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Purpose: Our purpose was to gather and evaluate accurate, up-to-date information on physical education (PE) policy implementation across multiple U.S. states and regions. Methods: A U.S. Physical Education and Physical Activity Policy questionnaire was developed and completed by 4,845 public-school PE teachers from 25 U.S. states. The U.S. Physical Education and Physical Activity Policy assessed PE quantity (days per week and minutes per week), class sizes by grade level, and practices that limit PE access. Descriptive statistics and correlations of PE minutes per week with class size were calculated in aggregate and individually by state. Results: Aggregate PE quantities in elementary, middle school, high school, and for students with disabilities were well below the recommendations (150 min/week elementary and 225 min/week secondary) and varied between states. Average students/class varied by state, and significant positive correlations between weekly PE minutes and students/PE class were observed. Discussion: PE access is limited across the United States, and stronger commitment to PE policy and policy implementation is needed. [ABSTRACT FROM AUTHOR]

Collaborative Filmmaking (CF) is a relatively new, participatory, visual research method in which participants are trained in digital filmmaking to collect and analyze their own data in the form of creative short films and to disseminate their findings through film screenings and discussions. In this comment article, we present qualitative insights that delve into the perspectives of a group of CF participants as they reflect upon their experiences using CF and the impact that the method had on them as project participants. Participants were young adult educators who used CF to explore and evaluate the process of building community support for a comprehensive sexuality education (CSE) program in rural Madagascar. After the original project was completed, they participated in a focus group discussion with the researchers who created the method and answered questions about the process and impact of the method. The participants discussed the transformative power that CF has to elicit emotions and self-reflection among both filmmakers and audiences, and to generate visual evidence that can be used for education and advocacy about complex topics such as CSE. Plain English summary: Collaborative Filmmaking (CF) is a research method where participants make short films to collect and share information. Participants to create their own data through filmmaking, then share their findings with others through film screenings and discussions. This comment article focuses on a group of young adult educators in Madagascar who used CF to address how they engage communities in the comprehensive sexuality education program that they provide to local school children. After the CF project, the educators joined a group discussion where they shared their thoughts on how engaging with the CF method affected them. They talked about how CF helped them express emotions, reflect on their experiences, and create powerful visual evidence about their work. They also talked about how CF can be used to raise awareness and spark conversations about complex topics like sexuality education. In short, CF is a method that not only generates data to answer research questions, but also helps participants learn from and reflect on their experiences, with the resulting films serving as powerful tools for advocacy and education. [ABSTRACT FROM AUTHOR]

Youth climate movements have increasingly adopted an intersectional approach to activism, highlighting how diverse social categories (inter alia, race, gender, social class, sexuality) intersect with power structures and systems of oppression. This article explores the educational value of practices of intersectionality as they unfold in activists' everyday lives, both within the climate movement and in its relationship with other movements. Drawing on multi-sited ethnographic data from young climate activists belonging to the School Strike for Climate chapters in Portugal's two largest cities (Porto and Lisbon), we account for both private and public activist events—such as activists' meetings, school occupations, and protest actions—and the connections with other activist causes, including feminist, anti-fascist, pro-housing, and LGBTQI+ rights. We show that intersectionality in youth collective action translates into: (i) a political commitment to anchor the climate struggle in systemic injustices that affect minoritized groups and non-normative identities, and (ii) a pragmatic strategy to uphold the public relevance and reach of youth climate mobilization. Simultaneously, our data reveal how the intersectional framework in climate activism translates into informal educational experiences that are significant for political socialization and collective learning, challenging conventional pedagogical processes and hegemonic education systems. This article contributes to expanding traditional notions of education, emphasizing the importance of climate activism as localized political spheres that promote opportunities for participatory learning, aimed at co-constructing just, democratic, and inclusive futures. [ABSTRACT FROM AUTHOR]

Citizen Science (CS) has been conceptualised as research where the public contributes to science, with the outcome being new knowledge. We discuss CS projects in schools in Finland and Poland addressing the challenges of linguistic diversity. In this project, we have been committed to Co-creative CS (CCS), where non-professional participants are involved in all stages of the research process and the control over the process is shared. First, we review the state of the art in CS research on multilingualism with a focus on CCS, schools and the youth. Then the highlights and challenges of our learning journey are discussed through experiences of co-designing the projects and the choices made by various participants during the research process. The main insight has been to add the dimension of engagement and social activism to the central outcomes for CCS projects in schools. Thus, we envision CCS not only as science education increasing the youth’s capacity to contribute to the knowledge economy, but rather as a tool for connecting academics with the public for co-creating new pathways to engagement and social activism. [ABSTRACT FROM AUTHOR]

AbstractThe purpose of this study was to explore modern band implementation processes through the views of six district/state arts administrators. Modern band represents a facet of music education based on popular music instruments and practices. We identified six modern band curricular initiatives in metropolitan, suburban, and state-wide settings. We conducted multiple arts administrator interviews for most initiatives and collected additional evidence, such as press releases, curricular/strategic plans, and program evaluations. Interview as method and case study methodologies were employed in this study. Findings are presented in four broad themes, including (1) modern band and critical needs, (2) navigating music teacher identity, (3) the role of Music Will in the change process, and (4) infrastructure for successful implementation. The discussion interprets the findings using Fullan’s Educational Change Model and modern band research literature. Themes from the modern band curricular change process include (1) the role of Music Will as an external change agent, (2) modern band curriculum met multiple needs in the district/states, (3) the quality and clarity of the modern band curriculum, (4) the importance of internal advocacy for educational change, and (5) addressing the whole system to establish educational change. [ABSTRACT FROM AUTHOR]

