Search

This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

Although social justice is an old concept, practical applications of it in education are relatively new and highly dependent on contextual variables, just as social justice leadership. Social justice leadership has been fostered by various distinctive factors in western and eastern societies. From this point of view, the authors attempt to compare Greek and Turkish school principals' social justice leadership to reveal the similarities and differences between them. In this qualitative case study, 12 principals from Greece and Turkey were interviewed through in-depth semi-structured interview questions. Comparative analysis was employed to identify the similarities and differences between principals' practices, internal and external social justice leadership resources, supports and hindrances. The results show that while the principals adopt universal social justice principles, they also use their own methods because of their schools' contexts and their life experiences.

The metaverse which is considered as the digital big bang of humanity and the next evolution of the internet is anticipated to offer a living environment for civilization 5.0 and beyond in various domains including education. Each novice technology that enters our daily lives generates also fear, anxiety, and problems as well as hope, benefit, and attraction. The purpose of this research is to investigate what ethical problems the metaverse may cause in higher education institutions and how healthy metaverse universities can be created within the framework of ethics. Interpretative phenomenological research design was employed in the study and data was collected from the field experts and lecturers in higher education. The study indicated thirteen VR/AR/XR experts' and lecturers' visions on the metaverse-based ethical issues and practical implications that could be applied within the scope of five thematic nodes comprising metaverse awareness, security and data, safety and wellness, social equality and diversity, and accessibility. It is expected that the study will contribute to the design of a healthy and good metaverse in the future of higher education institutions pursuant to ethical values.

Justice emerges as a need like any other human need and the processes of justice play important role within the organization. Social justice leadership includes the practice of leading and advocating for positive social change, equity, and fairness within society. Social justice leaders work to address and rectify systemic inequalities, discrimination, and injustices that affect marginalized and disadvantaged groups. They actively promote inclusivity, diversity, and equal opportunities for all individuals, regardless of their background, identity, or circumstances. This study is designed in qualitative paradigm as a case study. For selecting the participants, I employed maximum variation sampling which is one of the categories of purposeful sampling that provides the researcher understand the basics of a case or a phenomenon under exploration. The findings of the study revealed that the practices of the school principals include "caring students", "supporting staff" and "promoting positive organizational climate" theme. The challenges and barriers that the principals face with include "parental challenges", "financial issues" and "school conditions". Social justice leadership practices are crucial in ensuring equitable learning atmosphere and barriers should be taken into account in policy making of education.

This study examines the mediating role of teachers' perceived administrator support in the relationship between principals' social justice leadership behaviors and teachers' trust in principals. The sample of the study, which was designed in the relational survey model, consists of 903 teachers working in public schools in a metropolitan city in Southeast Türkiye. In the context of the research model, the SPSS Process Macro (Model-4) application developed by Hayes (2018) was used to determine the mediation effect. Because of the analysis of the research data, it was determined that the social justice leadership behaviors exhibited by school principals predicted both teachers' trust in the principal and teachers' perceived administrator support positively and statistically significantly. On the other hand, it was concluded that perceived administrator support plays a mediating role in the relationship between principals' social justice leadership behaviors and teachers' trust in principals. In this context, it can be staded that if school administrators' social justice leadership behaviors increase, both the administrator support perceived by teachers and their trust in the principal will increase.

This qualitative case study explores the leadership strategies of three high school principals to promote equity and inclusivity amid multifaceted challenges in the diverse schooling contexts of Nepal. By shedding light on equitable school leadership practices within a complex web of long-held socio-economic and structural disparities, the findings reveal persistent educational inequalities stemming from caste discrimination, gender biases, economic gaps, and social prejudices. Leadership emerges as crucial in addressing these disparities, with empowering strategies showing promise in bridging educational divides. Policymakers, educators, and leaders can benefit from these insights in fostering equitable educational environments. As Nepal addresses historical inequities, the study advocates for systemic change and social justice in education, aiming to create a more inclusive future for Nepali students. [Note: The page range (268-294) shown on the PDF is incorrect. The correct page range is 268-307.]

