of an active patient role. These conditions were linked to the importance of competent and experienced midwives and obstetricians operating the monitoring, as well as the availability and continuity of care provision. Maintenance of safety in HBTM in high‐risk pregnancies was crucial, particularly so in situations involving emerging acute health issues. Conclusions: HBTM requires new, proactive roles among midwives, obstetricians, and monitored women, introducing a fine‐tuned balance between personalized and standardized care to provide safe, optimal monitoring of high‐risk pregnancies. [ABSTRACT FROM AUTHOR]

This qualitative research aims to examine university students' conceptions and experiences of teacher care and its pedagogical implications premised on ethics of care framed within Vygotskian social constructivism. The COVID-initiated rapid introduction of online learning platform-based study for students has caused many to critically reflect on teachers' caring behaviors that are possible during physically-embodied pedagogy, but that is either impossible or undesirable online. This has been germane to this phenomenological study utilizing autobiographical narrations to explore undergraduates' caring experiences as informed by their online study. Thematic analysis of their narrations identified four overarching themes, 'Co-creation and Mutuality', 'Tolerance and Attentiveness', 'Practical and Extra Help' and 'Presence and Motivation', representing their conceptions of care. We propose a model of caring pedagogy embodied in 'Co-creation, Response-ability and Presence' for online learning. This study contributes to enriching the conceptual knowledge of teacher care amidst online learning from university students' perspectives. [ABSTRACT FROM AUTHOR]

The article provides a review of the book "Critical Mathematics Education" by Ole Skovsmose, which offers a unique perspective on mathematics education. Skovsmose emphasizes the importance of mathematics as a practice and explores the concepts of hope and social justice in critical mathematics education. The book also discusses the role of real-world problem areas as learning contexts and the idea of risk in mathematical modeling. It delves into the reasons behind low achievement in mathematics and students' lack of interest, arguing that learning should be an active process influenced by social, political, and economic factors. The book introduces new concepts and analyses, drawing on philosophers to offer a philosophy of critical mathematics education that considers power, positioning, and pedagogy. It also explores the ethics of mathematics and the impact of mathematics on society. The book concludes with a personal story from the author's experiences, highlighting the global need for critical mathematics education. [Extracted from the article]

The article focuses on an action research project exploring how literature circles can influence Year 8 boys' perceptions of masculinity. Topics include the use of literature to challenge and expand notions of masculinity, the implementation and modification of literature circles, and the role of contemporary Australian literature in reflecting and shaping masculine identities.

Copyright of Relaciones Internacionales (1699-3950) is the property of Autonomous University of Madrid, Spain, International Relations Studies Group (GERI) Law Faculty 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.)

This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse's potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy. [ABSTRACT FROM AUTHOR]

The need for effective cognitive training methodologies has increased, particularly for individuals dealing with Attention Deficit Hyperactivity Disorder (ADHD). In response to this demand, Virtual Reality (VR) technology emerges as a promising tool to support cognitive functions. Addressing this imperative, our paper introduces ADHD Dog, a VR game designed to aid individuals with ADHD by harnessing the advancements in VR technology and cognitive science. Our approach integrates behavioral and sociocultural theories, alongside gamification, to foster player engagement and reinforce cognitive functions. The theories employed, including operant conditioning and social constructivism, are specifically chosen for their relevance to ADHD's cognitive aspects and their potential to promote active and context-based engagement. ADHD Dog, grounded in the principles of neuroplasticity and behaviorist methods, distinguishes itself by utilizing technology to amplify cognitive functions, like impulse control, attention, and short-term memory. An evaluation by individuals with ADHD, psychologists and computer scientists yielded promising results, underscoring the significant contribution of blending narrative-driven gameplay with behavioral and sociocultural theories, along with gamification, to ADHD cognitive training. [ABSTRACT FROM AUTHOR]

