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In this study, nine Canadian competitive youth sport coaches' challenges and successes in creating safer and more inclusive sport spaces were explored through individual pre- and postseason interviews and an in-season reflective portfolio of their coaching experiences. From a story analyst approach, the central narrative theme of "it's my responsibility to enact change" was identified. A storyteller approach was then used to communicate the meanings of the central theme as accessible creative nonfiction composite stories: When is it okay to intervene?; burning out ... it's consuming me; and breaking through ... it's necessary work. Building on previous research, the findings demonstrate how coaches' critical praxes shift on a continuum of awareness and advocacy. The creative nonfictions may be used by coach educators and mental performance consultants to help coaches and leaders in sport assess their critical praxes toward challenging social issues in sport and acting in ways that support advocacy and empowerment. [ABSTRACT FROM AUTHOR]

Despite its centrality as a locus of both occupation and resistance in Kashmir, the inquiry into time has received scant academic attention. This essay undertakes two lines of inquiry. First, it attempts to foreground the temporal extraction integral to the Indian state's matrix of control, arguing that its military occupation and settler-colonial project in Kashmir operates not only through the logics of spatial control but also through a control over time. The state has not only tried to erase people out of their own futures but also weaponized the idea of future itself—as a site of a permanent and multimodal extraction. Second, Kashmir's liberation praxis is anchored on a rejection of an occupational and settler-colonial temporal order and, through two ethnographic fragments, this essay explores enactments of alternate temporal imaginaries and consciousness and foregrounds multiple registers of "in-betweenness" within this imaginary. The essay redirects attention from future as an event or a discrete unit of time, and from its not-yetness, toward the intimate and everyday articulations and enactments of future—a complex ongoing process of becoming and unbecoming unfolding in the everyday. Thus the essay calls for reimagining "ruptures"—instead of "futures"—as a locus of liberation. [ABSTRACT FROM AUTHOR]

Ethnocentric models of disability have resulted in an ontology that rarely embraces the cultural nuances and social structures of specific countries. There have been increasing calls from scholars to expand understandings of disability beyond this hegemonic focus and develop new ways to do culturally specific and respectful inclusive work. Utilizing a novel methodological approach based on Paulo Freire's "Pedagogy of the Oppressed", we problematized past research and the current knowledge landscape of inclusive physical education (PE) in Japan. We identified that PE teachers were constantly "Grappling with Conflict" regarding their intrinsic desire to include disabled students in PE, and the cultural, institutional demands that instructed them how to teach. We drew upon numerous holistic, cultural, and Globally Eastern philosophies of thought to interpret these findings. Through reinterpreting past research, we developed a future research agenda for improving inclusive PE in Japan to support teachers and students through cultural praxis. [ABSTRACT FROM AUTHOR]

There have been increasing calls within critical disability studies to move beyond ethnocentric Global North/Western interpretive lenses, especially when doing work in countries that have historically been oppressed by such cultures. These lenses rarely embrace the unique cultural nuances and social structures of different communities such that meaningful social justice is not possible. In this paper, we propose that cultural praxis (based on the work of Paulo Freire) could be a necessary paradigmatic shift toward amplifying disability research beyond ethnocentrism and toward culturally reflexive and relevant study. We show how we developed this methodological process through conceptual representations of our evolved thought, author reflections, and theoretical groundings. We invite dialogue from colleagues invested in socially-just research, and hope this approach begins further conversations and methods for doing meaningful, culturally specific work to achieve cultural praxis in physical education and wider realms of critical disability studies. [ABSTRACT FROM AUTHOR]

The 3rd annual Praxis Lecture exemplifies the National Association for Kinesiology in Higher Education's (NAKHE's) ongoing commitment to the principles and practices of social justice, diversity, and inclusive excellence as pillars of leadership development. This year's lecture focused on perspectives, insights, and recommendations for NAKHE as the organization strategically prepares activities and programming to effectively develop, support, and advance future generations of leaders in the kinesiology discipline and beyond. The lecture highlighted an overview of the author's journey as a scholar, administrator, and member of NAKHE. Additionally, a rationale for and description of six key perspectives on leadership development were offered for consideration. This lecture was dedicated to the author's mentor, advisor, and supporter Dr. Jepkorir Rose Chepyator-Thomson of the University of Georgia's Department of Kinesiology. [ABSTRACT FROM AUTHOR]

AbstractThis essay explores the role of public administration research and graduate education in community-engaged scholarship by answering three questions: (1) What should we be doing differently? (2) Where should we turn our governance gaze? (3) How do we engage in thoughtful, reflective, and reflexive praxis? It invites responses via future submissions to the journal. [ABSTRACT FROM AUTHOR]