In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

With the growing importance of the United Nations' SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in "SDG burnout," as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher training practices, and limited space for decision-making. Bringing in a social justice orientation, this study documented language educators' ways of challenging the dominant ideologies and schooling practices. This research brought voices from various layers to provide a composite picture of the potential gap(s) between their practice contexts and initial and in-service teacher-training practices.

Educational disparities are one of the most essential issues surrounding education and equity. Previous research includes many empirical studies which have been conducted to eliminate educational disparities. However, the normative question "Why do educational disparities matter?" has not been carefully examined in empirical studies on educational disparities. This question can be answered based on the value of fairness. But what is fairness? Is it enough if a fair educational system is realized? Based on the above concerns, this paper examines the value of fairness, which is a normative assumption of studies on educational disparities. The paper confirms that the value of fairness behind the argument "educational disparities should be corrected" can be clarified and justified by luck egalitarianism, and clarifies the problems associated with pursuing fairness by examining Elizabeth Anderson's critique of luck egalitarianism. Specifically, the paper focuses on the harshness objection and the humiliation objection. It shows that, even if fairness in education is achieved, it may not result in an ideal education for all, because it may leave some children in a harsh situation and humiliate them in the process of providing compensation through redistribution. The paper then discusses three values that should be added to fairness: fresh start, sufficiency, and respect. After that, it discusses why these values are important and what issues should be considered in future empirical research on educational disparities. The paper also presents suggestions toward examining the problems of meritocracy.

This study aims to examine the impact of technology on education and the associated challenges, particularly in the context of the Global and Innovation Gateway for All (GIGA) school concept and the COVID-19 pandemic, with a focus on social equity. It amplifies the perspectives of educators, parents, children, local school boards, schools, and initiatives aimed at educating teachers and identifies the following four points. 1) The initial implementation of the GIGA school concept contributed in identifying tangible strategies to advance social equity, with the development of a foundational environment as the starting point. 2) An essential aspect is the consensus-building procedure to determine priorities for implementation toward the elimination of social inequities, ensuring a delicate balance between educational and economic considerations to address the concerns of those perceiving this inequity. 3) The GIGA school concept, through the proactive efforts of schools, has facilitated equal participation in learning for students considered socially disadvantaged. However, the concept is at risk of losing recognition for its support of the socially disadvantaged and consequently neglecting more crucial issues. The importance of evolving perspectives and raising questions regarding social equity has become increasingly apparent. 4) For the GIGA school concept to contribute to the actualization of social equity in the movement to revise the teacher preparation curriculum related to information and communication technology, it is important for teacher educators to understand the contextual knowledge of Technological Pedagogical Content Knowledge and guide their students accordingly.

This paper focuses on the formation of the Rand Change Agent Study, characterizes it as the pursuit of school reform for "social equity" and attempts to demonstrate anew its significance. First, the paper finds that "social equity" was among the main motivations for the Rand Change Agent Study. It was clear in the earliest report that the Rand Change Agent Study was motivated by criticism of "Colemanism". The pursuit of "social equity" was also central to the "progressive agenda" of "open education". Second, there are differences between the views of the Rand Change Agent Study and those of the North Dakota Study Group regarding the decline of "open education". The characteristics of the Rand Change Agent Study are clear--it studied the "implementation" of educational policy and created the concept of "mutual adaptation" through its formation, and continued to focus on the development of school reform for "open education" as a process of "implementation" in the midst of social changes that created the "progressive renaissance" and "backlash" against "sixties values". The Rand Change Agent Study was an attempt to clarify how the "mainstream" could continue to move toward the "promised land" beyond the limitations of its experience with the concept of "mutual adaptation".