Comprehending interest group politics is central to studying the European Union's (EU) policy shaping and decision-making, in education as in other policy areas. Yet the contribution of non-governmental organisations (NGOs) to EU policy shaping and decision-making in European education has been overlooked. Drawing on organisational studies, this article presents the results of an embedded case study of two Brussels-based NGOs, one representing a sectorial interest and the other a broader interest in education. The author examines their organisational features, funding sources, relations to EU institutions and the advocacy tools they use to strengthen civil society's voice at the European level. She argues that these NGOs act as agents in a double-loop transmission rather than simple transmission belts as depicted in the literature. She draws attention to their increased dependency on EU funds and constant need for alliances and coalition building as two aspects which may limit their freedom or increase internal competition in the future. Determining whether this reflects a more general trend in the advocacy work of Brussels-based NGOs will require expanding attention to other NGOs active in education and across sectors. [ABSTRACT FROM AUTHOR]

Background: The Center for Medicare and Medicaid Services requires Organ Procurement Organizations (OPOs) to verify and document that any potential organ donor has been pronounced dead per applicable legal requirements of local, state, and federal laws. However, OPO practices regarding death by neurologic criteria (DNC) verification are not standardized, and little is known about their DNC verification processes. This study aimed to explore OPO practices regarding DNC verification in the United States. Methods: An electronic survey was sent to all 57 OPOs in the United States from June to September 2023 to assess verification of policies and practices versus guidelines, concerns about policies and practices, processes to address concerns about DNC determination, and communication practices. Results: Representatives from 12 OPOs across six US regions completed the entire survey; 8 of 12 reported serving > 50 referral hospitals. Most respondents (11 of 12) reported comparing their referral hospital's DNC policies with the 2010 American Academy of Neurology Practice Parameter and/or other (4 of 12) guidelines. Additionally, most (10 of 12) reported independently reviewing and verifying each DNC determination. Nearly half (5 of 12) reported concerns about guideline-discordant hospital policies, and only 3 of 12 thought all referral hospitals followed the 2010 American Academy of Neurology Practice Parameter in practice. Moreover, 9 of 12 reported concerns about clinician knowledge surrounding DNC determination, and most (10 of 12) reported having received referrals for patients whose DNC declaration was ultimately reversed. All reported experiences in which their OPO requested additional assessments (11 of 12 clinical evaluation, 10 of 12 ancillary testing, 9 of 12 apnea testing) because of concerns about DNC determination validity. Conclusions: Accurate DNC determination is important to maintain public trust. Nearly all OPO respondents reported a process to verify hospital DNC policies and practices with medical society guidelines. Many reported concerns about clinician knowledge surrounding DNC determination and guideline-discordant policies and practices. Educational and regulatory advocacy efforts are needed to facilitate systematic implementation of guideline-concordant practices across the country. [ABSTRACT FROM AUTHOR]

Using the results of an integrative literature review of primary sources of the Council for Exceptional Children (CEC)--news articles, reports of initiatives and workgroups, and columns in CEC publications that provided evidence of the Council's international efforts--we describe instances of international engagement within five functions of the Council as a professional organization for exceptional education: advocacy, professional development, conferences, the translation of CEC content, and its recognition as a leading organization in the field. We believe the efforts can be categorized as serving either one or both simple though challenging goals: bringing the world to CEC and the Division of International Special Education and Services (DISES) and bringing CEC and DISES to the world. Progress has occurred on these goals, albeit sporadically and intermittently. As this history looks to the past, it points to the future. The instances of international engagement that once were provide examples of what can be again to pursue these goals. [ABSTRACT FROM AUTHOR]

Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborative coding process informed by dominant and critical framings of equity in STEM education, we analyzed equity research presentations and final written reflections from a graduate course for practicing teachers (n = 23) focused on STEM integration. Teacher participants demonstrated one of four advocacy orientations: (a) equity in classroom teaching, (b) STEM education, (c) equity in STEM education, or (d) neither equity nor STEM. Our analysis of teachers' final course reflections led us to develop a rubric using principles of grammar to evaluate the levels of agency evident in teachers' statements. Most teachers were at least minimally agentic for STEM, but fewer teachers were agentic for equity. Only four of 23 teachers were highly agentic for equity in STEM education. We identify a need for more purposeful scaffolding in professional learning to build teacher advocacy and agency for equity in STEM education. Future research should explore the high‐leverage practices in STEM teacher education that foster advocacy and agency. [ABSTRACT FROM AUTHOR]