Black education has interrogated race, context, and power questions, yet these practices spanning geographies and learning contexts have not always been valued as spatial knowledge. Further, Black scholars have carved out spaces that honor the communal and spatial sensibilities of Black students, educators, and communities. Black geographies thought can help us reshape how we understand and interrogate issues within education and learning with attention to anti-blackness, futurities, imagining, placemaking, and efforts to create a sense of belonging despite perpetual unbelongingness in dominant educational and learning spaces. Thus, our piece engages with Black Geographies to emphasize the Black radical traditions of space and freedom-making to reorganize our approaches to pedagogy and storytelling. We engage what we call Black Spatial Storylines through our shared and individual stories. We present multiple vignettes and examples to model the ways Black Sound, particularly hip-hop, invites us to engage Black Spatial Storylines as both methodological and pedagogical techniques that start at Blackness. Not only do we highlight and use our own stories as examples, we detail how this process shifts our understanding of Black urban life, and allows us to reorient our educational praxis through Blackness. We conclude with suggested pathways for future applications of a Black geographies framework to education and learning, including the abundance that is the interweaving of Blackness. Thus, we hope to honor and uplift Black communities' spatial knowledge by formulating our foundational understandings of Black spatial knowledge and the role it plays in education and learning studies. [ABSTRACT FROM AUTHOR]

Te Tiriti o Waitangi is one of the founding documents of Aotearoa New Zealand. It provides for the potential for partnership between Maori and the Crown, though its promise has not been fully realised. When it comes to the trans-Tasman relationship, Te Tiriti emphasises the importance of genuine partnership, of understanding history and the depth of relationships, but it could also have further effects on the alliance with either an increased inclusion of Māori values into New Zealand’s foreign policy or increased autonomy for Māori within a domestic setting. [ABSTRACT FROM AUTHOR]

This article explores the concept of psychoanalytic pedagogy in the context of current societal challenges and systems of domination. The author emphasizes the need for representation and diversity in psychoanalytic education, highlighting the importance of including marginalized voices and interrogating systems of power and oppression. The article also discusses the role of interdisciplinary thinking and the potential for psychoanalysis to offer a liberatory praxis. Overall, the author calls for a more open and adaptable approach to psychoanalytic pedagogy in order to navigate the complexities of the present moment. The text discusses the process of developing a syllabus for psychoanalytic courses, emphasizing the importance of creating inclusive and transformative learning environments that allow for critical engagement with the material and diverse ways of knowing. The author also highlights the need for psychoanalysis to center lived experiences and engage with systemic dynamics and normative unconscious processes, challenging dominant ideologies and structures within the field. The article concludes by urging institutions to examine their curriculum and dismantle any harmful hierarchies or systems of oppression. [Extracted from the article]

This document provides an overview of a student laboratory concept aimed at giving students insight into the work of researchers in chemistry. The concept includes various experiments and activities related to the properties and applications of deuterium, a heavy isotope of hydrogen. Students explore the behavior of frozen deuterium and water, investigate the freezing temperature of deuterium, and learn about the benefits of deuterium labeling in drug development. They also explore the use of photokatalysis for targeted deuterium substitution in molecules and conduct their own photokatalytic reactions. The document includes information about the researchers involved in the project and their areas of expertise. The concept is being evaluated through a questionnaire study to assess its impact on students' perceptions of chemical research and researchers. [Extracted from the article]

The article is a book review of "Schoenberg: Why He Matters" by Harvey Sachs, which explores the life and work of composer Arnold Schoenberg. The book delves into Schoenberg's Jewish background, his conversion to Christianity, and his journey as a composer. It also discusses the challenges he faced and his reception as a composer. The reviewer concludes that the book provides a comprehensive understanding of Schoenberg's significance in Western art music. [Extracted from the article]

The article is a review of the book "Musical Ecologies: Instrumental Ensembles around the World." While the title suggests a global focus, the book primarily examines community music ensembles in Australia. Divided into three sections, the book features case studies and firsthand reports of experiences working with these ensembles. The reviewer emphasizes the importance of understanding the motivations behind community music and highlights specific chapters that explore disruption and evolution in community music practices. The book also discusses an inclusion strategy approach for deepening community music engagement in nonmetropolitan Australia. Overall, the book offers valuable insights into the interplay between music, place, and world-making in southern China. [Extracted from the article]

This article explores the role of Indigenous communities in Guatemala in countering a right-wing backlash and defending democracy. It discusses the inauguration of President Bernardo Arévalo, who acknowledged the support of Indigenous peoples but raised concerns about their limited representation in his cabinet. The concept of a plurinational state and demands for Indigenous rights and autonomy are also discussed. The article highlights the historical context of colonial violence and the erasure of Indigenous identities, which has fueled the call for plurinationalism. It emphasizes the ongoing struggle for a plurinational state and the importance of practicing plurinationalism and buen vivir in everyday life. [Extracted from the article]