The purpose of this paper is to examine the current position and possibilities of teacher education for diversity in Japan, with reference to discussions on teacher education for diversity in other countries. To achieve this purpose, we pose the following two research concerns. One is the organization of international trends in teacher education for diversity and the clarification of their characteristics. The other is the clarification of the characteristics and challenges of current teacher education for diversity in Japan from the perspective of teacher education policy and practices in teacher preparation programs. In terms of the first concern, we focus on trends in discussions of teacher education for diversity in the United States and Europe, from which it is evident that teacher education for diversity is not simply about correcting the achievement gap in the context of educational equity but is designed to create an equitable and inclusive society. This is a rethinking of teacher education in relation to the state of society and has the potential to take the debate on attempting to ensure equity in the school setting one step further. Regarding the second concern, we focus on human rights education in teacher education and analyze the contents of human rights education syllabi in teacher preparation programs, finding therein a focus on the development of knowledge and understanding of individual issues related to human rights and the historical contextualization of issues. This means that human rights education in teacher preparation focuses on how to teach and promote human rights education in schools, so that teachers have few opportunities to consider the relationship between themselves and human rights, such as how they perceive human rights in society.

Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.

Extractivism is so often characterized as resource extractivism - the exploitation of a community's natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or "development." Drawing on Du Bois (1947) and on Riofrancos' (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.

This case examines the pressing need for systemic equity and social justice in educational structures in the society of the United States (US). The case critiques the inadequate responses to racial justice and highlights the challenges faced in enacting meaningful educational reform amidst declining patriotism and cultural schisms. Introducing guerrilla pedagogy as a theoretical framework, the case seeks to contextualize the importance of enfranchising educators and students to act as agents of change. By examining the historical roots of settler colonialism and its impact on education, the scholarly foundation leading to the case emphasizes the importance of acknowledging and addressing historical injustices to prevent their perpetuation. The transformative potential of guerrilla pedagogy is demonstrated in its ability to dismantle oppressive structures and foster a more just and inclusive educational system. Overall, this manuscript aims to provoke a comprehensive understanding of the relationship between guerrilla pedagogy and settler colonialism, offering strategic insights to challenge oppressive power dynamics in education as part of the ongoing development of a culturally responsive instructional supervision framework.

In this piece, Kivel provides a necessary introduction to the concept of adultism and proposes practical steps for adults, including educators, youth workers and others, to take action to address adultism by becoming allies.

In this article, we illustrate and address how anti-Blackness and adultism work together in an interlocking form of oppression we call anti-Black adultism. Situated in Amina's (youth author) lived experiences of school, we offer counter-stories that show the ways that educators employed anti-Black adultism to render Amina's civic life incompatible with the academic learning of school and imposed adult-framings of academic success on her as a way to control her in school. We then detail our shared experiences in an affinity group space and youth research project to offer the ways that anti-Black adultism can be disrupted through acts of solidarity. We conclude with lessons for adults to trouble anti-Black adultism to sustain intergenerational work toward racial justice in schools.

Assessment professionals are often at the helm of leading discussions around data-use and data-driven decisions for higher education stakeholders. However, the problem is that assessment practitioners must be cognizant of how to engage stakeholders with equity-minded and socially just informed assessment practices. The purpose of this article is to provide a literature review of approaches to equity-minded data use and positing that assessment professionals should engage in Freirean critical pedagogy approaches to data use practices. The article opens with a discussion of the intersection of diversity, equity, and inclusion work with assessment practitioners. Next, an introduction to the Freirean concept of engaging in praxis and how assessment leaders may unknowingly participate in what Freire calls banking education where educators act as a conduit to merely deposit information into students. The article concludes with recommendations for how assessment leaders can engage stakeholders in Freire's concept of "true dialogue."

The current research utilized a modern word cloud tool to assess the effectiveness of course objectives and outcomes of a community-engaged learning and core curriculum course at a private Catholic University. The foundational course revolves around social justice using the setting of sport and physical activity. Beginning with a final reflection of the course and inserting data into word cloud tool, results indicate that this assessment technique offered insight into future enhancements of college course assessment by breaking down and focusing on specific words or phrases that may or may not be meeting the needs of the instructor and students.

Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study's purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students' perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and post-program semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students' attitudes and beliefs.