Since the 1950s, the Nigerian government has undertaken various reforms and assessments to improve educational planning and delivery. Schemes and legal frameworks, such as Alternative Schools, Universal Basic Education, the Open School Program and the Child Right Act, exemplify efforts to universalise elementary education in the country. Yet, up to 20 million children and youth in Nigeria are currently out of school. Utilising a critical literature review approach, validated by empirical data and correlation analysis, this paper assesses Millennium Development Goal 2 and Sustainable Development Goal 4 to identify the factors that make education inaccessible for children in Nigeria vis‐à‐vis the effectiveness of policies and government interventions. The critical literature review evaluates prior research and data to understand the systemic issues within Nigeria's educational framework. Through this approach, we identify patterns and relationships that underpin the educational crisis, highlighting both successes and persistent gaps. To quantify the relationships between variables, we employed correlation analysis. Our assessment shows a significant positive correlation between unemployment and the rate of out‐of‐school children in the country, indicating that favourable socio‐economic conditions translate to improved access to education. Additionally, geopolitical disparities, insecurity and public spending on education collectively influence educational outcomes in Nigeria. We recommend a reimagining of the out‐of‐school children phenomenon by government agencies, non‐governmental organisations and civil society to focus on household‐level intervention policies that reflect local socio‐economic conditions. This study proposes the initiation of a sovereign annual fiscal audit and expenditure tracker to monitor the flow of funds from patrons or the government to the proposed beneficiaries. Furthermore, we suggest a review of the Universal Basic Education Act of 2004 and recommend that schools are brought even closer to children in crisis‐stricken areas. The findings underscore the pressing need of targeted, context‐specific strategies to address the multifaceted barriers to education in Nigeria. Context and implicationsRationale for this study: Comprehensive critical reviews on the issue of out‐of‐school children (OOSC) in Nigeria are scarce. With an alarming 20 million children not attending primary and secondary schools, a thorough scholarly evaluation of this pressing issue is urgently needed.Why the new findings matter: By highlighting key issues such as government commitment, household economy and insecurity as factors influencing OOSC rates, this study offers actionable recommendations to both the private and public sectors on how to effectively reduce the number of out‐of‐school children in line with the sustainable development goals (particularly, SDG4).Implications for policy makers, researchers and the general public: The findings of this study will assist policy makers (government bodies, schools and interested development partners) in developing strategies to tackle the issue of OOSC in Nigeria. It will help improve the design of policies and techniques to address the barriers to education access. Furthermore, it provides the foundation for future research and sensitises the general public to join hands in the advocacy for educational equity. [ABSTRACT FROM AUTHOR]

Pediatric advocacy is an effort to champion the well-being of children and adolescents, ensuring access to quality health care and addressing socioeconomic issues linked to adverse health. This article explores pediatricians' responsibilities in advocating for their patients within the health care system and in broader societal contexts. Models of physician advocacy and the concept of advocacy as a fundamental professionalism responsibility, grounded in ethical principles and societal obligations, are introduced. As providers for patients who lack the capacity to advocate for themselves, the unique role of the pediatrician is examined. The improving landscape of advocacy education in undergraduate and graduate medical training programs is presented, and the concept that engaging in advocacy can help physicians battle burnout is raised. Barriers to advocacy for pediatricians are addressed. Pediatricians should leverage their expertise and influence to advance the health and rights of patients and their families. [Pediatr Ann. 2024;53(12):e452–e457.] [ABSTRACT FROM AUTHOR]

Education systems in "Canada" are increasingly highlighting the structural and material inequities faced by First Nations' peoples. However, most practices within formal education tend to focus on awareness campaigns and/or examining injustice as a historical event, as opposed to challenging the structural and systemic forces that continue to perpetuate injustice toward First Nations' peoples. Drawing on a year-long educational project with students in grades 7-9 from various schools Canada-wide, this paper applies a case study approach to explore educating for advocacy through ethical relationality and solidarity with those experiencing injustice. The study highlights a transformation in how educators and students think about advocacy, while also drawing attention to the challenges to carrying out advocacy work within school systems with deep colonial roots. [ABSTRACT FROM AUTHOR]

This article analyzes the socio-educational practices of environmental educators in Chile, residents in territories affected by socio-environmental conflicts and socio-natural disasters. It is an empirical investigation, where 19 professional environmental educators were interviewed to learn about the roles, ethical dimension and methodological components of their interventions. The results reveal the ethical and political dimensions of their actions, which combine education with environmental activism/defense and pave the way for different beliefs and sets of knowledge to interact, making it possible to engage in memory practices and anticipate the impact of disasters and conflicts. The role of educators largely consists of science communication, environmental stewardship, and resilience efforts informed by the ethic of care and interdependence. Socio-educational practices offer great opportunities to explore new society-nature connections, which can help improve the balance of the systems that support the reproduction of life. [ABSTRACT FROM AUTHOR]

This analysis explores the juridification of sex education in schools across the USA, France, and Germany, highlighting the conflict between state neutrality and religious-conservative activism. It delves into how legal avenues are increasingly used to challenge educational content, emphasizing the transnational aspect of these disputes and the potential impact on democratic citizenship and educational autonomy. [ABSTRACT FROM AUTHOR]