Access to healthcare among Southeast Asian migrants in Taiwan is a pressing concern. Once migrants fall ill, they are at risk of losing jobs and even jeopardizing their legal status to work and stay. While existing studies have shed light on migrants' experiences of alienation in healthcare, there has been limited attention given to the role of migrant activists in negotiating and mobilizing concepts of health. In this article, I examine how activists mediate migrants' access to health resources. As migrant organizations step in to care for migrants, they render migrants' bodies legible and admissible by guiding them through the healthcare system. I suggest that activists wield the power to govern by shaping the ideals of a healthy and morally responsible migrant. Their authority to care also hinges upon crafting narratives of collective wellness that foreground the interdependent relationship between citizens and migrants, elevating migrants' health into vital projects of governance. Through a critical analysis of discourse and praxis around migrant care, my intention is not only to challenge the narrow focus on migrants' physical wellbeing but also to cast light on the affects of mediating care and how it shapes meanings and values attributed to migrants' lives. [ABSTRACT FROM AUTHOR]

Salar Mohandesi's book, "Red Internationalism: Anti-Imperialism and Human Rights in the Global Sixties and Seventies," explores the intellectual history of anti-Vietnam War activism in the 1960s and 1970s. Mohandesi examines the influence of Leninism on radical activists and how anti-imperialist arguments based on national self-determination gained traction. The book also delves into the rise of human rights rhetoric and its eventual supplanting of anti-imperialist internationalism. Overall, Mohandesi's work contributes to the scholarship on the Global Sixties, anti-Vietnam War activism, and the emergence of human rights discourse in the 1970s. [Extracted from the article]

Public administration is poised to recognize that race is constitutive of bureaucratic hierarchies, processes, and outcomes and, as such, to ground our work in a more critical and progressive conceptual framework. In this exploratory analysis, we center Critical Race Theory (CRT) around practice, or praxis, a process that is self-reflexive and race-conscious to address root causes of racism, on the role of public sector leaders. This paper applies leadership research to demonstrate how public leaders, particularly career bureaucrats, can help to eliminate institutional racism. We specifically explore how critical race praxis (CRP) can apply to environmental justice and the movement against environmental racism. [ABSTRACT FROM AUTHOR]

A global movement toward disaster resilience seeks to reconceptualize societal response to shock. Yet, despite disaster resilience's interdisciplinary and collaborative components, some contemporary scholarship argues the praxis may subjugate and harm stakeholders. Seeking clarity regarding the decolonial and critical perspectives contesting Eurocentric disaster resilience, our article employs a thematic analysis to examine how disaster resilience may enshrine systemic problems of inequity and subjugation. Our findings offer new ideas to challenge dominant understanding of disaster resilience, creating a typology of overlapping characteristics and outcomes. [ABSTRACT FROM AUTHOR]

Reflections on the state of Geography around the globe have noted multiple challenges and opportunities—including a call for the reconfiguring of the discipline as a critical space of care and praxis (Daya, Transactions of the Institute of British Geographers, 47, 9, 2022). Such a call is indelibly connected to broader conversations on the politics of knowledge production and critical engagements with cultures of knowledge production. In order to realise the reconfiguring of the discipline, it is imperative to engage with the multi‐scalar politics and practices of knowledge production, to look beyond global inequalities and critically examine the intra‐national inequities and structural biases of knowledge production. Through a focus on South African Human Geography and detailed analysis of publication data and interviews with staff at universities across the country, we critically examine how the 'haunting' of apartheid legacies contributes to a double‐peripheralisation of staff at historically disadvantaged institutions while critical conversations remain 'whispered in corridors'. This more granular engagement with the politics and practices of knowledge production highlights the entwining of intra‐ and inter‐national privilege which produces a mosaic of 'cores' and 'peripheries' in the uneven landscape of knowledge production that requires critical scholars to engage with on multiple scales in order to realise a more just and equitable knowledge economy. [ABSTRACT FROM AUTHOR]

This article explores Bernard Lonergan's perspective on original sin and its role in his theology, particularly in relation to Christology. Lonergan's theology focuses on the concrete human experience, acknowledging the problem of evil and the potential for a solution. While he does not extensively discuss original sin, he recognizes its connection to the need for grace and the acceptance or rejection of it. Lonergan's approach to theology involves personal introspection and a threefold conversion. He emphasizes the importance of replacing existential angst with acceptance of divine love and replacing uncritical reliance on perceptions with comprehension of reality. Lonergan also highlights the shift from a universal human nature to the historical particular and the use of intentionality analysis instead of Aristotelian metaphysics. He acknowledges the possibility of unauthenticity and the need for healing in the interpretation of the human world. Lonergan's perspective on healing and redemption in Christian tradition centers around the Law of the Cross, which transforms evil into good. He argues against seeking causal explanations for sin, viewing it as an unintelligible phenomenon. Lonergan emphasizes that sin cannot be fully explained or justified, as there is no true reason for it. He also explores the effects of inherited original sin and how baptism and faith can help overcome alienation from God. Overall, Lonergan's analysis of sin and original sin is situated within his broader understanding of redemption and healing in history. [Extracted from the article]