This pilot study investigated how perspectives of preservice speech-language pathologists (SLPs) may change after completion of a graduate course in literacy in a Communication Sciences and Disorders (CSD) program. Further, the study sought to reflect upon course design and instructional delivery practices related to the class. Data was collected via online survey completed by 21 volunteer CSD graduate students. The results suggested that students' perspectives may evolve over the course of a semester-long CSD literacy class in some areas related to the components of reading, misconceptions about literacy, and the social justice implications of access to quality reading programs. Using active learning strategies and embedding content about viewing reading as a social justice issue appeared to add value to the classroom experience. This study aims to add to the body of literature to suggest that deliberately planned and consciously designed literacy coursework that focuses on preservice SLPs may be an effective way to promote change in their perspectives with the ultimate goal of increasing inservice school-based SLPs' engagement with literacy in the children they serve.

This article addresses the challenges and importance of integrating discussions on race and social justice into the classroom. Considering recent legislative actions in various states aimed at restricting such discussions, the article presents an empowering framework designed to support educators in facilitating these conversations. This framework, rooted in culturally responsive pedagogy, offers practical tools and guiding questions to help teachers create an environment that encourages inquiry and exploration of racial complexities without imposing personal viewpoints. The framework aims to move beyond simply identifying disparities to examining systems of oppression and encouraging students to take action. Feedback from teachers who implemented this framework shows significant improvements in their comfort and proficiency in discussing racial issues with students, instilling a sense of confidence and capability. The article also highlights the importance of self-reflection and continuous learning for teachers to lead these conversations effectively. It underscores the need for educators to develop strategies that allow students to engage critically with racial topics and employ counter-narratives to challenge discriminatory rhetoric. In conclusion, the article calls for a concerted effort in teacher education to counteract the resistance to racial equity discussions.

Sustained inquiry between school administrators and mental health professionals around critical incidents, school policy, and problems of practice is required to mitigate inequities so prominently illuminated during the COVID-19 pandemic. Collaboration between school stakeholders with different role identities and positionalities gainfully blurs structural and organizational barriers to equity and, ultimately, reform. To that end, a formal structure called SLAC, or the Student Life Advisory Council, is presented in the following article. The conceptual rationale for the work of a pioneer three year old SLAC team situated in a large suburban middle school is intentionally grounded in Kaplan and Garner's (2017) DSMRI framework. SLAC's output is then considered through the lens of Victor Ray's theory of racialized organizations (2019). The SLAC approach has the potential to disrupt inequity in schools, build collective capacity for inquiry, and manifest real change in all educational sectors. It is offered to the field for consideration here, with the sincere hope that the organizational hierarchy of schools might be flattened in the interest of our students and their freedom.

This article is a summary of information provided in a workshop encouraging educators to explore creating brave spaces in schools and communities through literacy. Educators are introduced to a culturally responsive pedagogy that prioritizes fostering inclusive literacy environments and supporting students with dignity. Teachers are encouraged to nurture diverse voices and promote meaningful, inclusive literacy experiences that foster belonging and growth for all students.

This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world.

A small university in rural Texas explored developing a criminal justice bachelor's degree curriculum through the lens of perspective transformation focusing on humanity courses, resulting in a paradigm shift away from a traditional criminal justice baccalaureate degree curriculum. This article addresses the university's journey in developing the new degree program and its value to students and future employers by incorporating humanities courses into the curriculum.

Using Kane's interpretive argument model and Messick's validity argument approach, this study rigorously examined faculty and PhD candidate's perspectives on PhD admission interviews in Iranian universities. We interviewed 10 professors and PhD interviewees which provided comprehensive insight into nuanced perspectives. We conducted rigorous content analysis to identify prevalent themes, forming a strong foundation for our analysis. This study emphasizes the vital requirement for standardized evaluation criteria, robust support systems, and an enhanced interview process to ensure fair and inclusive admission systems. Additionally, our development of guidelines based on Toulmin's reasoning model underscores the originality of our contribution and its potential to benefit stakeholders and the Ministry of Science, Research, and Technology (MSRT) in Iran. The findings highlighted the importance of standardized criteria, support, and a stronger interview process for fairness and inclusivity in selecting PhD candidates. Faculty stressed clear guidelines to remove subjectivity, while candidates voiced concerns about unclear expectations and proposed added support like mentoring and preparation programs. Based on Toulmin's reasoning model, the study crafted validity argument guidelines for this context. As a result, these proposed changes will impact stakeholders and the MSRT by enhancing the PhD candidate evaluation process and ensuring a fairness and inclusivity. This study provides valuable insights to improve PhD admission procedures at Iranian universities by integrating standardized criteria, enhancing support mechanisms, and fostering fairness in decisionmaking.