Children in foster care face a heightened risk of poor educational outcomes, yet published research on programs designed to improve outcomes remains scant. Findings from an evaluation of the Educational Advocacy Program (EAP) that works with foster and adoptive caregivers and educators to address unmet educational needs are presented to help fill this gap. Youth, services data, and contact information for caregivers and educators were drawn from EAP files for cases closed during 2018–2019 (n = 234). Surveys of identified educators and caregivers as well as district foster care liaisons were conducted. Youth information was linked to state administrative data on foster care placements. Descriptive and bivariate analyses of program outcomes, program satisfaction, and placement stability were completed. Caregivers and educators perceived benefits for themselves and youth served. EAP staff ratings of post-service youth function were congruent with caregiver ratings of youth school outcomes. Statistically significant decreases in youth placement moves were found during and after services compared to before EAP onset. While not a causal design, results indicate that EAP holds promise for supporting caregiver and educator collaboration and improving youth school and placement outcomes. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

How urban entrepreneurialism is enacted at the neighbourhood level while connecting with broader urban processes remains insufficiently explored. This study introduces a novel conceptual framework of multiscalar and multidirectional urban entrepreneurialism to examine the governance of gated communities that involves dynamic interactions between the entrepreneurial local state, developers, gated communities and individual homeowners/investor-citizens. In Chinese cities, the pursuit of quality living and good schools has given rise to 'education-featured gated communities' that package privileged access to K–12 schools with tailor-made residential services. By turning education from a public good into a club good that can be capitalised in the housing price and leveraged in urban (re)development, education-featured gated communities are highly sought after by homebuyers, developers, and local states, becoming an important and integral component of urban entrepreneurialism. When the rising demands of gated community homeowners for school places are not met, activism for quality education within gated communities becomes ubiquitous. Drawing on multiple case studies and multi-source empirical data including national and local policies/documents, in-depth interviews, non-participant observation and site visits, this research examines how homeowners negotiate their exclusive right to public schools through intensive interactions with local authorities. We argue that the semi-private governance of gated communities forms the institutional basis for the 'shareholding enterprise' centring on property values. By unpacking the multidirectional processes of entrepreneurial governance that built upon an effective feedback loop involving multiscalar entrepreneurial endeavours based on shareholder value, this study offers a nuanced and enriched understanding of contemporary urban entrepreneurialism. [ABSTRACT FROM AUTHOR]

This article draws upon a critical policy analysis approach to examine the state of inclusive education policy in Global North settings over the past decade. Building on an earlier paper on this topic ten years ago, this updated article seeks to explore whether and how inclusion and inclusive education have been understood in varied international, national and sub-national policy settings over time. While it might be anticipated that schooling systems should be more aware and proactive in supporting inclusion within their policies, our findings reveal mixed results. At times, there appears to have been regression in some settings, stagnation in others, as well as moderate progress in other settings in relation to support and advocacy for inclusion in educational policies. In an era of increased attention to a range of issues of inclusion more broadly over the past decade (e.g. marriage equality, gender fluidity, Black Lives Matter, #StopAsianHate), our article cautions against assuming that such movements have somehow led to a more 'inclusive' conception of students' identities and wellbeing in schooling policy. Whether and how teachers can be expected to be more inclusive in their practices in such a variegated policy environment is an area for continued inquiry. [ABSTRACT FROM AUTHOR]

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

There is no gainsaying that individuals with diverse sexual orientations and gender identities are faced with serious socio-legal, and medical discrimination following the enactment of anti-homosexuality law in Nigeria. However, not much is known of the effort of an organized body of psychology in the country to ensure adequate knowledge and competence among Nigerian psychologists. This article, therefore, appraises the stance of Lesbian, Gay, Bisexual, and Transgender (LGBT) psychology in Nigeria in relation to the cardinal quadrants: Advocacy, Education, Research, and Practice. A multi-method design was adopted to sort for both primary and secondary data. Purposive sampling was adopted to involve 124 practicing psychologists. Findings revealed that the Nigerian psychology curriculum limits its scope to sexual and gender disorders (sexual dysfunction, gender dysphoria, and paraphilic disorders) while missing out on sexual and gender diversity content. Furthermore, the outcome shows that not much is documented on the contribution of the field of psychology to the knowledge of LGBT. Many of the participants had a history (and still) working with LGBT clients and did not have formal LGBT-affirmative training. The study concluded that the integration of LGBT psychology is essential for significant achievement in the space of advocacy, education, research, and professional practices. [ABSTRACT FROM AUTHOR]

At a time when science, technology and technocracy are being overemphasised, when the technological universe is being sought as the answer and the basis for the great questions, there is a clear need to give the philosopher a voice again, to ask him about the problems that affect contemporaneity. Discussing the philosopher's responsability in the world is an important challenge. The French thinker Gabriel Marcel gave this question a central place in several of his lectures and works, bringing the philosophy of idealism to the philosophy of existence, centred on concrete beings. The issues of war, totalitarianism, technological progress, the threat of nuclear power, human rights, ideological persecution, religion, race, gender and sexual orientation have all been considered in the light of this same responsibility. Activism in the 20th and 21st centuries has played an important role in educating citizens about these issues. Marcel questioned the place and limits of the philosopher's intervention in these movements. In line with Montessori, he placed the hope for a peaceful world in education, where the responsibility of the philosopher and educator would materialise in concrete actions that would lead to the realisation of this mission. Education for peace, education for tolerance and education for citizenship are the challenges of education in the age of activism. [ABSTRACT FROM AUTHOR]

