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In the face of complex and changeable world, the smooth development of civilization needs the guidance of Karl Marx's thought. The era Marx faced was not fundamentally different from the times we live in today, and Marx's theory, which was born in that era and directly used to analyze it, is not outdated yet. Some of Marx's basic standpoints and views about civilization, including his basic theoretical propositions on the understanding of civilization itself, the goal of civilization, this historical process and requirement of the development of civilization, the conditions and environment for the progress of civilization, the laws and roads of the development of civilization, and the exchanges between and spread of civilizations, are still of immense value today.

With the prevalence of values and the advent of the idea of rationalist education, the values characteristic of distinct subjectivity and affectiveness face many theoretical and practical problems when taught within the framework of modern education, which seeks certainty of knowledge. The challenges that values education encounters in today's world urgently demand that we return to the origins of human spiritual life. We must be informed by the Marxist disclosure of the intrinsic value of human existence, and grasp the intrinsic isomorphism between values education and human existence within the web of original and historical dialectic relations by relying on a complementary understanding of values and the essence of education: real men possess a logic of existence that endows value independence and consciousness of edification, and on the basis of the nature of the value of human existence, values education obtains a solid foundation both in the sense of fact and of value. Human existence thus displays the value content of self-selection, self-edification, and self-improvement peculiar to it due to its mutual dependence on and fulfillment of values education.

The study of phenomenological Marxism in China can be divided into three stages up to the present. The first stage spanned from the 1980s to the second half of the 1990s. During this period Luo Keting consciously set up the project of combining phenomenology with Marxism, and the boom in Sartre studies brought about the wide spread of existential Marxism. The second stage spanned from the second half of the 1990s to the 2010s, when Marxist researchers and Western philosophical researchers in China energetically attempted the combination of phenomenology and Marxism. The third stage has run from 2010s to the present, in which specialized teams of researchers have researched phenomenological Marxism, and Chinese researchers have gradually showed their own awareness of problems facing Chinese society. However, how a phenomenological Marxism based on subjectivity can construct a holistic view of history is a problem that still needs to be deeply explored.

Purpose: This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970-1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia. Design/methodology/approach: We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children. Findings: We propose that these oral histories shed light on how the concept, early intervention--a child development principle that became axiomatic from about the 1960s--significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology. Originality/value: The paper contributes to a sociological/historical literature of "parenting for education" that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of "early intervention" as a historical phenomenon rather than a "common sense" truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.

This paper presents the results of a three-year study of the impacts of teaching about the experiences of trauma on students studying to become teachers. The project's overarching objective is to develop an effective trauma-informed pedagogy that can support students who learn about the experiences of the 'Stolen Generations', the Holocaust, wars, and genocide. Following a presentation from a member of the Stolen Generations, students reported strong emotional impacts, indicating heightened arousal and defensive dissociation. Results indicated that effective teaching about the experiences of trauma must be accompanied by management processes that will mitigate the potential detrimental emotional impacts on such learning. We conclude that the reflexive power of narrative can implicate the student in her or his own life, as well as in the lives of others. Of critical importance is a recognition that both Indigenous and non-Indigenous lives are bound to one another in contemporary Australia.

This study introduces the preliminary design of LiberIC, which is a description and cataloging tool that collects, controls, contextualizes, classifies, and grants access to representations of books in painting. We worked with a research sample consisting of two thousand paintings via the application of an exploratory and descriptive methodology. Through direct observation of these art pieces, we detected characteristics and particularities that could provide meaning to the pictorial representations of books in them. The collected data was then organized into major categories of information. Taking the principles of description and organization of knowledge as a starting point, and according to the formal style of other widely consolidated international cataloging rules, these categories were, henceforth, refined and progressively adjusted. As a result, we developed a descriptive code that arranged the collected data in nine areas and nearly 100 description fields, ultimately allowing every record to be retrieved through different authorized access points. To delve deeper into the shapes and meanings of these representations, we designed three of these areas in accordance with the theoretical foundations of modern iconography and iconology, which establish three distinct phases in the description, analysis, and interpretation of objects in Art. This tool fills a gap in the scientific literature and opens new paths of study. The way data have been structured generates a description model that can be extrapolated to other subjects. Replacing book description fields with description fields related to other types of objects produces a system capable of describing and cataloging any type of iconography.