Due to the tremendous attack of the COVID-19 pandemic worldwide, educational institutions struggled noticeably to cope with its associated predicament. In the initial stage of the pandemic attack, knowledge about Coronavirus and its socio-economic effects was scarce, and school leaders lacked adequate training on crisis management during a pandemic. Thus, the pandemic posed a dilemma and an ultimate test for educational leaders worldwide. This study aimed to explore the challenges secondary school leaders in Bangladesh encountered during the COVID-19 pandemic, and their leadership strategies to cope with the crisis. The 'measurement model of crisis leadership' was applied as the conceptual framework. Using a qualitative approach and thematic analysis framework for data analysis, the study revealed leaders' considerable academic, financial, and socio-emotional challenges. The leaders were found to apply certain crisis leadership attributes consistent with the 'measurement model of crisis leadership'. However, the study identified the absence of inclusiveness' in the framework, thereby proposing the inclusion of 'equity and social justice' in the existing framework since leaders' ability to ensure equal access to all students appeared essential during the crisis. Finally, this study brings the recommendations for policy-level reformation in school leadership training on crisis management in Bangladesh to develop leaders' competence for managing risk effectively and maximizing risk-reduction actions required during critical times.

The present research shows the absurdity of education, especially education management, in the posthumanist schema. Posthumanists seem to want to form their own group, but researchers see that posthumanism is not new, especially in the world of education. Philosopher Mortimer J. Adler, in the framework of perennialism, shows the structure of education, especially in America, which, according to researchers, is relevant in Indonesia. Research findings are based on qualitative research with data retrieval methods from literature studies. Results showed that Mortimer J. Adler's philosophical thinking emphasizes the expansion of education management in both depth and fragility by and through learners, parents, teachers and related parties in the mecca of an independent curriculum.

The Leeds Anchor Network (or system) was established in 2017 with eight founder organizations. In 2024, membership was 14 and represented 1 in 7 of the Leeds city workforce. Leeds Beckett University is a founding member. This paper explains how the system originated and developed, the role Leeds Beckett University has played in that process, and how it has learned to frame and maximize its contribution to the city's prosperity, particularly through rearticulating its model of service learning.

Considering that fairy tales have long been popular in second language (L2) education, we ask how these texts can remain applicable to our changing student body. In addition to their use in lower-level German classes for language and culture acquisition, fairy tales also provide a springboard into L2 literary interpretation for more advanced students, both at the secondary and postsecondary levels. The authors demonstrate that scaffolding and historical contextualization can enable students to engage in deep cultural and transcultural readings, public presentations, creative re-imaginings, as well as critical analyses. Examples come from two German programs at institutions with different educational goals--one focused on community-engagement, the other on diversity, equity, and inclusion (DEI). Both demonstrate how reading seminal tales through a variety of lenses can serve divergent learning goals. In one language program, they form the basis for community-engaged projects that connect learners to L2-speaking communities; in the other, they allow students to imagine social change by learning to recognize deep-seated inequities and critically examine how concepts of gender, race and ableism shape the spaces in which they live. The activities described are also applicable to other languages.