The document is a response from Susan Stryker, a prominent figure in the field of women's history and trans studies, expressing gratitude to colleagues and friends for their contributions to her work. Stryker emphasizes that her accomplishments have been the result of collaboration and partnership, rather than individual efforts. She acknowledges the influence of others in shaping her career and highlights the importance of community support. Stryker also reflects on the need for trans studies to address colonial roots, recognize the transness of blackness, and explore new configurations of self and society. [Extracted from the article]

This article discusses the concept of neurodiversity and its relevance to the field of physics education. The author introduces neurodiversity as a paradigm shift in understanding and supporting neurodivergent students, emphasizing the importance of moving away from deficit-based frameworks. The article provides definitions of key terms related to neurodiversity and explores the differences between the neurodiversity model and the social model of disability. It also offers recommendations for educators on how to create accessible and equitable classrooms for neurodivergent students, including being flexible in documentation requirements, allowing for flexible interpretation of tasks, integrating different modalities of communication, removing time limits, scaffolding lessons, allowing makeup work, and engaging in open dialogue with neurodivergent students. [Extracted from the article]

This article discusses the concept of transformational resistance among youth, particularly focusing on Students of Color, Women of Color, and Chicana and Chicano students. The authors critique existing models of resistance and propose a new framework that considers the intersectionality of race, gender, and class oppression. They present a diagram with four quadrants representing different forms of oppositional behavior: reactionary behavior, self-defeating resistance, conformist resistance, and transformational resistance. The authors also highlight the contributions of scholars and educators who have expanded on this framework and explore how resistance can be nurtured in educational contexts. The article concludes by emphasizing the importance of understanding and nurturing resistance among Students of Color to transform classrooms, schools, and communities. [Extracted from the article]

Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected through teacher action inquiries in one of California's most underserved schools and targeted communities. Specifically, the authors analyze the role of a People's praxis as an effective pedagogy to mediate student resistance. [ABSTRACT FROM AUTHOR]

Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a "power with" relationship instead of a "power over" relationship of oppression and coloniality. [ABSTRACT FROM AUTHOR]

The article discusses the rebranding of Cognitive Academic Language Proficiency (CALP) as Critical American Language Praxis (CaLP). The author argues that CALP is rooted in colonialism and the culture of poverty, and is often taught in teacher education programs in the United States. The rebranded CaLP aims to shift the focus to locally situated decolonial struggles and address social inequities in language learning. The author explores the terminological shifts from cognitive to critical, academic to American, proficiency to praxis, and discusses the importance of language as a site of conflict and struggle. The article concludes by emphasizing the need to continue fighting for a world where linguistic borders are not barriers to inclusivity and solidarity. [Extracted from the article]

Copyright of Journal of Curriculum & Pedagogy is the property of Routledge 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.)

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University 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.)

Human life has been fundamentally changed by the appearance and extended use of the internet. Culture and society have also undergone a significant transformation caused by the emergence and formation of a third form of human existence, the so-called web-life. In the process, philosophy is also being transformed. This paper provides an analysis of some fundamental philosophical methodologies with a special emphasis on their cognitive and communication components. Based on these considerations, a so-called post-philosophical perspective for philosophical praxis is proposed as a reasonable philosophical reaction to the hard difficulties of posttruth problems. [ABSTRACT FROM AUTHOR]

This perspective paper synthesizes insights from social work research, Critical Race Theory (CRT), and Critical Whiteness Studies (CWS) to develop a strategy for preventing White supremacy and promoting racial justice. It examines the intricate feelings of White guilt and shame, advocating for introspection, comprehension, and active engagement by White individuals toward systemic reform. The paper underscores CRT principles like Interest Convergence and Critique of Liberalism to examine concepts such as Moral Injury, Perpetration-Induced Traumatic Stress, and White Shame Culture. Three main obstacles to racial justice are identified: perceptions of power, funding dynamics, and attitudes toward White identity. The paper argues that racial healing should not be solely the responsibility of people of color, emphasizing the crucial role of White people in anti-racism work within supportive settings that foster growth rather than stress and humiliation. Focusing on prevention, the paper argues for social work practices that eliminate conditions obstructing optimal social functioning while challenging oppressive systems. This includes implementing trauma-informed approaches and fostering group work centered on empathy, relationship-building, and reflection. Advocating a strategy that champions our collective liberation, it suggests social work praxis as central to applying interpersonal and group solutions to systemic racism. The paper stresses the need for preventative funding in social services—highlighting tangible action steps and reforming funding strategies to support long-term engagement and address root causes of marginalization and oppression. This integral strategy calls for a collective push toward an equitable society, significantly enriching the discourse on CRT and CWS within social work. [ABSTRACT FROM AUTHOR]

The article focuses on the analysis of archipelago in Asia. Topics mentioned include the concept of solidarity, decolonization and storytelling to emphasize an archipelagic praxis and method, the interplay between land and water ecologies, and the understanding of oceanic and maritime spaces for the development of capitalist and military infrastructures.