Purpose: There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher and her multiracial class of fourth-grade students navigated race talk tensions while reading and discussing shared texts. Design/methodology/approach: Data for this paper were collected as part of a larger, year-long qualitative study on antiracist pedagogy. In this paper, the author analyzes video data of classroom race talk recorded during whole-class and small-group literacy lessons. Using inductive coding and reconstructive critical discourse analysis, the author examines how the teacher and students co-constructed meaning during tense or confusing conversational moments. Findings: The findings demonstrate that the teacher and students jointly mediated tensions by using the practices of racial literacy, which included learning about the history of racial inequality in the USA, considering racism as structural and systemic rather than individual and asking and answering questions for continued inquiry and critical self-reflection. While previous research studies have characterized race talk tensions as problems or obstacles to student learning, the findings from this study suggest that tensions can be generative to developing and enacting racial literacy. Originality/value: In the current political climate, alarmist rhetoric issued by conservative politicians and media outlets has discredited race talk as harmful or damaging to children. This study offers a positive reframing of tensions, which may provide teachers encouragement to pursue literacy instruction that equips students with knowledge and skills to better understand and confront racism.

Considering globalization as part of a post-colonial conjuncture, the examination of the politics of decolonization is essential to understand key conflicts in global civil society. Recently, a global movement for the decolonization of higher education has played a key role in this context, with the #RhodesMustFall movement being particularly important. Starting at the University of Cape Town and spreading to Oxford University, the movement initially protested against the presence of statues of Cecil Rhodes at both sites. We argue that the #RhodesMustFall movement is part of what we call a "global field of decolonial politics." We also demonstrate how movement discourse is necessarily rearticulated when shifting context: the primary characteristic of the UCT discourse is its constitution of "black" subjectivity, while the Oxford discourse is largely shaped by the diasporic situation of formerly colonized peoples within an ex-metropolis, constructing multiple plural subjectivities and recovering issues of race and coloniality from political margins.

In this article, we introduce an Open Education Resource (OER) on digital historical research with historical newspapers, intended to give students the means to understand the induced risks in working with large collections of digitised documents, as well as the keys to benefit from the advances of natural language processing over large multilingual collections of European historical newspapers. This resource exploits results of the NewsEye Horizon 2020 research and innovation project. It is part of a set of 7 OERs developed and shared within the Erasmus+ project Digital Methods Platform for Arts and Humanities (DiMPAH).

In this article, we define and provide some history of "critical media literacy" (CML) in education. We then place critical media literacy in context of our current "post-truth" era. Next, we describe some of the consequences of adults' addiction to two decades of expanding, omnipresent new media to explain why we, like countless scholars from myriad disciplines, are sounding the alarm about the urgent need for a paradigm shift in education that puts critical analyses of media, along with history, social issues, citizenship, democracy, capitalism, plutonomy, and the growing power of autocrats and technocrats at its center.

The paper is written from the perspective of someone ensconced in a country which once saw flights of thousands of people, providing labour power, to different corners of the world, notably North Africa in the distant past and Britain and British colonies of settlement in historically more recent times: Australia, Canada and the United States, less so New Zealand. The country subsequently shifted from being an exporter of labour power to becoming an importer of such power as flight took on a different trajectory with the country developing a relatively strong postcolonial economy and being located on the Central Mediterranean migration route. The economy, which experienced a boom, required foreign workers in jobs at all ends. Employers have been taking advantage of Malta's position in the midst of a migration route. What are the implications of this flight scenario for education?

The definition of what constitutes a conflict, in terms of both time and events, has been consistently debated in the historical study of social phenomena. What has become increasingly clear, however, is that the methods used to define it are generally biased as they are highly dependent on the perceptions of the researchers who establish them. Using Mexico as a case study, we tested a data-driven method for periodizing long-term homicide trends. We found structural break analysis and Markov-switching regression modelling to be useful methods for periodizing long-term time series data of homicide rates, without an "a priori" or skewed definition. We also found that the current trend of increasing homicidal violence may prove difficult to reverse given that historical structural shifts in Mexican homicidal violence are unlikely events in the long term.

Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers' choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students' lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as 'barriers', we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities.

The article deals with the understanding of religious talent or religious excellence in the Early Modern Period. Three subtypes are identified as follows: (1) Political Heroism and the Sacred, (2) Countercultural Moral Excellence, (3) Extraordinary Emotions. It is further argued that these subtypes are to a great extent replaced with the idea of an educated expert in the modern period. In the end, the study of emotional intelligence is mentioned as a hypothetically fruitful way to understand these phenomena in behavioral sciences.