Early education helping young children manage prejudiced attitudes towards themselves and others is urgent. Early childhood (EC) teachers in Saudi Arabia are making significant changes by applying an anti-bias approach to deal with such issues with young children. In the study reported on here we used a quantitative approach to explore anti-bias education, including an analysis of approaches to the cultural environment, which includes teaching practices and associated learning resources. Many teachers (n = 142) in the cities of Jeddah and Riyadh in Saudi Arabia contributed to this study by completing a questionnaire. Teachers' classroom practices, such as role-play, pictures, books, toys, and materials in teaching children the concept of antibias, were deeply explored. The results of the study show that the greater the previous experience of teachers in teaching children from a culture different from their own, the greater the application of the concept of anti-bias in creating the classroom environment. There is a need for further studies on the extent to which anti-bias education is being implemented on a larger scale in primary schools in Saudi Arabia.

In the past two decades, the Government of Pakistan has significantly invested in higher education (HE) to bring structural reforms in funding, governance, and quality assurance mechanisms. Their overarching mission has been to fuel national socioeconomic development by ensuring equal access to HE. Given this, the present study aimed to address the following research question: To what extent have current HE reforms in Pakistan enabled equitable access to HE? To address this question, this study drew from a social justice-centered framework to track trends in HE access that is, broadly and based on socio-economic status, gender, urbanicity/rurality, and region/province. Using secondary data from diverse sources including the HEC, Academy of Education Planning and Management, and the Pakistan Poverty Alleviation Fund, we conducted descriptive longitudinal analyses. Findings underscore that the system has failed to provide equal access to HE in several ways and discuss some possibilities for policymakers in equalizing the opportunities.

This study considers the experience of education abroad alumni through a social justice lens. We leverage literature that places systemic change at the fore, underscoring the importance of addressing deeply ingrained attitudes, behaviors, and perceptions that perpetuate systemic inequalities or hinder progress. Practitioners and scholars have called into question the problematic, essentialist roots of study abroad while advocating for increased accessibility to education abroad. Building upon this priority, this article is oriented with a critical consciousness framework. The findings show the profound transformative impact of the study abroad experience on the personal lives of alumni, the level of career integration in their professional development, and the direct correlation between program design as it relates to social justice orientations. This project addresses a gap in the scholarship by focusing on longitudinal, qualitative data for action and the influence of alumni in increasing access to education abroad for the next generation.

According to the ACLU (2005), ". . .at times of national stress -- real or imagined -- First Amendment rights come under enormous pressure." So, too, academic freedom of expression for faculty, staff, and students has become a casualty in the post-9/11 world. Academics were criticized and reprimanded for not being patriotic enough. Using a conceptual framework that includes historical reanalysis, terror management theory, contradictory constructions of patriotism, and electronic discourse, this essay explores the nexus between patriotism and free expression in higher education. We examine historical trends in freedom of expression, analyze three higher education case studies (Chilling Churchill; 9/11 and Middle Eastern Studies; and Shunning Bob Jensen), and suggest why patriotism and censorship go hand and glove in times of national crisis. We end one a cautionary note, expressing concern about how easily words can be turned against academics, the very people who should have the highest level of protection for their words. Nearly 20 years ago, Professor Pat Somers joined the faculty at the University of Texas at Austin bringing her trademark wit and her seemingly indefatigable energy to root out injustice. The paper below represents one such branch of her academic curiosity in response to a perceived injustice to a fellow member of the Academy. This paper was first presented as a draft manuscript at the American Educational Research Association and later submitted to a notable journal. Unfortunately, a second paper on academic freedom was already included in the edition, but the editors encouraged Pat and her team to pursue other publications. And then, as with many things, this paper fell to the side as Pat pursued a new branch of academic curiosity and stewarded her many doctoral students through the dissertation process. As you will note in the dedication, Pat was a deeply curious and pedagogically dynamic member of the Academy and this paper stands at the ready for updating and resubmission. We present it today unadulterated as a testimony to Pat's prescience, her passion and her drive -- a historical glimpse into the early days of a very real threat to academic freedom that persists today.

