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Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.

Within its short history as an institution and as a site of multilayered display and examination, the National Museum of the American Indian (NMAI) has presented critical opportunities for the consideration of Native American art and material culture. Because NMAI is located at an important intersection between its audience of Native and non-Native individuals; its responsibility to Native communities and Native history; and its place within the Smithsonian Institution, it must strive toward complex, multifaceted goals and acknowledge Native and non-Native interests. To demonstrate these complexities, I examine one of NMAI’s recent exhibit projects, Listening to Our Ancestors: The Art of Native Life along the North Pacific Coast, in an effort to tease out the aesthetic and cultural composition of Native objects as perceived and promoted by Native and non-Native museum staff and Native community consultants. I review the operating philosophy and mission of NMAI and follow with a discussion of the object selection and presentation involved in Listening to Our Ancestors, an exhibit of which I was a museum-based cocurator and on which I have an intimate working perspective. I aim to add to our understanding of the different approaches to visualizing and displaying culture through this firsthand account of exhibit development and display at NMAI.

This essay centers the lived experiences of protagonist Dr. Eva Grace as a bisexual Black female Assistant Professor navigating identity politics and power dynamics at a traditionally and predominantly White institution. Theoretically anchored by Black feminist thought coupled with critical race theory's composite counterstorytelling as method, Dr. Grace's pre-tenure experiences reflect the mundane nature of systemic oppressions in the everyday lives of multiplicatively, marginalized faculty. Accompanying Dr. Grace during an ordinary work week reveals the complexity of: resisting the imposition of domination; experiencing uncertainty, fear, and frustration; establishing work/life balance; and exhaustion--all in the context of working in academia and pursuing promotion and tenure as a first-generation degree earner in her family.

Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.

Today, more than ever before, college educators are being asked to address diversity issues and to teach in ways that foster self-reflexivity and social consciousness. As the world becomes increasingly diverse at the intersections of age, gender, sexual orientation, class, region, religion, race, ethnicity, ability, and nationality, students need to be equipped with the knowledge and skills to engage in communication across multiple identity differences. To do so requires ample opportunities to learn about oppression and how the lived experiences of those who represent marginalized groups are affected by the systemic nature of dominant ideologies. Unfortunately, a wealth of research reveals that many students today are unaware of how systemic privilege and oppression affect their lives and the lives of others. This lack of awareness calls for prismatic diversity activities to help students unpack issues of oppression from a social justice perspective. Privilege Monopoly explores how forces of oppression are produced and reproduced in everyday life at micro and macro levels of society. The pre-game discussion, game, and debriefing sessions provide students with a rich opportunity to engage in learning and critical dialogue that highlight the intricate ways systemic oppression influences interactions and relationships. (Contains 2 notes.)

This study uses qualitative data from student Web logs (blogs) that were required for a graduate social work course addressing issues of privilege to examine the learning journey trajectory for students in a master's of social work program who participated in a single-identity caucus examining heterosexual privilege. The study includes reflections on the impact of the course on students' lives and social work practice that were gathered approximately 6 months after students had completed the course. What emerged was a five-stage learning journey that spans the resistance and redefinition phases of social identity development. (Contains 1 table.)

An introduction to the journal is presented which discusses the state of Black women, Black girls and the media and affirms the motto "Lifting as we climb" by the National Association of Colored Women (NACW).

An introduction is presented in which the author discusses articles within the issue on topics including misinformation, disinformation and propaganda, media policy, nation-state censorship and surveillance capitalism, and interpersonal and family communication.

As cases of COVID-19 began to increase in Ontario, Canada, throughout 2020, early evidence from surveillance and media highlighted disproportionately higher rates of COVID-19 infection, hospitalization and mortality among racialized and low-income populations. This disproportionate impact on underserved populations calls for a shift in approach away from what has traditionally occurred in health protection, that is the use of a universal approach which assumes everyone is affected and benefits equally from the same type and intensity of interventions. In this article, public health agencies are, therefore, being called to consider moving away from using a purely universal approach, often used in the control of communicable diseases, and apply a more tailored approach and use principles of health equity and proportionate universalism to reduce COVID-19 cases and their impacts among underserved groups and address health inequities exacerbated by the pandemic. We highlight examples from York Region Public Health, one of the largest health units in Ontario, to demonstrate areas of possible impact of this paradigm shift. It is clear that with a health equity lens applied to the pandemic response, the impact of COVID-19 can be further reduced and health inequities that predated the global pandemic can improve. [ABSTRACT FROM AUTHOR]

This paper aims to question the dominance of human rights as the primary normative framework for European social media regulation, and academic research in this field. Analysing EU legislation and recent ECJ cases, it shows that issues like discriminatory content moderation, profiling, and promotion of stereotypes cannot adequately be addressed within a human rights framework. The centrality of individual rights in the EU legal regime not only fails to address collective issues, like platforms' influence on culture and social norms, but cannot even offer effective, equal protection to individuals. In policy debates, the depoliticised and individualistic language of human rights can legitimise corporate activities and downplay important questions about the political economy of this privatised, highly-concentrated, advertiser-funded industry. The paper also considers interpretations of human rights as structural conditions or collective values, and argues that they cannot fully overcome the limitations discussed here. Given the entrenched role of fundamental rights in EU law, critics of social media cannot avoid relying on them. However, academics should also seek to develop more explicitly political critiques, based on alternative normative visions. [ABSTRACT FROM AUTHOR]

The paper critically assesses the regulation of social media recommendations in the EU's 2022 Digital Services Act (DSA), drawing on Sarah Banet-Weiser's economies of visibility theory. Banet-Weiser calls attention not only to injustices in the distribution of visibility between users, but also to the political implications of organising online media as an economy, in which individuals compete for visibility in a market structured by corporate platforms. DSA provisions on recommendations focus on enhancing user choice, protecting creators' market access, and encouraging technocratic responses to particular negative externalities, such as promotion of disinformation. Ultimately, then, the DSA aims to enhance the functioning of existing economies of visibility, rather than more fundamentally reforming a social media market in which visibility is allocated based on commercial value. [ABSTRACT FROM AUTHOR]