Background: Society is placing increasing demands on collaboration with actors outside the academia to be involved in the research process, and the responsibility for turning this into reality lies with the researchers. As research collaboration is a way to increase the societal relevance of research and since older people have the right to be actively involved in research that concerns them, this study is addressed to researchers who work with and for older people. The purpose of this article is to explore researchers' experiences of research collaboration with the heterogeneous group of older people, from healthy to frail. Methods: The focus group method was applied based on a qualitative approach that is based on a social constructivist research tradition. It differs from other qualitative methods, such as interviews, in that it encourages interaction between research participants and contributes to shedding light on a collective understanding of the world. A total of 14 researchers participated in four focus groups (three to five participants/group). Results: The results provided support for the overall theme: "Good scientific quality and ethics are balanced against the needs and abilities of older people". This means a balance between the researcher and the older people collaborating with them to receive the best possible scientific quality. This is highlighted in the core category "Positioning for research collaboration" with the subcategories "Involvement or not", "Traditional or innovative thinking" and "Selectivity or representativeness", and the core category "Research collaboration – an ethical issue of power" with the subcategories "Research collaboration a risk for freedom of research", "Research collaboration a risk of abuse of power" and "Discriminatory academic power structures create ethical issues". Conclusions: Addressing the balancing act of collaborating with older people in research, the findings contribute with an understanding of the importance of researchers' awareness of social and academic structures to minimise the risk of epistemic injustices in research on ageing and health. We want to highlight the researchers' voice and clarify the role that researchers have in terms of the opportunities for older people to become part of the collective understanding of ageing and health and make their voices heard. Plain English summary: Society is increasingly expecting researchers to involve people who are not researchers in their research. To understand how such collaboration could become a reality, this study aimed to explore researchers' experiences of collaborating with older people in research on ageing and health. A total of four focus groups consisting of 14 researchers from two universities were conducted to discuss experiences, approaches, opportunities and obstacles for research collaboration with older people. The results revealed an overarching theme that describes research collaboration as a balancing act with scientific quality and ethics on one side, and the needs and abilities of older people on the other side. This means that researchers need to strike a balance between achieving the highest scientific quality and considering the needs and abilities of older people they are collaborating with. To understand how unethical, it is to not involve older people in research, the concept epistemic injustice has been used. It refers to the systematic exclusion of certain groups from knowledge production and dissemination which can lead to the exploitation of vulnerable populations and the perpetuation of harmful stereotypes. In addressing the challenges of collaborating with older people in research, this study emphasises the importance of researchers being aware of both social and academic structures that might affect whose voices are heard in research. This awareness could help researchers clarify their role in giving older people the opportunity to be part of the collective understanding of ageing and health. [ABSTRACT FROM AUTHOR]

Copyright of Voces de la Educacion is the property of Voces de la Educacion 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.)

Introduction: The knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners' skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of 'what works for whom, under what circumstances, how, and why'. Method: The realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest. Results: A realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores. Discussion: Pedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system's processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology. [ABSTRACT FROM AUTHOR]

Machine learning algorithms bring out an under-appreciated puzzle of discrimination, namely figuring out when a decision made on the basis of a factor correlated with race is a decision made on the basis of race. I argue that prevailing approaches, which are based on identifying and then distinguishing among causal effects of race, in their metaphysical timidity, fail to get off the ground. I suggest, instead, that adopting a constructivist theory of race answers this puzzle in a principled manner. On what I call a "thick constructivist" account of race, to be raced is to be socially positioned in the way indicated by a certain set of statistical regularities on the basis of particular phenotypical traits. A thick constructivist sees that acting on the basis of correlations that constitute race qua social position just is acting on the basis of race, because races just are social positions that subject their member individuals to a particular matrix of social relations that define the raced position. This conclusion has considerable ramifications for our understanding of discrimination, algorithms and beyond. [ABSTRACT FROM AUTHOR]