This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy.

This essay examines the creation of a new undergraduate module on sport, tourism and heritage, at The University of Edinburgh, one based within the confines of a bachelor's program in sport management. The author emphasizes that this is part of a growing trend toward integrating heritage (alongside history) into Scottish/U.K. sport management academia, as something which can potentially address skills and employability outcomes while still offering the opportunity to critically discuss issues in the sport industry. The creation, running, format, and content of this module is discussed, within the context of its first being offered remotely in September 2020 in between "lockdowns" during the COVID-19 pandemic.

Based on an ethnographic research study, in an Ecuadorian Amazonian Kichwa territory, I use the notion of 'translation as controlled equivocation' as an analytical tool to explore the making sense of difference. Occurring in the same territory, I analyse these encounters with difference, read in relation to a classroom dialogue between teacher and students, with that of a historical encounter with the 'other' in a Dominican missionary's diary of 1887/1888. I propose that exploring the processes of equivocation centring differing subjective positions and situated dialogues, provides a reflective tool against reproducing epistemic violence whilst making space to recognize difference.

The idea of one shared past, can develop identity-building potential. Nevertheless, there are diverse memory practices in plural societies and they are an expression of shared, divided, and conflicting memories. The negotiations of (diverse) past(s) and memories and, consequently, related belonging(s) to so-called 'remembrance communities' take place in historical-political adult education. The article explores the relationship between existing historical knowledge about the Holocaust and National socialist past, discursive practices of representation in remembering pasts, and the negotiation of belonging in historical-political adult education. Using the example of a German orientation course, the contribution indicates that (1) remembering is subject to specific social power relations; (2) that teachers and learners navigate in discursive exchange about histories between the (re-)production of national (state) structuring and the attempt to make diversity visible in historical references; (3) that language skills are central for participating in the production of remembrance; (4) that different stakeholders face diverse challenges in teaching and providing historical-political education for adult migrants. The article addresses a relevant and urgent issue in adult education in migration societies. It, therefore, contributes to providing initial insights into teaching and learning opportunities and challenges that arise in courses about the Holocaust and National socialism in migration societies.

The purpose of this study was to investigate elements of the history of mathematics in secondary school mathematics textbooks in Ethiopia. In line with this, the study also identified the extent to which mathematics is seen as a social construct in textbooks. To achieve these four mathematics textbooks from Grades 9 to Grade 12 were selected for this purpose. The document review method used to determine the extent of use of elements of the history of mathematics, the stage in the unit it used, and the learning domains of mathematics it covered in these textbooks are considered. For document analysis purposes Erdogan et al.'s (2015) classification of elements of the history of mathematics was adopted. This distribution involves historical notes, notes on usage areas of mathematics, applications with historical notes, and historical elements in students' extracurricular activities. The result has indicated that it has found 26 elements of the history of mathematics and the highest number found in the grade 11 Mathematics textbook. The learning domain algebra in the form of historical notes also received the highest coverage than others. Moreover, the result has indicated most elements of the history of mathematics were used at the beginning stage of the unit. Finally, the study has concluded that elements of the history of mathematics are not sufficiently integrated with the contents of mathematics textbooks. Several elements of the history of mathematics are far from the social context of the learner, as indicated in the textbooks.

Recent debates relating to the #Rhodes-Must-Fall and related movements invite a careful reappraisal of the complex field of colonial education in the late colonial era, given the lack of attention to the field by historians and the significance of this legacy for the development of educational policy in the post-colonial world. The British, French and German colonial offices, along with missionary societies and American philanthropic organisations, had attempted to shape such policies in the first half of the twentieth century, broadly influenced by notions of Indirect Rule and Progressive Education, but there were also significant critics of formal policy initiatives who have only had intermittent scholarly attention. Bryant Mumford's career in the field (especially in Tanganyika -- 1923-1932) and in his role as lecturer in the newly established Colonial Department at the London Institute of Education (1934-1942), provides valuable insights into the world of colonial education.

In this paper the author looks at the letters of two renowned women mathematicians and scientists of the Victorian period, Mary Somerville and Ada Lovelace, while also considering the imperceptibility of Sophie Germain, an important French mathematician and philosopher in their epistolary exchanges and philosophical writings. Drawing on the importance of mathematical correspondences and epistolary education in the creation, circulation and dissemination of knowledge, as well as in processes of formal and informal learning, the author argues that Lovelace's and Somerville's letters leave traces of a remarkable genealogical line of women's mentorship and personal relations in the nineteenth century world of British mathematics in the backdrop of contradictory discourses around gender, mathematics, and science education.