The Society for French Studies has recognized several individuals for their doctoral research in French and Francophone Studies. The theses cover a wide range of topics, such as personal writing by Protestant refugees, the influence of darkness on nocturnal experiences in Paris, the portrayal of sexual violence in literature and film, the definition of French horror in the 21st century, the reinvention of seventeenth-century French court ballet, the construction of African postcolonial female authorial identities, the practices of travelling theatre troupes in France, and the preservation of Louisiana French and Pennsylvania German through life narratives. These theses offer valuable insights into various subjects within literature, art, and cultural studies, and can be a valuable resource for library patrons conducting research in related areas. [Extracted from the article]

Bureaucratic neutrality norms render emotions problematic in the workplace largely due to presumptions that emotions cloud reasoning. This article traces the origins of bureaucratic neutrality to 17th-century Cartesian mind/body dualism. However, in Descartes's correspondence with contemporary philosopher Elisabeth of Bohemia, he retreats from strict dualism in reaction to her argument that emotions may actually inform decision making. Elisabeth's critique stays lost to history due in part to the epistemological sexism underpinning bureaucratic neutrality and public administration. Structural Topic Modeling reveals embodied reasoning and interpersonal interdependence in Elisabeth's critique, undermining the strict mind/body dualism that lurks in both bureaucratic neutrality and public administration. [ABSTRACT FROM AUTHOR]

The article introduces the concept of Pacific criminology, a field emerging from the Pacific Islands' unique cultural perspectives on crime, punishment, and healing.

Although improving both the ecological and social conditions of agriculture are central pillars of agroecology, emerging empirical research has focused largely on exploring its ecological contributions. Key among the less studied social aspects is gender (in)equity. Drawing data from northern Malawi, this paper investigates the relationship between agroecology and women's autonomy in smallholder farming households. Overall, our findings showed participatory agroecology with a gender transformative lens can promote women's autonomy. Although there was no observed significant difference in women's autonomy at the baseline, women in agroecology practicing households (β = 0.20, p < 0.05) had significantly higher autonomy than their counterparts in non-agroecology households at the endline. These findings suggests that the broader gender-transformative praxis of agroecology which emphasizes the engagement of both men and women in deliberative dialogue and community-led education on social inequalities can contribute to improving household gender relations. In the context of widespread gender inequality in sub-Saharan Africa, and the limits these inequalities have on agricultural development, our findings provide promising entry points for development policy and the emerging sub-field of feminist agroecology. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to address the generalised lack of guidance on ethical treatment of corporate (e.g. non-research) data in higher education institutions, by focusing on the case of the University of Queensland (Brisbane, Australia). No actionable framework is currently available in the country to govern the ethical usage of corporate data. As such, this research takes a stakeholder-centred approach to data ethics; the lived experience of the stakeholders involved coupled with a theory-based ethical framework allowed the authors build to build a framework to guide ethical data practice. Design/methodology/approach: Adopting a revised canonical action research approach focused on intervention on the context, the authors conducted a review of the literature on ethical usage of data in higher education institutions; administered one survey to university students (n = 168); and facilitated three workshops with professional staff (two) and students (one). Findings: Collected data highlighted how, among other themes, the role and ethical importance of transparency was the dominant claim among all stakeholder groups. Findings helped the authors develop an Enhanced Enterprise Data Ethics Framework (EEDEF) emphasising transparency and stakeholder-centricity. Practical implications: Legislation is the driver to regulate the use of corporate data in higher education; however, this can be problematic because legislation is retrospective, lacks normativity and offers scarce directions for cases that do not exactly follow within the legislative mandate. In light of these regulatory limitations, the authors' EEDEF offers operators guidance on how to ethically manage corporate data in the higher education environment. Originality/value: This study fills gaps in praxis and theory; that is the lack of literature and guiding ethical frameworks to inform data practice in higher education. This research fosters a more ethical data management by virtue of genuine and authentic engagement with stakeholders and emphasises the importance of strategic decision-making and maturity of data culture in the higher education sector. [ABSTRACT FROM AUTHOR]