Maintaining a constructive relationship and promoting dialogue and cooperation with Türkiye is crucial for European security. However, Türkiye has long been associated with a de-Europeanization trend that poses serious risks and difficulties for European security, affecting a number of areas including energy security, regional stability, migratory dynamics, and security cooperation. In this context, this article examines how Türkiye was perceived between 2007 and 2015 in the European Parliament (EP), during which time it exhibited some signs of de-Europeanization under the discursive construction of Europe as a security community. It also analyzes the extent to which MEPs’ articulations of Turkish and European identities in this period diverged from or converged with those in the period 1997-2007, which was generally a period of Turkish Europeanization within this conceptualization of Europe. For this purpose, the discourse-historical approach (DHA) is used to critically assess EP discourses on Türkiye from a social constructivist viewpoint, which holds that identities are socially constructed through the discourses of agents. Under the discursive construction of the European security community, this study reveals two opposing and prevalent representations of Türkiye as subtopics: Türkiye as a strategic partner and a security threat in the region. This article contends that, despite Türkiye’s de-Europeanization period, the positive images of Türkiye within the European security community outweigh the negative ones due to the country’s critical potential implications for European security, its crucial roles integrated with its NATO membership and its geostrategic importance. [ABSTRACT FROM AUTHOR]

Rosemary Foot's book, "China, the UN, and Human Protection: Beliefs, Power, Image," explores China's engagement with human protection within the United Nations (UN) system. The book argues that China's approach to human protection is driven by its ideological beliefs and its desire to shape its image in world politics. It examines China's participation in UN peacekeeping operations, its views on human rights, and its role in the Syrian crisis, among other case examples. The book highlights the complexity of implementing human protection norms and emphasizes the need for a nuanced understanding of China's role within the UN system. [Extracted from the article]

"How to Watch Television (2nd ed.)" is a collection of essays that offer accessible TV criticism for college undergraduates and educated readers. The book covers various aspects of TV analysis, including form, representation, politics, industry, and practices. It explores topics such as narrative structure, cultural representation, political talk shows, and the impact of technology on TV viewing. The book emphasizes the importance of critical television viewing as a means of human engagement and dialogue. Another book, "Satire as the Comic Public Sphere," examines the role of satire in the public sphere, focusing on television satirists like John Oliver and Stephen Colbert. The book argues that satire serves as a form of comic political speech and invites readers to participate in the comic public sphere. It also explores the blurred lines between public interest journalism and satire. "The Rhetoric of the Opioid Epidemic: Deaths of Despair in America" examines the opioid crisis as a public health issue. The book analyzes the rhetorical power of films to evoke compassion and community support and critiques President Donald Trump's speech on the opioid crisis. It offers a nuanced understanding of the epidemic and its rhetorical dimensions. The first text discusses the opioid crisis in America, highlighting different perspectives and factors involved. It emphasizes the role of physicians and the government in both contributing to and addressing the crisis. The second text reviews a book on news media coverage of Indigenous peoples' fight for federal recognition. The book explores the problems with mainstream media coverage and advocates for an Indigenous [Extracted from the article]

This annotated bibliography provides a comprehensive overview of existing research on migration in Africa, focusing on various aspects such as migration governance, labor migration, diaspora engagement, and more. The bibliography includes 130 articles published between 2011 and 2022, offering valuable insights into the complexities and challenges of migration in Africa. The articles cover a wide range of topics, including the root causes of violence against migrants, dual citizenship policies, refugee protection, migrant networks, and the impact of migration on development and inequality. These articles provide diverse perspectives and contribute to a broader understanding of migration issues in Africa. [Extracted from the article]

The COVID-19 pandemic, and the emergency pivot to online learning that this health crisis prompted, has inevitably impacted teaching and learning across all study disciplines in higher education. This article presents a case study conducted by tertiary visual arts educators who shifted their social constructivist teaching methods from the face-to-face classroom to the online setting during the first wave of the pandemic in Australia. In exploring the challenges and opportunities posed by this transition, this article outlines the affordances and limitations of the digital learning tools employed by the teaching staff within a pilot study. The success of this pilot was measured through data analytics, student surveys, and teacher observations and reflections. Based on the findings, the researchers propose several ways visual arts education can be adapted online, while still maintaining the integrity of the discipline and its concomitant pedagogies. [ABSTRACT FROM AUTHOR]