While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces--memorials, museums, and libraries--that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aesthetic responsibilities. Additionally, we will examine how they possess agency and can influence the educational process, recognizing that even non-human entities, such as nature itself, can play an important role in shaping our understanding of civic education.

We review research on the history of education policy in colonial sub-Saharan Africa and among the African Diaspora in the United States and Brazil through a political economy lens. While the supply of education was severely constricted in all of these cases, demand for education remained strong. Thus, even as authoritarian states have attempted to restrict educational supply for social control, the strength of the demand--and the accompanying pedagogical, organizational, and political innovations--illustrates the power of education to empower marginalized communities. Through reviewing work in economics, history, and political science, we highlight the transformative effects of formal education in Black communities as well as the centrality of Black people in demanding access to higher education and innovating new political ideas and pedagogies that saw education as a force for liberation. Governments and citizens must continue to work to correct the inherited distortions in the supply of education in Black communities in Africa as well as in the diaspora.

In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017-18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as 'Active Methods' and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.

The Library of Congress has acquired the Omar ibn Said Collection, including an exceptional artifact, the autobiography of Omar ibn Said, written in ancient Arabic by an African enslaved man. In this article, I analytically examine the role of literacy in Omar ibn Said's life as informed by African cultures, ethnicities, histories, languages, and literacies in the Senegambia region, and the history of Black literacy access in the United States. In Arabic, Omar ibn Said stealthily applied sophisticated literacy skills to contest living under anti-Black racism and chattel enslavement through his rhetorical and strategic use of Qur'anic surahs and verses. Early translations and interpretations of his autobiography, filtered through Eurocentrism and White supremacy, failed to discern Omar ibn Said's proclamation of his humanity and bold condemnation of chattel enslavement. Africanist, Islamist, and Muslim scholars valorize his resilience as an African Muslim man who remained faithful to Islam under anti-Black racism, the horrors of chattel enslavement, and attempts at Christian conversion. They also provide knowledge about centuries of literacy among people of African descent; expose the pervasiveness of White supremacy; and unveil the roots of deliberate anti-Black literacy laws, policies, and practices, historically and contemporaneously. Omar ibn Said's autobiography dismantles prevailing assumptions about people of African descent as sub-human, without culture, history, intellect, language, or literacy. To create an equitable and ethical approach to literacy: We must transcend the past and present, respect humanity, acknowledge literacy as a global construct, understand literacy as a human right, cultivate a critical consciousness, and require authenticated knowledge.

Mathematics was considered to be a universal language that God used to write the book of nature. Many of the greatest mathematicians (such as Descartes, Leibniz, Euler, Cantor) saw their mathematical work as a way to have a clearer insight into the existence of God and His infinity, as well as to glorify His name. This paper explores the mathematics-theology relation in the works of some of the greatest mathematicians from the fifteenth century to the present day. It also discusses how this information could be used to introduce the investigation of the reality of mathematics as divine language in the mathematics curricula of Catholic universities and colleges. At advanced levels, students need to understand Mathematics not only as a secular subject of technical utility, but also as a rich culture in which ideas of transcendence can be explored.

The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.

When we considered how current sociopolitical events may impact experiences of girlhood today and remembered our own lived girlhood experiences, we came to the collective realization that we often turned to books as a way to make sense of our liminal experiences during girlhood. Given the sociopolitical moment in which we are living and considerations of the impact historical fiction had on our own navigation of girlhood, our author team wondered how historical fiction texts could help young readers to understand and navigate the liminal experiences of girlhood today. Building from these analyses of connections between the past and present in historical fiction literature, we interrogate girlhood across time to consider what readers might learn about contemporary girlhood from historical texts. Depictions of history often tend to be white-centric and to omit or deemphasize the histories and stories of other communities. Specifically, the lens of new historicism applied to portrayals of girlhood allowed for an examination of these portraits of girlhood in relation to historical context as well as power dynamics. This analysis broadens readers' notions of girlhood, both historically and in the present day, beyond white-centric conceptions.