This article is an exegesis of democracy as it manifests in the Shona people’s selected proverbial philosophy and collective thought. It argues that, contrary to the peddled cultural prejudices and Eurocentric condescending attitudes that portray African/Shona traditional leadership as monarchical and autocratic, this society had an analogue of democratic governance system, as an established tradition. Through proverbs, a collective and engaging dialogue with chiefs and their subjects gently reminded stakeholders of their responsibilities. The article avers that vivid insights of the Shona people’s cultural norms and values exude that they had a firm, genius, significant and sustainable democracy in both theory and praxis. Furthermore, the Shona people’s linguistic treasures unraveled in this analysis, typify that they have a rich oral heritage which functions as part and parcel of their history, to be exploited also by the contemporary and future generations. Shona proverbs, as this article further argues, are oral archival material worthy re-engaging for they do not only reflect the Shona people’s democratic worldview but also act as a valid, reliable and rich linguistic transcript of their traditional leadership from the classical past. The intellectual pedestals adopted in this study are sankofa and nommoic creativity. [ABSTRACT FROM AUTHOR]

I argue for an infraconstitutive rhetoric as a practice for attending to Black rhetorical formations. I first unfold four key dimensions of infraconstitutive criticism: the infraontological, immanent, praxis, and chronotopian vectors of criticism. I then explicate the contours of an infraconstitutive imagination by reading the George Floyd rebellion as both a planetary and singular irruption of insurgent abolition. [ABSTRACT FROM AUTHOR]

Decolonial scholars endeavour to evade the construction of another singularity by rejecting the allure to universalise a single definition of decoloniality and difference, which may claim narratives and praxis that would liberate all peoples but would re-enact other forms of irreflexive violence. For this rationale, we draw on our loci of enunciation to argue for ‘Islamic Emancipation’ as a decentring ‘Maarifa’ that resonates with the logics of a substantial number of people (2 billion Muslims as of 2023) to whom Islamic philosophies are legitimate epistemologies for navigating social realities. Islamic Emancipation is an onto-epistemological compass through which we generate novel epistemic readings of religious texts into the debates on decoloniality in education. The applied modalities of Islamic Emancipation within education can be unpacked through three main approaches. First, by orienting students to process colonial organisation as the oppressive imposition of unequal systems, some assumptions about those who had/have been subject to subtle workings of colonial structures are undermined. Second, educators are epistemic and activist subjects who are entitled to intellectual freedom but with a comparable level of responsibility to act, challenge and intervene. Third, critique and re-interpretation are essential cognitive skills promoted by Islamic Emancipation to be prioritised in education. [ABSTRACT FROM AUTHOR]

This study explores the growth and development of restorative justice in Saskatchewan. With key informant interviews and surveys, this study finds that government officials and the community played an important role in the growth of restorative justice (RJ) in Saskatchewan. The data are analyzed with NVivo 10 software. This study finds multiple factors contributing to the growth and development of restorative justice in Saskatchewan. Dissatisfaction with the current criminal justice system, increased awareness of restorative justice, and faith-based organizations such as the Mennonite Central Committee (MCC), Indigenous-led justice organizations and funding support from both provincial and federal governments facilitated the growth of RJ in SK. This study captures a major discussion of government in restorative justice. This study ends with sharing some limitations and areas for future research. [ABSTRACT FROM AUTHOR]

Introduction: Data-enabled design (DED) is a design approach where research data is integrated with design praxis in an iterative and hands-on fashion, and it has been successfully applied to design for people in the healthcare domain. However, how to utilise DED as a more broadly applicable approach that facilitates design for larger populations in semi-public spaces remains an open question. Understanding the advantages and challenges of applying DED in various contexts is crucial to guide design researchers further and prevent methodological mismatch. Methods: In this article, we report on applying DED in an open, semi-public context with a large population of visitors. Here, DED was applied in projects with student design researchers who had limited control over the data gathered from people in the context. Results: We share the results of a two-week design workshop that involved sixteen student design researchers and was organised in collaboration with Särkänniemi, one of Finland's largest theme parks. Using design proposals and reflections from five teams, we investigate the use of DED in this context, reporting on perceived challenges, barriers, successes and future directions for taking the DED approach into similar (semi-)public contexts. Discussions: We conclude with reflections from the workshop organisers' point of view and share the feedback from our industry collaborator, highlighting challenges and opportunities in translating the DED approach to a new domain. [ABSTRACT FROM AUTHOR]

This article draws upon the perspectives of newcomer Filipino families who have migrated through the global domestic work industry, specifically through Canada's Live-in/Caregiver Program (L/CP), and the perspectives of Filipino social service providers in Toronto, Ontario, Canada. I examine how newcomer Filipino families make meaning of, and negotiate, the impact of family separation and reunification through the L/CP on their mental health and well-being. Moreover, I look at how Filipino social service providers center the experiences of newcomer Filipino families within service provision through an anti-racist and anti-oppressive framework, which has implications for policies and praxis in community-based agencies. The paper moves from deficit-focused experiences of ‘trauma’ to centring the voices of newcomer Filipino families as agents of change, in collaboration with Filipino social service providers. This shift illuminates how newcomer Filipino families and their lived experiences are sites of transformation in the policy and practices that impact their mental health and well-being. [ABSTRACT FROM AUTHOR]