The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK model (Mishra & Koehler, 2006). On their foundation, we build a new integrative model in which the development of the professor, the student, and the environment support and influence each other. The model enables understanding of the role of the means and the prioritization of the unity of interests and ideals of the people who relate. The TPACK model serves as a relevant example to illustrate the benefits of technology and its relationship with pedagogy. The 3PT&Ii model situates technology as both a source of teaching tools and a mediator of relationships with other established discoveries in human and societal development. 3PT&Ii eliminates the error of an obsessive demand for schools to solely adapt to new technologies, arguing instead that humanity constantly refines and adapts means according to evolving needs and expectations. Technology and its tools have consistently played integral roles and meanings. The model emphasizes that humans produce everything, including innovative technologies, with decisions resting within individuals, communities, and society. The 3PT&Ii model is explanatory and illustrative, providing a framework for understanding individual, group, and societal development. Definitions of communication often oversimplify the relationship between Sender - Channel - Receiver and Feedback; digitization allows for dynamic imagery, and we aim to present the model accordingly. Explanations of the 3PT&Ii model are rooted in the T-time axis and directed towards the educational ideal represented by I. [ABSTRACT FROM AUTHOR]

The article titled "My Road to Infrastructure" reflects on the author's journey in researching information and digital infrastructures. They discuss their early influences, involvement in various projects, and engagement with action research and methodologies. The author emphasizes the importance of understanding infrastructure and standards in the field of information systems, highlighting the growing complexity of information infrastructures in various sectors. They argue that infrastructure research is crucial in navigating the evolving digital landscape. [Extracted from the article]

This paper aims to examine the role of architecture in social production and consumption of space, using public markets -architectural artifacts with rich social contents-as cases. This research adopts Low's (2017) concept of social production of space and Dovey's (2010) social constructivism of place to uncover the social production and consumption of public markets' space. Cihapit and Pamoyanan market in Bandung, Indonesia, are selected as research cases, due to their cultural contents, appealing to consumers from middle to upper class society. It is found several roles of architecture in social production and consumption of public market space: building typology and morphology signifies historical context of development; architectural buildings contributes to formalize trading activities and elevating social class of market traders; commodities zoning is organized based on functional and socio-historical consideration; spatial intensity is determined by access and commodities zoning; informal atmosphere emerges as a distinctive advantage of public markets; and spatial quality is relative depends on governance capacity. Although normative criteria for good design can be formulated, in practice, spatial quality of public market is relative and depends on its capacity for spatial governmentality. By exploring social production and consumption of space and place provides broader perspective on the social practices of architecture, emphasizing its contribution for social and humanity studies. [ABSTRACT FROM AUTHOR]

In this qualitative study, the researcher was interested in understanding the kind of content knowledge students attained after participating in a social justice writing project. The study, underpinned by the theory of social constructivism, involved thirty students who worked on a group research paper. Data was collected through an online survey that asked students to reflect on their writing experience. The results indicated that collaborative writing facilitated peer learning, which was partly attributed to the active dialogues and group discussions centered around students' research findings. Students reported acquiring content knowledge about the historical backdrop of their social justice issue, the key individuals involved, and prevalent terms commonly linked to the issue, among other aspects. In terms of writing-related knowledge, students indicated that they learned various skills, including synthesizing sources, creating an annotated bibliography, and citing in MLA/APA formats, among other things. The study suggests that writing instructors should design projects that foster collaboration because this collaborative approach not only enhances students' understanding of course content but also contributes to developing their writing skills. [ABSTRACT FROM AUTHOR]

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord's five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants' collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC's effectiveness. However, our findings revealed no significant increase in participants' overall collective efficacy, a group's shared belief that together they can achieve a desired result. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