This reflective article examines the emerging tendencies in critical perspectives within English Language Teaching (ELT). The article begins by providing a brief historical overview of ELT's critical pedagogies and discussing its perspectives in the post-pandemic era. It highlights the need for critical approaches that address power dynamics, social inequalities, and ideological influences. In addition, new trends imply integrating cultural aspects that favor students' identity and culture, and more dynamic bilingual practices to promote inclusive, socially just, multilingual, and transformative language learning environments. The article concludes by emphasizing the importance of ongoing reflection, professional development, and collaboration among ELT practitioners to incorporate critical perspectives effectively in the classroom.

This article explores the shift towards place-based education, prompted by the COVID-19 pandemic, advocating for innovative, flexible teaching methods. Integrating local environments and communities into education fosters active citizenship and social engagement, particularly benefiting Indigenous communities. Reflecting on personal experiences, the article emphasizes the intersectionality of sustainability and place-based education, promoting meaningful educational experiences that empower students as agents of change. It dives into the benefits, challenges, and implications of incorporating culturally relevant pedagogy, advocating for inclusive, equitable, and sustainable education practices. Through this holistic approach, schools can nurture environmentally conscious citizens deeply rooted in their cultural heritage, driving societal change towards justice, equity, and respect. [Note: The issue number (1) shown on some pages of the PDF is incorrect. The correct issue number is 2.]

This article discusses the different ways in which some groups of educators are marginalized within the Canadian education system. The author draws on existing literature to examine how intersectionality in complex identities causes severe marginalization for Internationally Educated Teachers (IETs), especially female IETs. The author found ten strategies from Ryan's (2006) theory of social justice leadership to help school leaders to address teacher marginalization.

For much of human history, inequity was taken as a fact of life. However, as reflection on the human condition became more prominent, arguments that some forms of inequity can be ameliorated began to emerge. In this paper, the authors note that "inequity aversion" is a built-in human trait, and they reflect on the fact that, nonetheless, throughout human history, inequity has typically been the norm. In spite of the difficulties inherent to the challenge of making progress toward a less unequal world, the authors argue that progress is nonetheless possible, particularly if those bent on such movement adopt the following five rules of thumb: (1) Pick your battles, (2) articulate a precise doable vision, (3) speak to the collective imagination, (4) avoid virtue signalling, while embracing costly ones, and (5) get comfortable with tragic optimism. The article concludes by focusing on the need for educators to help shape the lenses of the next generation so that, when they view the enormity not only of the number of problems that humans face, but also the scope of each one, they are not overwhelmed either with anger or pessimism.

Reparations policies that seek to make amends for a harm incurred face exigent challenges. In this article we focus on what makes reparations successful and what policy components are necessary, if not sufficient, for success. To study the success of reparations policy design we employ a case study approach. Our analysis investigates the motivation, design, implementation, and impact of past policies to understand what has been successful or unsuccessful within each component of the policy in each historical case. Ultimately, our discussion identifies patterns in the creation and execution of reparations policy that offer important considerations for policies that would provide reparations to Black Americans.

In this article, I document and analyze all municipal, state, and county-level efforts for Black reparations in the United States. Most efforts resemble H.R. 40's exploratory commission model, possibly due to policy path dependency. Few geographies have allocated funding for committee recommendations, but some have allocated funds for committee activities. Only Evanston, Illinois, has allocated and distributed funds to qualifying residents. On average, cities with reparations efforts demonstrated mixed performance on metrics related to Black wealth, with insufficient evidence to suggest local Black-White disparities are more severe than the nation as a whole. Several proposals emphasize the Black-White racial wealth gap as emblematic of slavery- derived disparity, but no municipal or state proposal can rival the scale or potential of a federal program.

This article considers a subset of lawsuits in which emancipated people sued to have their enslavers' bequests to them honored. It contends that we should see these suits as contests over reparations. By exploring this unappreciated history, this article argues that enslavers themselves believed reparations were due and were willing to pay them, that there was a general agreement between enslaved and enslaver about the form reparations should take, and that there was a similar understanding that reparations should be generational. The article further suggests the promise of additional inquiry into historical testamentary records. Such a novel archive would add to contemporary arguments in favor of reparations by identifying an unacknowledged effort to provide compensation to formerly enslaved people.