Researchers have long documented the importance of parent participation in the development and success of children in schools. Parent participation is a critical component in special education programming and is embedded in special education legal requirements in the US. However, navigating special education programming has proven particularly challenging for families from culturally and linguistically diverse (CLD) communities. Existing research focuses more extensively on the obstacles parents from CLD communities face than on their contributions to their child's success. The present case study examines the advocacy efforts of an African American mother of two youths with disabilities. The study documents this mother's involvement in a special education advocacy training program to enhance her ability to exercise her rights on behalf of her children. Data included an analysis of in-person interviews and special education documentation. Several themes emerged from the data including (a) challenges experienced navigating special education programming, (b) advocacy efforts to support her children's programming, and (c) using the knowledge and skills gained from her participation in the program to inform her decisions. Overall, acting on her instincts became the most powerful tool in this parent's efforts to advocate on behalf of her children. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and mathematics (STEM) teacher advocacy is a particular skillset within STEM teacher leadership, but little is known about how STEM teacher leaders develop their identity as advocates for STEM education. To glean a more nuanced and deeper understanding of developing advocate identity among STEM teacher leaders, we conducted a duoethnographic study to critically reflect on our lived experiences as STEM teacher leaders engaged in advocacy. Drawing upon identity theory to frame our study, we co‐developed and individually responded to a set of questions and prompts that critically interrogated our experiences, leading toward identifying as advocates for STEM education. Multiple subsequent critical discussions about our responses led to a recorded dialogic conversation, which acted as our site of research. Emergent themes from duoethnographic analysis revealed having increased awareness of STEM education policies and their impacts, recognizing injustices affecting marginalized communities, and acknowledging systemic barriers preventing community voices in policymaking helped to strengthen our advocacy identities. The dialogue also emphasized the importance of reaching out to communities to understand needs when developing policy recommendations. We conclude the study by making recommendations to support STEM teacher leaders interested in engaging in advocacy at the individual classroom, school, and district levels. [ABSTRACT FROM AUTHOR]

In the UK, the vast majority of people accept abortion, whether or not they are religious. Holding an absolutist anti-abortion view is out of line with the general population. The overwhelming majority of anti-abortion activists are motivated by conservative Christian religious beliefs, not necessarily shared by others in their faith communities. Their minority position, and ageing population, poses issues for the continuance of the anti-abortion movement, creating a need for specific anti-abortion religious socialisation that is unavailable elsewhere. Drawing on data from a longitudinal ethnographic study of anti-abortion activism, this article highlights the ways in which anti-abortion activists seek to develop anti-abortion values among primary-aged children. It illustrates their conflict between the need to develop a strong anti-abortion identity and involving children in potentially controversial discussions on abortion. We use the framework of lived religion to argue that, while much attention has been given to the concerns about children in minority religions, this has resulted in a lack of attention to the diversity of practices within mainstream religious communities, and how controversial forms of socialisation are managed. [ABSTRACT FROM AUTHOR]

Equity and inclusion efforts have increased at educational institutions in the United States. However, equity and inclusion leadership has been fraught with political challenges, as well as a lack of resources, clear strategic direction, and campus support and engagement. The purpose of this qualitative phenomenological study aimed to examine the lived experiences of educators and leaders working for social justice in educational contexts in the United States. The researchers interviewed seven participants, focusing on the research question: How do educational leaders describe the ways they navigate the ethical dimensions of advocacy? The researchers underpinned their analysis using a conceptual framework based on established frameworks for social justice leadership and Critical Race Theory; both emphasize contextual analysis and seek to challenge systemic inequities. The researchers used an inductive and iterative process that produced the following emergent theme: leaders' development of frameworks for advocacy and ethics as they pursue social justice goals. The results suggest specific leadership strategies useful to educational leaders, such as communication, relationship-building, and ethical advocacy for their contexts. [ABSTRACT FROM AUTHOR]

AbstractResearch demonstrates a connection between parent perspectives and children’s decisions to pursue careers in STEM (e.g. Albritton et al., 2020; Fouad et al., 2016). However, there is limited research on parents’ impact on CS education advocacy. Through one-on-one parent interviews, this study found that parents engage in educational advocacy, but have limited access to CS resources and information on how to advocate for computing education. Regardless, parents recognize their children need to learn computing and want access to CS. This research illustrates the importance of leveraging parents’ advocacy to ensure meaningful CS education for all. [ABSTRACT FROM AUTHOR]

This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which students can actualise their ethico-political agency in relation to the self, others and the world. This paper therefore urges school leaders to recognise the potential of knowledge generated through affirmative youth activism and to find a space for this knowledge within the school. This is particularly important within a context of growing youth disillusionment with formal schooling and its inadequate response to the crises of our age. This paper theoretically develops a relational space within the school for the “offical” knowledge of this education to be brought into meaningful political conversation with the “minor” knowledge generated through youth activism. These theorisations will be supported by case studies taken from the empirical literature on youth activism. [ABSTRACT FROM AUTHOR]