This research investigated preservice teachers' (PSTs) experiences with productive struggle in an online environment, and how it influenced their pedagogical knowledge. This action research study reports on secondary mathematics pre-service teachers (PSTs) who completed mathematical tasks in weekly synchronous Zoom sessions to develop their understanding of productive struggle. Vygotsky's (1978) Social Constructivist Theory and the growth mindset framework (Boaler, 2016; Dweck 2006; 2008) provided the lenses through which the research was designed and analyzed. Findings show that presenting opportunities for PSTs to experience productive struggle informs their pedagogical practice, and that providing this experience in an online environment is possible. PSTs gained an increased understanding of the importance of collaborative work, asking purposeful questions, and the alignment between productive struggle and improved mathematical understanding. [ABSTRACT FROM AUTHOR]

The book "Innovative Practices in Early English Language Education" edited by David Valente and Daniel Xerri explores new approaches and strategies in primary English language teaching (PELT) and PELT teacher education. The book is divided into two parts, with Part I focusing on innovative practices in PELT, such as multimodality, intercultural competence, translanguaging, and digital literacies. Part II focuses on PELT teacher education, discussing topics like multilingual teacher education and dialogic picturebook reading. The chapters provide a balanced discussion of theory and practice, and include teaching tips, lesson plan samples, and references to practice guides and resources. The book also addresses the challenges of virtual classrooms and offers insights on assessment and teacher professional development. Overall, the book offers a valuable resource for teacher trainers, teachers, and student teachers in the field of PELT. [Extracted from the article]

Purpose: This study examines status construction practices in the consumption of organic food in a developing country, Sri Lanka, using the status consumption theories of Veblen and Bourdieu. Design/methodology: The study follows a social constructivist, interview-based approach using a sample of 20 frequent and consistent organic food consumers in Sri Lanka, along with observations from four vendors. Findings: Organic consumption was identified as a specific 'field' of ecological consumption where subtle interplays between the habitus and different forms of capital possessed by a group of self-proclaimed socio-economic elites determine the status conferring symbolic capital. However, there is also conspicuous symbolizing of status. These consumers who are known as developing country consumers, engage in 'strategic acquisition' of relevant cultural capital from the West. While taking cues from the West to determine the legitimate practices within the field, somewhat ironically, they derisively differentiate themselves from those they consider to be consuming organic food purely to emulate a popular trend in the West. Practical Implications: Quality, authenticity, and the presentation of organic consumption as an element of a healthy lifestyle could attract these high-cultural capital consumers. Originality: This study combined Veblenian and Bourdieusian concepts and employed Bourdieusian.concepts more extensively than in previous studies to examine organic food consumption. [ABSTRACT FROM AUTHOR]

The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students' perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students' daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting. [ABSTRACT FROM AUTHOR]

This article examines the disparity between the aspirations of academic employers and academic parents for gender equality in family leave policies in the UK Higher Education sector. The gender pay gap in the sector is linked to the transition to parenthood, but there is a lack of support for this transition in higher education institutions. The study uses the Capability Approach to analyze gender norms and power dynamics in parenting. The findings highlight parents' desire for gender equality, their experiences of workplace prejudice, and the influence of gender norms on their pursuit of gender justice. The article emphasizes the importance of organizational culture, human resources, and line managers in promoting and supporting parental leave. Further research is needed to explore how gender justice is incorporated into employer strategies and implemented in practice. The document provides a list of references and citations from various sources on gender, work, and organization, offering diverse perspectives and research findings on topics such as the gender pay gap, parental leave policies, and gender equality in academia. [Extracted from the article]