Over time, the concept of social movement has evolved as society has changed, but has always implied collective action in the public space. The form of social contestation has changed, according to the conjuncture of each historical period. In 18th century, the transition from the Old Regime to Liberalism provoked movements considered by some authors as "primitive" or "premodern," as they were spontaneous, sporadic and depoliticized. Industrial society of the 19th century gave rise to the labor movement and trade unionism, which from then on organized the social movements. In the 20th century there were changes and innovation in the collective way of acting, there was the emergence of a series of social movements that differ from the traditional in terms of the objectives and actors involved, such as the pacifist, ecologist, feminist movements, acting on the fringes of parties and unions. The 21st century has witnessed a set of movements that begin on social networks, such as Generation Scratch, Outraged, Occupy Wall Street, Screw the Troika, and quickly outgrow local scales to become global. Through the use of a theoretical and conceptual framework derived from the theories of social movements and taking into account the current transformation of collective action that has been witnessed in the 21st century, we intend to verify if we are facing a new social phenomenon or another phase of "repertoire" change.

This article-dialogue presents a conversation on the values and knowledge of global citizenship education (GCE) between Professor Wiel Veugelers and "Prospects" guest editor Emiliano Bosio. GCE is framed within an interdisciplinary and moral-critical perspective that explores and lays bare the sociopolitical, economic, ideological, and cultural conditions of society, particularly in the Netherlands, where Professor Veugelers lives and works. Veugelers's prolific work accomplishes this in many important respects: his insights, perspectives, and concerns bring important ideas to the centre of educational debates on GCE, through which one can better understand the complex roots and history of global citizenship--particularly in relation to notions of autonomy, social concerns, and empowering humanity.

Pandemics are rarely experienced in anyone's lifetime, but events of such scope are not uncommon in the larger map of human social history (Quammen, 2012). A health crisis triggered by the outbreak and rapid spread of the SARS-CoV-2 novel coronavirus rippled across the globe from 2020 to 2022, in a paroxysm of disruptions to all normality to which most individuals had become accustomed in their daily living. But there is always something to be learned from such events that stop us in our tracks, catapult us into the unknown, and heave us unceremoniously atop the wreckage of all we have ever known. After a disaster strikes, gathering ourselves for the cleanup and recovery requires perspective. A global pandemic. An environmental catastrophe. A personal failure. How do we gather ourselves and make something from a pile of nothing?

The idea of a sign language town, or a Deaf utopia, where Deaf and signing people can come together to live in a geographical or figurative homeland has long persisted in US Deaf life, letters, and literature. In the wake of the Milan Congress of 1880, Alexander Graham Bell's alarming rhetoric concerning "a deaf mute variety of the human race" and the "campaign against sign language," the idea of a homeland, and a Deaf commonwealth took on additional resonance. However, in the absence of geographical sign language towns, utopian and figurative homelands then became an important possible alternative through a communal shared space formed through language, culture, and customs. Homelands for Deaf people can extend to both physical spaces like Deaf schools and Deaf clubs or metaphorical and creative spaces, as in Deaf literature itself. Additionally, this article uses the proclaimed "first Deaf culture novel," Douglas Bullard's "Islay: A Novel" (1986), about a fictional Deaf republic, as a brief case study of several different overlapping cultural, social, artistic, and literary movements; written Deaf literature before and after this novel is, in some ways, markedly different, and in other ways, much the same due to the ways in which language and modality schemas are invoked in imaginative literature written in English. This study provides additional literary and cultural context for "Islay" as well as a brief history of Deaf creative writing in prose in relation to key mid-to-late twentieth century Deaf cultural and social movements.

This article documents the process I, as a teacher educator at UCLA's History Geography Project, went through to develop my lesson for centering Salvi history, "Reclaiming Our Stories Con Pláticas y Fotos: Pláticas as Pedagogy In K-12 History Classrooms." Inspired by the scholarship of feminist women of color who have shaped and informed my teaching practice and my views on the purpose of history education, I make the case for why Salvi communities in Los Angeles need a lesson like this to intervene in the erasures of Salvi communities in the history-social science framework for California public schools. These overt silences that I, and an entire generation of Salvi students, have faced at home and in school motivated this lesson, in which I use pláticas as pedagogy in an effort to move towards healing in our community. Specifically, I narrate how my lesson draws on the five principles outlined in the Chicana/Latina feminist plática methodology as well as the ways my lesson aimed to meet the specific needs of my Salvi community and history instruction. I conclude by reflecting on how I made this lesson accessible to educators through various professional developments and reflect on the process of working with educators.