The article, titled "Progress, politics and the place of elite black African women in Kenya’s extractive sector," explores the experiences of elite black African women working in Kenya's extractive sector. The dissertation challenges mainstream feminist theories and methods, arguing that they fail to effectively engage with the experiences of black African women in this traditionally masculine sector. The study adopts African feminisms as an alternative lens for understanding the intersection of race, gender, and elitism in the extractive sector. It also examines the role of place-making and the construction of the ideal worker body in shaping the experiences of black African women in the sector. [Extracted from the article]

Many problems at the intersection of nuclear technology, policy, and society can be thought of as wicked problems. Wicked problems--a formulation put forward in what is now a landmark paper by Rittel and Webber (design and planning scholars respectively)--are those that lack definitive formulations, resist durable resolution, do not have an exhaustively identifiable set of true or false solutions, and are often framed entirely differently by different entities experiencing the problem. Every attempt to solve a wicked problem is a solution attempt made in the real world and thus has consequences and implications that can potentially be far-reaching. This paper describes the underlying philosophy, design, and implementation of a course on "Nuclear Technology, Policy, and Society" taught in the Department of Nuclear Engineering and Radiological Sciences at the University of Michigan. The course explores some of nuclear technology's most pressing challenges (or its 'wicked problems'). Through this course students explore the origins of these problems--be they social or technical, they are offered tools--conceptual and methodological--to make sense of these problems, and guided through a semester-long exploration of how engineers can work towards their resolution, and to what degree these problems can be solved through institutional transformation and/or a transformation in our own practices and norms as a field. The underlying pedagogical philosophy, implementation, and response to the course are described here for other instructors who might wish to create a similar course, or for non-academic nuclear engineers, who might perhaps, in these pages, find a vocabulary for articulating and reflecting on the nature of these problems as encountered in their praxis. [ABSTRACT FROM AUTHOR]

AbstractAre bureaucratic institutions simply hollowed-out instruments of autocratisation, meaning they merely execute the orders of ­populist-authoritarian actors? If not, how do they deal with the destabilisations of autocratisation? Drawing on a study of street-level bureaucracies in contemporary Turkey, this article contributes to ongoing debates on the (un)makings of autocratisation and its limits through its focus on the role played by documents in everyday bureaucratic praxis. The findings highlight that bureaucracies do not simply operate in a top-down manner with bureaucrats having little to no space for manoeuvre. On the contrary, documents generate ambiguities and anxieties that civil servants strategically deploy through their incessant translations, negotiations, subversion, countercurrents, contestations and resistances to constrain and rebuke autocratisation. In doing so, the article demonstrates the limits of autocratisation in Turkey, and traces how such large-scale transformations are experienced from within state institutions, and how they unlock the agentive potential for the stakeholders, such as bureaucrats. The article challenges conventional discussions across political science through its attendance to the countercurrents and resistance from within the state, rendering the state not as a coherent, homogeneous entity but more as an incessantly rearticulated relationality. [ABSTRACT FROM AUTHOR]

Neoliberal conditions in academia often preclude space for ongoing processes of collective reflection and growth, particularly for women faculty. In this qualitative self-study, three women faculty members examine working outside the lines of neoliberal institutions and theoretical traditions to nurture onto-epistemological development through a reading group that has now spanned two years. Drawing on critical feminist posthuman lenses, we inquired into the ways in which we worked and talked through challenging philosophical and theoretical texts in community and connected to our everyday experience as researchers/instructors in ongoing conversations. Specifically, we asked: What opportunities were presented through this different approach to reading and thinking together? What connections to practice and scholarship were created? How did these inform our ways of knowing and being? Our analysis of reflections and meeting notes demonstrates the ways our work ‘outside the lines’ allowed us to do academia differently, in big and small ways – helping us disrupt the isolation and competition of the academy by developing an immanent and relational orientation, working to decenter our (white) selves, and folding our complexifying understandings into research and teaching praxis. Ultimately, we recognize our ‘working outside the lines’ as a form of productive resistance to the devastating effects of neoliberal capitalism, a form of affirmative ethics of care connecting into a larger movement of creating a more relational, supportive academia. [ABSTRACT FROM AUTHOR]