Distance education institutions worldwide are adopting online learning to take advantage of its benefits. However, online learning is often seen as a mode of delivery that will work for any distance education institution in any context. The increased relevance of online learning during and after the COVID-19 pandemic has further exaggerated the adoption of online learning, which requires ongoing research on the actual use of online learning, and this study responds to this need. Therefore, this study aimed to determine how online learning is used in an open distance learning (ODL) context. A case study on the implementation of online learning was conducted at an ODL university in South Africa. Data were collected through open-ended questionnaires, interviews, and non-participant online observation. Participants were purposefully selected academics from various colleges in the university. Findings reveal that awareness of educational choices in the online environment appeared to be neglected. Based on the findings, the study presents a framework for online learning in ODL. It is built on the concept of awareness, and we argue that the integration of online learning should be carefully curated and planned with intentional institutional, lecturer, and student awareness. The principles of the theories of transactional distance, the community of inquiry, social constructivism and heutagogy should guide the operationalisation of each type of awareness presented in the framework. [ABSTRACT FROM AUTHOR]

To meet the diverse needs of youth athletes within contemporary society, the privilege and responsibility of youth sport coaching must be reimagined. Critical positive youth development (CPYD)—which is grounded in Freire's critical consciousness—emphasizes the urgency to empower youth to promote social justice and increase their ability to contribute to societal change. Considering the scarcity of CPYD in coach education, sport social workers may offer unique educational experiences and critical learning opportunities that may help fulfill a CPYD mandate within the youth sport landscape. From a social constructivist perspective, the aim of the current study was to explore the duality of sport social workers coaching competitive youth sport. Findings from 10 sport social workers suggest that the values, knowledge, and skills of the social work profession—particularly sport social work—seem to offer a transferable skillset and lessons to be emulated by CPYD coach education. For instance, because of their unique education and training, social workers are taught to use a strengths-based approach, maintain a holistic perspective, and teach life skills that contribute to PYD. However, findings also emphasize the notion that education may not solve all challenges concerning the need to foster CPYD, as many other variables make up the sport system. [ABSTRACT FROM AUTHOR]

Finn Collin has been the honest broker of social epistemology. In this article, I attempt to come clean on the nature and sources of what I have always regarded as the 'normative' horizon of the field. It basically turns on a social constructivist reading of Plato's Phaedrus , the dialogue from which modern analytic epistemology also takes its inspiration. I pursue the implications of this approach in various normative fields of philosophy. [ABSTRACT FROM AUTHOR]

On several occasions, Finn Collin has engaged in discussions surrounding social constructivism, a relatively recent theoretical orientation emerging through the development of naturalized science studies from the 1970s. Inspired by Finn's work, this paper explores the distinction between 'social constructivism' and 'social constructionism' and their origins in various strands of the sociology of knowledge. [ABSTRACT FROM AUTHOR]

This article is an introduction to a Festschrift celebrating the seventy-fifth birthday of Professor Finn Collin. The Festschrift includes a collection of papers that reflect the broad scope of Collin's work throughout his career. The contributions cover various topics such as the meta-theoretical basis of Robert Merton's CUDOS norms, the distinction between social constructivism and social constructionism, the knowability paradox, the relationship between philosophy of language and linguistics, developments in the philosophy of science, the reunification of philosophy, the forgotten Danish academic Frithiof Brandt, artificial intelligence, and conceptual alignment in interdisciplinary collaborations. The article expresses gratitude to Collin for his dedication and influence on the lives of students and colleagues. [Extracted from the article]

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Educational, political, or moral/religious content is increasingly present on TikTok, so contemporary social dynamics legitimize the process of digital mediation regarding these institutional values. Based on 286 open-ended survey answers and subsequent interviews with 45 Romanian TikTok users, this article applies social constructivism to explore the intersubjective side of algorithmic experiences. The significance of such a framework lies in its ability to elucidate the manner in which users actively construct their social environments, which may initially appear as isolated individual experiences but ultimately unveil shared algorithmic interpretations. Thus, the participants highlight three recurrent institutional themes in relation to TikTok's algorithm: (1) algorithm as political profiling, (2) algorithm as moral plethora, and (3) algorithm as educational benchmark. Findings show that users' stories related to algorithms are widely conceived within institutional frameworks. These narratives play a role in shaping what Berger and Luckmann call "intersubjective sedimentation" within the intricate interconnection between institutional and algorithmic realities. The ways in which TikTok users legitimize the presence of these institutional actors on their For You page should be seen as a form of agency negotiation between users and machines. The legitimating role of stories about algorithms also highlights the institutional necessity of intergenerational socialization, which is why the contents made by such institutional actors are more and more actively mediated through TikTok. [ABSTRACT FROM AUTHOR]