Globally, there are political, social, and financial obstacles to providing high quality, inclusive early childhood education to young children with disabilities and their families. Many teachers are able to identify the systemic issues that negatively impact their work; however, many early childhood special education (ECSE) teachers do not have the competence or confidence to advocate for systemic change. In the U.S., one reason for ECSE teachers not engaging in advocacy is an absence of content, practice, and opportunities to learn about advocacy in traditional teacher preparation programmes. This mixed methods study explored how an 8-week graduate level course focused on advocacy for ECSE trainees influenced their knowledge, skills, and dispositions towards advocacy. The course content, assignments, and activities are described as well as pre- and post-course evaluation data. Implications are discussed regarding the course outcomes, lessons learned, and future directions for infusing advocacy content and experiences in ECSE training programmes. [ABSTRACT FROM AUTHOR]

This paper advances multidisciplinary research, policy, education and activisms which cohere around the concept of the 'water–energy–food (W–E–F) nexus' via an evidence-led critique of normative forms of nexus-thinking which draws upon research with 3705 diverse young people's (aged 10–24 years) W–E–F experiences in SE Brazil. We consider how the neat, cool, ostensibly authoritative buzzword style of W–E–F nexus-thinking is radically unsettled – and sometimes conceptually-critically overwhelmed – via encounters with social scientific data in practice. In particular, the paper presents two interlinked analyses of data relating to young people's everyday engagements with water resources. First, we present a quantitative analysis of young people's everyday participation with/in water resources, highlighting diversities and inequities in relation to age, gender, ethnicity and social class, among other modes of social–cultural heterogeneity and intersectionality. Second, we present a qualitative narration of young people's water-related anxieties, evidencing their intimate everyday interrelations with watery materialities and insecurities – 'black water', 'muddy water', 'shit water' and all. In so doing, we advance an argument for what we term more-than- nexus-thinking: i.e., forms of research, theory and practice which value the apparent conceptual-ethical clarity and interoperability of nexus-thinking, whilst actively thinking-with complexities and deeply-affecting lived experiences of W–E–F in everyday spaces. [ABSTRACT FROM AUTHOR]

Background: There is limited understanding of the challenges experienced and supports required to aid effective advocacy of the Global Action Plan on Physical Activity (GAPPA). The purpose of this study was to assess the challenges experienced and supports needed to advocate for the GAPPA across countries of different income levels. Methods: Stakeholders working in an area related to the promotion of physical activity were invited to complete an online survey. The survey assessed current awareness and engagement with the GAPPA, factors related to advocacy, and the perceived challenges and supports related to advocacy for implementation of the GAPPA. Closed questions were analyzed in SPSS, with a Pearson's chi-square test used to assess differences between country income level. Open questions were analyzed using inductive thematic analysis. Results: Participants (n = 518) from 81 countries completed the survey. Significant differences were observed between country income level for awareness of the GAPPA and perceived country engagement with the GAPPA. Challenges related to advocacy included a lack of support and engagement, resources, priority, awareness, advocacy education and training, accessibility, and local application. Supports needed for future advocacy included guidance and support, cooperation and alliance, advocacy education and training, and advocacy resources. Conclusions: Although stakeholders from different country income levels experience similar advocacy challenges and required supports, how countries experience these can be distinct. This research has highlighted some specific ways in which those involved in the promotion of physical activity can be supported to scale up advocacy for the GAPPA. When implementing such supports, consideration of regional, geographic, and cultural barriers and opportunities is important to ensure they are effective and equitable. [ABSTRACT FROM AUTHOR]

Parents play key roles in the facilitation of safe, quality, inclusive schools for students with intellectual disabilities. They have an impact on the school life of their children in three key ways: their choice of school; their involvement in educational decision-making; and advocacy on behalf of their children when there are concerns about school decisions and practices. Parents were crucial witnesses at the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disability providing their views on inclusive education and testimony about their children's school experiences. The role and perspectives of parents regarding safe, quality and inclusive education were of key concern to the Commissioners. This article explores the Commission's investigations about the roles of parents when students have intellectual disabilities and critiques the Commission's findings and recommendations regarding school choice, parents' involvement in educational decision-making and complaints processes. [ABSTRACT FROM AUTHOR]

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

This article examines the potential of female madrasas in Afghanistan for allowing Afghan women to assert their agency in the face of extreme restrictions imposed on them by the Taliban. The experience of female religious education and activism from South Asia and Middle East is very different from the systematic restrictions that Afghan women experience under the Taliban, but these comparative cases help the authors conceptualize of female madrasa going under the Taliban as a way for Afghan women to assert their agency. Whilst it is too early to reach a definite conclusion, the analysis presented in this article suggests that the Afghan girls and women chose to go to madrasa to resist their oppressive environment. Most female interviewees believed that women should be allowed to continue their general education and work--subject to hijab and gender segregation--offering religious reasons for this belief. This suggests an intriguing possibility for madrasa-educated Afghan women that their religious education could enable societal and familial respect and their opinions on matters of rights of women in Islam could increase in value. This could also enable them to increase pressure on the Taliban to respond to their demands--an outcome that has proven elusive so far. Being knowledgeable in the religious discourses, which the so-called Islamic Emirate of Afghanistan (IEA) use to legitimise its rule, can enable Afghan women to navigate the IEA's restrictive laws and access their Shari'ah rights, underlining the importance of being conversant in local legal systems and religious discourses. While this analysis does not suggest that female madrasas are an adequate substitute for general education for women, it does underscore the nuanced role of madrasa education in empowering women within highly restrictive sociopolitical contexts. [ABSTRACT FROM AUTHOR]