Inspired by posthuman, feminist materialist theory-doings in educational research, this paper maps moments in a post-qualitative research project that set out to explore what else relationships and sexuality education might become with ‘art-as-way’ (Manning 2020) in a shaky yet conducive policy context where ‘what matters’ must not be assumed in advance but co-constructed with children and young people. Progressively supported by an artist-in-residence teacher assistant, composer and filmmaker, we open up what unfolds when a diverse group of 11 young people (age 13–14) creatively unbox and make ‘what matters’ to them in an art classroom. We conceptualize what came to matter as ‘dartaphacts’ (arts-activist objects) and follow these other-worldly posthuman pARTicipants as they connect, grow, and become ‘more-than’. We speculate, that in conducive, con-sense-ual environments, the affective power of dartaphacts can unbox a living curriculum for a Relationships and Sexuality Education (RSE) to come, in all its Majestic Insecurity, Untitled, Freedoms, Feathers, Bruised Hearts, Consent-quakes, eQuality Vibrations and Wiggly Woos. [ABSTRACT FROM AUTHOR]

Dr. Sudhir Kakar, a renowned psychoanalyst and cultural thinker from India, made significant contributions to the understanding of unconscious processes in individual and collective life. His work went beyond studying the relationship between culture and the psyche to exploring the psyche within civilizational flows. Dr. Kakar emphasized empathy and compassion in psychoanalysis and aimed to bridge differences and create dialogical spaces between seemingly incompatible social binaries. His global recognition and translated books reflect the impact of his work. Dr. Kakar passed away in 2024 after battling cancer, leaving behind a profound intellectual legacy. [Extracted from the article]

This article investigates how well E. F. Schumacher's ideas travel beyond his own time and place. To do so, I contrast the environmental critique offered by Schumacher in Small is Beautiful with contemporary forms of everyday environmentalism provided by Indigenous communities in Latin America that form part of a response to processes of ongoing territorial dispossession. In exploring how well Schumacher's ideas travel to Latin America, I argue that there are seemingly a significant number of similarities between these forms of environmental politics. However, they can be understood in two different registers. I submit that Schumacher's environmental critique and political project remains at the level of idealism and contains a variety of elements that remain contradictory for a progressive praxis. By contrast, Indigenous environmentalism in Latin America offers a materially-grounded, structural critique of colonialism that concomitantly offers a new notion of a community-based revolutionary subject. It therefore provides a stronger basis for realising many of the goals Schumacher had in mind. Nevertheless, I conclude that whilst important and necessary, this mode of resistance remains insufficient on its own to achieve an alternative political economy where people and planet matter. For this to be realised, a more encompassing counter movement remains vital. The mantra of 'small is beautiful', therefore, still needs to grasp the scale of the ecological crisis. [ABSTRACT FROM AUTHOR]

This paper assesses the contributions of Paulo Freire to communication theories, drawing upon a search for communication theory literature on the database Communication and Mass Media Open and the conglomerate source Encyclopedia of Communication Theory. Four encyclopedia entries are reviewed alongside 22 articles. Often identified as an education theorist, Freire and his contributions to the interdisciplinary field of communication can be seen in relation to international development; sign-language interpretation; communication ethics; public communication; culture; mass media; among others. Several studies are conducted in non-Western countries, with a notable focus on multicultural communication toward peace-building and cultural harmony. Additionally, severe social justice issues which involve violation of basic human rights are documented in two indigenous studies. Eight new theory-making papers are identified, in which Freirean theory is mobilized to support communication theory-building. The intersectional and multicultural nature of Freirean theory emerges as leading to diverse applications in social justice, and the review outlines six key Freirean concepts which recur in existing communication theories and studies: dialogue; praxis; banking model; problem-posing; critical consciousness; and emancipation. How each of these concepts are mobilized to guide theorizing in the field of communication are summarized, toward supporting future work in communication as social justice practice. [ABSTRACT FROM AUTHOR]

Transnational feminism has become a prevalent paradigm in feminist theory, but its connection with creative practices such as music remains unclear. This article addresses the relationship between music, culture and feminism and considers the extent to which world music creates spaces for transnational feminist praxis. Applying Chandra Mohanty's 'tourism', 'exploration' and 'solidarity' models for internationalising feminism, I question whose feminism is performed and negotiated at WOMAD, one of the most influential international music festivals in Europe. I argue that world music encounters have the potential to both help and hinder the cause of feminism across borders as music can reinforce and resist power inequalities between women from different places and cultures and intercultural music encounters can create the conditions for locating transnational feminist discourse within specific struggles and working through the mutualities and tensions between different feminisms. In doing so, I seek to show the value of bridging feminist geography and musicology, as the former can be used to critically analyse the plurality of feminisms at play in musical contexts, while the latter can illustrate how transnational feminist work is being undertaken outside the explicitly political realm and how expressive means of communication may disrupt assumptions about empowering/disempowering feminisms and exemplify the complex intersections between feminism, place and culture. [ABSTRACT FROM AUTHOR]