This study falls under the scope of the recent debate around UN peacekeeping transitions and exit strategies and highlights a critical gap in understanding the design and conceptualization of these strategies, especially for the long run as post-conflict societies consolidate peace. Using Liberia and Sierra Leone as case studies, the research aims to remedy the empirical gap and shed light on the complexities of framing UN transitions and exit strategies. A central argument posited in this study is that effective management of the entanglement between peacekeeping and peacebuilding is pivotal for enduring success in transition processes. Key contextual elements influencing this management include early planning and initiation of peacebuilding, coordination and integration with local actors, and alignment of benchmarks and needs with all stakeholders before concluding missions. The study applies a social constructivist perspective to examine the different trajectories both Liberia and Sierra Leone have taken in managing their transitions. This article uses qualitative research methods with data drawn from primary and secondary sources. [ABSTRACT FROM AUTHOR]

In recent years, the study of 'landscape' has gained importance in both the public and in the sciences. In philosophy and the social sciences, different traditions for dealing with 'landscape' have developed—not least based on a common reference point of Georg Simmel's "Philosophy of Landscape" published in 1913. In this paper, these traditions are examined with regard to their suitability for contributing to the analysis and regulation of landscape conflicts and for providing answers to the landscape-related challenges of the present—both in terms of science and society—exemplified by the challenges of the energy transition. The central points of criticism are, besides an insufficient amount of conceptual work and a 'forgetting of the individual' of philosophy and the social sciences, the reduction of the concept of landscape to the concept of nature in philosophical landscape research. [ABSTRACT FROM AUTHOR]

Since the late 20th century, skilled labour migration has become a primary channel for resolving the increased global competition, ageing workforces, and skill shortages facing industrialised countries. Despite this ongoing policy trend, skilled migrants – who are increasingly from non-English speaking backgrounds (NESBs), including Asia – confront barriers to securing employment that is commensurate with their skill levels, which exposes them to an array of social and economic vulnerabilities. This article uses qualitative data to examine post-migration employment disadvantages among an under-researched group of Asian NESB skilled migrants in Australia: Japanese independent professionals. The findings show that their employment disadvantages in the host labour market can be attributed to what is termed here multilateral contextual gaps in skills transfer, rather than simply a lack of competence, knowledge, or work experience. The article concludes by identifying the implications of the study, including policy changes that would help improve the skills utilisation and retention of skilled migrants in Australia, which appear to be hampered by the host country's human capital-based, market-driven skills regimes. These changes are urgent given the imperative for societies such as Australia to revive their economies in the post-pandemic era through higher intakes of skilled migrants. [ABSTRACT FROM AUTHOR]

The media influences how we perceive and understand the world, groups of people, and events. The media has been criticised for portraying older people and aging predominantly negatively. In 2020, older people became the focal point of governmental responses in the management of the coronavirus pandemic. In this article, we explore how older people were represented in the officially most legitimate part of Irish news media during the first year of coronavirus disease 2019 pandemic. A sample of 137 articles was drawn from Ireland's national broadcasting company (Raidió Teilifís Éireann) online news content, and thematic analysis was applied to interrogate representations of older people in these data from a social constructivist perspective. Older people featured as 'the face of COVID-19' due to their constant and accentuated framing as especially vulnerable to the virus. Older adults were construed as a burden to the public, families, and the healthcare system and as a risk to healthcare workers. They were portrayed as powerless and rendered almost completely 'voiceless' as their own views rarely featured in the news content. The social constructions of older persons during the coronavirus pandemic reflected and exceeded the (typically implicit) ageism in contemporary western societies. [ABSTRACT FROM AUTHOR]