In this field note article, I discuss my in-progress historical novel about privateering in the 17th century to demonstrate how adult education feminist theories of situated learning have influenced my fiction-based research. I introduce situated learning in gendered communities of practice, explain women's experiences in (para)military organizations, and describe fiction-based research. I then compare theoretical concepts and quotations with excerpts from my fiction to explore feminist situated learning adult education theories, women in non-traditional roles, fiction-based research, and how women's lives from the 17th century connect to those in the 21st. I conclude with a discussion of how adult educators can use fiction to engage with theory in their own teaching and research. In ways similar to Watson (2016), who argues that "fiction offers sociologists a medium for doing sociological work" (p. 434), in this article, I explore how fiction can offer adult educators a medium for doing pedagogical work.

The Volkskundemuseum (Austrian Museum of Folklife and Folk Art) in Vienna considers itself to be a thoroughly democratic, polyphonic museum in which not only cooperation partners but also the interested public have their say. But what role does academically researched information play? In the project "Speaking of Objects" participants took a close look at selected objects themselves and produced new narratives to share with the public through self-made podcasts. The project was led by Austrian artist group "gecko art." In another project queer stories were invented for the performative tour entitled "Queer local history" by members of QWIEN -- Center for Queer History. The stories drew attention to the heteronormative interpretation of the museum curators of the 1990s, or as Andreas Brunner and Hannes Sulzenbacher said: "One invents the homosexualization of the object, just as the museum or the curator invents the heterosexualization of the object." In this contribution we not only present but also question the mediation methods that are full of fiction. The question raised here is if and when it is valid to invent stories about objects that could be mistaken for truth by the public.

In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university's Indigenous engagement efforts around a climate emergency declaration. The authors suggest that if universities seek to interrupt climate colonialism, they will need to commit to upholding Indigenous rights, knowledges, and self-determination and to accepting responsibility for repairing colonial harm and developing respectful, reciprocal relationships with Indigenous communities and lands. To fulfill these commitments, universities will need to avoid the common tendency to seek quick solutions and instead support the development of institutional conditions and individual capacities that would make it possible to have difficult conversations about the historical and ongoing ways that they have been complicit in social and ecological harm.

Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the celebration of March 8, widely known as International Women's Day, as a transnational space where they feel both belonging and non-belonging. More specifically, we explore the following research questions: How do Russian female migrants in Northern Norway use International Women's Day as an occasion to express Russian femininity, or even Russian feminism, in their own way? And what can we, through a political-historical contextualization of these March 8 narratives, learn about the Norwegian majority and how the majority, often in subtle ways, represent women from outside the West, including Russians, as 'the other'? It is our goal that this article will inspire readers to become more sensitive to racialization processes in our communities by becoming more aware of 'ourselves', and how we, through various narratives, reproduce inclusion and exclusion processes.

Since the early 1990s, there has been a paradigm shift in human development theory due to a slow but steady increase in the attention paid to the concepts of quality of life, wellbeing and happiness. Accordingly, some scientists have questioned the validity of Gross Domestic Product as a tool to explain the wealth and development of nations, and several institutions and scholars have started to provide new policies and indexes to measure both subjective and collective wellbeing. These include, among others, the so-called Stiglitz-Sen-Fitoussi report, the OECD's Better Life Initiative, the Quality of Life in Europe and the United Nations' World Happiness Index. At the moment, a comprehensive and critical historical review of this trend is still missing, as well as its impact on education systems. In this paper, we first review the historical development of what has been called the 'Quality of Life movement' (QoL movement) and the major trends and indexes currently available for measuring the quality of life and wellbeing. We then present some education policy initiatives as examples of the attempt to implement QoL discourse into education systems. We conclude by outlining critical theoretical considerations of how the QoL movement could impact future education policies and systems.

This paper reports on a project designed to promote the understanding of the World Heritage site of Old Rauma, Finland, with the help of craft activities. Through fieldwork and an analysis of the data collected from two craft interventions, the paper examines how craft making can serve as a medium to celebrate a sense of place and inspire people to deliberate the role that heritage occupies in their everyday lives. Based on the study, it can be concluded that attention needs to be placed on the teaching and learning of creative practices in order to contribute to the makers' perceptions of placeness and to sustain local development as well as to promote heritage in a historical town.

The term 'upstanding' encompasses actions and behaviors grounded in one's defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one's beliefs. A directional application of upstanding behavior, or the notion of 'upstanding for justice,' frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students' understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of 'bullying' and historical injustice to expand ideas of 'upstanding'. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts. [For the corresponding grantee submission, see ED605878.]