In this article, we revisit the radical roots of adult education for social change by developing community‐based anti‐racism education through participatory action research. Drawing on critical race theory (CRT) as its theoretical framework, we incorporate principles of participatory action research (PAR) to conceptualize community‐based anti‐racism education where community members and academics collaborate as equal partners throughout the process. Three key features emerged out of this analysis to characterize this approach: using people's lived experiences as an entry point to understand contemporary forms of racism, underscoring the importance of participation at the grassroots level, and prioritizing an action‐oriented feature of community‐based anti‐racism education. By combining synergies between CRT and PAR, this approach has the potential to contribute to facilitating collaborative, equitable partnerships in practicing anti‐racism education in diverse communities and enabling action‐oriented anti‐racism education as a site of advocacy, emancipation, and institutional practice for social change. [ABSTRACT FROM AUTHOR]

Though promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices demonstrating the importance of the realization of distortions in student advocacy development and links distortions with how power communicates and upholds systemic oppression. Finally, we offer practical recommendations based on a case scenario that utilize Black feminist perspectives of dissonance in refining student advocacy leadership education. Such insight prompts more effective strategies in student advocate development. [ABSTRACT FROM AUTHOR]

Education is the most prolific pillar of humanitarian response in emergency situations. During and after emergencies, education affords opportunities for the children, their families and communities to move towards the rehabilitation process and learn the required skills for leading a standard life. The paper is based on review of available literature and for this purpose, an extensive review of research articles, newspapers, books, and online material was carried out regarding need and importance of education during and after conflict. As the conflict between Swat, Malakand and FATA Merged Districts (MDs) started in 2007 and continued until 2010, the main focus of this study is on educational problems during the mentioned period. The study aims to explore the hurdles in the provision of education during the conflict in the study area. In addition, the study aims to learn about the problems faced by teachers during the conflict. The study concludes that conflict in the study area has badly affected the education sector by depriving children of education. The schools were closed and the teachers were issued threats, due to which the teachers left their houses and got shifted to safer areas. Girl schools and female teachers suffered the most as girls education was declared un-Islamic. The study recommends that education ought to be the top priority of both the government and private sectors during times of conflict and temporary schools should be established for continuous education. [ABSTRACT FROM AUTHOR]

Background: Medical trainees (medical students, residents, and fellows) are playing an active role in the development of new curricular initiatives; however, examinations of their advocacy efforts are rarely reported. The purpose of this study was to understand the experiences of trainees advocating for improved medical education on the care of people with intellectual and/or developmental disabilities. Methods: In 2022–23, the authors conducted an explanatory, sequential, mixed methods study using a constructivist paradigm to analyze the experiences of trainee advocates. They used descriptive statistics to analyze quantitative data collected through surveys. Participant interviews then yielded qualitative data that they examined using team-based deductive and inductive thematic analysis. The authors applied Kern's six-step approach to curriculum development as a framework for analyzing and reporting results. Results: A total of 24 participants completed the surveys, of whom 12 volunteered to be interviewed. Most survey participants were medical students who reported successful advocacy efforts despite administrative challenges. Several themes were identified that mapped to Steps 2, 4, and 5 of the Kern framework: "Utilizing Trainee Feedback" related to Needs Assessment of Targeted Learners (Kern Step 2); "Inclusion" related to Educational Strategies (Kern Step 4); and "Obstacles", "Catalysts", and "Sustainability" related to Curriculum Implementation (Kern Step 5). Conclusions: Trainee advocates are influencing the development and implementation of medical education related to the care of people with intellectual and/or developmental disabilities. Their successes are influenced by engaged mentors, patient partners, and receptive institutions and their experiences provide a novel insight into the process of trainee-driven curriculum advocacy. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Cancer is the leading cause of death worldwide. The latest data from Globocan for 2020, there were 141.1 new cancer cases per 100,000 people in Indonesia, and there were 85.1 cancer deaths per 100,000 people. This study aims to analyze cancer control policies in Surakarta City. Subjects and Method: This study uses a qualitative descriptive method carried out in the city of Surakarta from May to June 2023. This study uses a qualitative descriptive method of analysis conducted with data guidelines derived from interview documents and documentation. This study was conducted in the city of Surakarta in 2023. The location selection is the city of Surakarta. This study is a public policy study. Policy studies are studies related to policy formulation and formulation, policy implementation, policy performance, and policy environment. Results: In general, there are policies that regulate cancer control. In general, all have carried out cancer control through promotive, preventive, curative efforts, there is a need for support from multisectors in cancer control. Conclusion: There is a need for policy socialization and the role of multisector/multi-actors in cancer control policies in Surakarta, assistance to the community and the role of universities in cancer control, the importance of creating institutions that specialize in cancer control and the importance of advocacy and education about cancer control to the community and psychoeducation in families who have family members with cancer. [ABSTRACT FROM AUTHOR]