Introduction: Collaboration between student affairs officers and the faculty is important in dealing with the recent rapid changes in medical education, and mutual understanding is essential to ensure that participants become a cohesive social group. This study explores the identity conflicts of student affairs officers in medical universities using the figured worlds theory. Methods: An exploratory qualitative case study was conducted with 24 student affairs officers at a private medical university in Japan. Data were collected through face-to-face, semi-structured interviews and analysed using thematic analysis from the perspective of a social constructivism paradigm. Results: Qualitative analysis revealed the following three themes regarding the identity conflicts of student affairs officers: differences in the perception of medical students, difficulties in building trusting relationships with the faculty, and resistance to the medical university's traditional atmosphere. Student affairs officers tended to provide support from a student-centred perspective when interacting with medical students, while the faculty employed a teacher-centred perspective. Discussion: To promote understanding between professions, it is necessary to set aside certain professional views and welcome dialogue with other professionals with different values, while also understanding the multi-layered context of medical education, so that conflicts can be handled optimally and relationships can be professionalised for social cohesion. [ABSTRACT FROM AUTHOR]

Accumulating evidence shows a strong association between gambling problems and reports of intimate partner violence (IPV) but provides limited guidance about how to respond to these issues in specialised gambling services. The aim of this study was thus to improve understanding of the potential role of gambling help providers in identifying and responding to IPV. This was addressed via 20 semistructured interviews with gambling help service staff in Australia (15 female and 5 male). Data were analysed in the context of a social constructivist approach to thematic analysis, which produced four themes: (1) "It's loaded with complexity," which highlights the clinical complexity of clients who disclosed both gambling problems and IPV; (2) "The hidden nature of gambling and IPV," describing stigma, shame and secrecy attached to both gambling and IPV; (3) "The big thing is putting it on the radar," which outlined factors in the service context that either enabled client disclosures of IPV or kept it hidden; and (4) "It's everyone's business," which described current approaches to interagency collaboration, with reference to factors that either limited or facilitated such responses to addressing IPV. [ABSTRACT FROM AUTHOR]

Throughout history, there have been various attempts to deconstruct the text of the Holy Quran. One of the more recent theories is Soroush's Prophetic Dream theory, which suggests that the Holy Prophet received and perceived the revelations in a dream-like state. The theory in question aims at deconstructing the nodal points of Islam such as revelation, prophet, and the Holy Text, as well as constructing a new discourse. This study aims to analyze the above theory using Laclau and Mouffe's theory of discourse, as well as Derrida's deconstruction. Discourse theory applies deconstruction in order to show how rival discourses strive to gain their voice. In this sense, the first step towards discourse-construction is to deconstruct the dominant discourse and then articulate a new one. The present study finds that the birth-place of the Prophetic Dream theory is the deconstruction by which Soroush will be able to put the moments in crisis and also to articulate the floating signifiers in the field of discursivity. [ABSTRACT FROM AUTHOR]

This exploratory study aimed to examine university teachers' conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically reflect on those affective and relational behaviors and interactions that are possible during physically-embodied pedagogy, but that are either no longer possible or even undesirable online. This has resulted in a research gap that we feel this study addresses, by drawing on the reflections and experiences of nine caring academic and teaching staff in a Hong Kong public university. Thematic analysis of these reflections relating to the practice of, and barriers to, care emphasised the overarching theme of the centrality of presence about, and for, students. This overarching theme was complemented by two sub-themes relating to 'lacking physical presence as a barrier to care' and 'building an online presence for articulation of care'. On the basis of these exploratory findings, we offer preliminary arguments relating to a caring pedagogical approach underpinned by a deepening of presence and learning collaboration. This paper, we argue, adds to the body of knowledge in the under-researched area of teacher care amidst online teaching, and suggests a future theorisation of online care within higher education pedagogy. [ABSTRACT FROM AUTHOR]