In recent years, diverse actors around the world have protested the growing dominance of standardised testing in education policy and practice, citing racial equity as one reason, among many, to oppose standardised tests. Education activists have also argued, on the other hand, that standardised assessments can be used to bring attention to systemic racial inequities. This study explores these dynamics in a United States context, asking, 'In what ways was race discussed, and not discussed, in conversations among opt-out activists, and what were the potential consequences of such references and omissions?' We focus on a small-group dialogue of White opt-out activists (activists protesting standardised tests) in order to explore how a 'color-evasive' ideology operates through discourse. Findings from this study suggest that there are ways in which the topic of race was elided in the opt-out movement and that elisions, or silences, around race can be contagious in White-majority spaces. [ABSTRACT FROM AUTHOR]

In this paper, we provide an overview of physical education (PE) policy and advocacy research in the United States. We examine the past policy and advocacy work that has been completed in the field and make connections to international policy work. We examine the potential changes the future holds for developing scholarship in the area. We define policy and advocacy and explain how teachers as policy actors are key figures in any policy enacted. The paper also examines the relationship between PE and the public health arena, which completes a lot of PE-focused policy research. The paper concludes with a focus on PE teacher education and the work that higher education must do to help educate future professionals to be advocates for policy change. [ABSTRACT FROM AUTHOR]

Background: Menstruation is a universal phenomenon but it is associated with taboos, misconceptions and misinformation. Shame, stigma and discrimination is often synonymous with the menstruation process. Out of 1.9 billion menstruators, only 31% have positive attitude towards menstruation. Objective: The present study was undertaken to assess KAP (knowledge, attitude and practice) amongst the females of a semi-urban area as adequate and accurate knowledge helps to instil confidence and combats misconceptions. Materials and methods: A prospective, analytical study, conducted at the Department of Obstetrics and Gynecology, Rajshree Medical Research Institute, Bareilly, UP. Data was collected using a pre-filled proforma from November 2022 to January 2023. Based on the responses, score for stigma and negative attitude were assigned and educational interventions were introduced accordingly. The participants were reevaluated after three months and re-scoring was done. Results: A total of 565 respondents were included in the study. Among them, 61.06% were in the age group of 15-25 years and 36% did not have knowledge about periods before menarche. For about 23.9% females, the source of information about periods were through friends, 38.9% of females felt ashamed of their periods and 15.02% of patients reported being shamed by others. A whopping 45.5% felt fearful of getting periods and 41.5% were not comfortable talking about their menses with male members of the family. Among the participants, 42% of females took leave during menses and 78% restricted their physical activity. In total, 30.2% faced discrimination based on periods. Only 185 respondents had positive feelings about periods. Conclusion: Stigma and discrimination is still a challenge associated with menstruation. It is prevalent even in educated and urban area females. Strong advocacy and educational measures are required to profess the right knowledge. [ABSTRACT FROM AUTHOR]

Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration. [ABSTRACT FROM AUTHOR]

Research examining school counselors' professional advocacy is limited. To add to the literature, we conducted a phenomenological study exploring Alabama Program of Distinction recipients' advocacy for their programs, roles, activities, and profession. We identified five themes: (a) counselor characteristics, (b) challenges in advocacy, (c) advocacy through education, (d) ASCA National Model implementation and data use, and (e) relationships and communication. In this article, we discuss implications and recommendations for future research. [ABSTRACT FROM AUTHOR]

Copyright of Kurswechsel is the property of Beirat fur gesellschafts-wirtschafts-und umweltpolitische Alternativen (BEIGEWUM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A growing body of interdisciplinary scholarship underscores the imperative to explore and advance pluriversal education – an educational approach that embraces the diversity of ways of being, knowing, and acting, rooted in historical contexts and ecological interconnectedness. Central to this exploration is a pressing need to consider education as a means of promoting epistemic pluralism within spaces of settler colonialism. By contesting a westernized geopolitics of knowledge, a pluriversal education advocates for the revalorization of subaltern knowledges, Indigenous cosmovisions, activism, and socio-environmental justice grounded in human, cultural, and land rights. The paper first debates on fundamental divergences between the concept of pluriversal education, based on principles of decolonial interculturality, and the principles of global sustainable education announced by international mainstream institutions. Then, it refers to concrete experimentations of activism in pluriversal education in various locations illustrated by the contributions of the special issue. [ABSTRACT FROM AUTHOR]

The role of a Department of Surgery (DoS) Vice Chair of Education (VCE) is a relatively new position intended to address the many changes and initiatives in medical education. The primary responsibilities and functions of a surgical VCE are not well described in the literature. This study examines the perceptions of stakeholders and current VCEs to develop a newly established position of VCE within an academic DoS. We conducted semistructured interviews of 13 faculties in our DoS. Each of these faculties hold the role of fellowship or residency program director. We also interviewed 13 VCEs from other departments within the same hospital system. Transcripts of these interviews were analyzed using reflexive thematic analysis, comparing the data gathered from the two populations. There was a consensus of positivity about the new VCE position by the stakeholders with some residual uncertainty about how it would affect their work. Four themes resulted from analysis of stakeholder interviews including advocacy for education, balance of clinical, research, and educational duties, departmental integration, and faculty development as educators. Three themes were generated from analysis of interviews of VCEs including leverage of experience, framework establishment, and leadership in education. Although exact VCE roles and responsibilities will be department dependent, this study may help other institutions craft their VCE positions and create a framework for understanding important stakeholder views. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)