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Social workers' professional failures are considered inevitable occurrences. However, virtually all research on professional failure management relates to the healthcare field. The scant literature on professional failure does not give much weight to the profound implications of context on professional functioning. This pioneer study illustrates how important it is to consider the context to understand the daily workplace occurrence of social workers' professional failures. The research traced social workers' professional failures as perceived by welfare bureaus managers. A phenomenological approach elicited data from semi-structured in-depth interviews with twenty Arab welfare bureaus managers in Israel. Findings indicated that the managers encountered a lot of 'minor' individual and collective failures in different dimensions, and understood failure as a transient episode, mostly trivial and understandable. The main criterion for failure was damage attributed to a particular intervention. Responsibility for failure was not usually seen as stemming from the social workers' faulty professional-ethical considerations, rather it was attributed to factors associated with the establishment: lack of appropriate resources and non-culture-sensitive policies. Managers coped creatively with what they defined as failures, preserving their profession's inalienable assets with a 'non-confrontational' policy while ensuring individual learning from the failure, to prevent future repetition. [ABSTRACT FROM AUTHOR]

The professionalisation, institutionalisation and standardisation of transitional justice has often been critiqued for pushing more informal, vernacular or experimental approaches off the radar. While this concern is legitimate and needs to be addressed, this article explores the continued relevance of standardised approaches, and of a shared language of transitional justice more specifically. I develop this argument against the background of recent events in the Philippines where, in May 2022, Ferdinand Marcos Jr., son of the former dictator, won the presidential elections. In this article I show that there has been a multiplicity of context-sensitive, vernacular and experimental transitional justice initiatives to deal with intersecting and multilayered legacies of violence, but that what has been missing is an overarching framework as expressed through the discourse of transitional justice, and the potential to forge collaborations and coalitions on the basis thereof. The case of the Philippines hints at the potential of a more ecological understanding of transitional justice in which justice actors involved in standardised and vernacular, formal and informal, state and non-state, top-down and bottom-up approaches recognise each other and certain shared objectives through the shared language and normativity of transitional justice. [ABSTRACT FROM AUTHOR]

This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualisation, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords. The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article concludes with reflections on the relevance of all languages. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to contribute to this special issue on interpretivist research methodologies and the phygital consumerist landscape by exploring some underlying issues within the specific context of luxury consumption. The paper starts with a critique of current research, drawing particular attention to problems of reductionism, poor representativeness and weak contextualisation in research that adopts a positivist epistemology. The paper then highlights some of the contributions that interpretivist scholarship is making, and can potentially make, to our understanding of the experiential and humanistic aspects of luxury consumption, presented in a nuanced, discursive and deeply contextualised manner. Design/methodology/approach: This commentary is informed by an in-depth examination of the methodology and approach adopted in the 327 most-recently published academic articles on luxury (from late-2021). Findings: This opinion piece suggests the need for a sea-change in the way that scholars approach luxury research in online, offline and hybrid phygital settings to capture and convey its true complexity, diversity, contingency and contextuality and its emotional and symbolic character, and to help ensure that it delivers findings that are of relevance and value to luxury industry practitioners. Originality/value: To the best of the authors' knowledge, this is the first paper to look comprehensively and critically at the methodological approaches adopted by academics writing in the field of luxury consumption. [ABSTRACT FROM AUTHOR]

African ecclesiology and development have been highly influenced by the way White Missionaries Christianised Africa. Since Africa regained its independence, progressive scholarly attention was given to the decolonisation discourse, but ecclesial mission continues to bear retrogressive marks of colonial missiology. As Christianity has grown massively in Africa, while declining in Europe and the West, missionary trajectories have changed and a need for the African Church to contribute to integral mission, especially in relation to sustainable development in underdeveloped and developing Africa, has arisen. Therefore, the African Church ought to be interdependent, self-sustaining, self-governing and self-determining, while it appreciates and relates to Western churches as equal partners of the global Church. Problematically, countless African churches are still dependent on their Western mother churches, partners and donors to facilitate local ecclesiastic, leadership and followership development programmes, to the extent that some Africans provokingly infer that the God of the Church in Africa is White. As the gospel is inclusive, having White Westerners ministering to Black African ecclesial work is inclusionary and complementary. However, the failure of Africans to balance foreign support with contextualization hinders their integral mission and contribution to African sustainable development. The Church can only be transformative and relevant if it is well contextualised. Theoretically framed under decoloniality and based on a literature review, this study finds that the Church has not contributed much towards the African socio-economic and political development. It recommends the Church decolonises its sustainability, theological education, leadership development and mission to be contextually transformative.

Interaction is a dynamic process that evolves in real time. Participants interpret and orient themselves towards turns of speech based on expectations of relevance and social/conversational norms (that have been extensively studied in the field of Conversation analysis). A true challenge to Human Robot Interaction (HRI) is to develop a system capable of understanding and adapting to the changing context, where the meaning of a turn is construed based on the turns that have come before. In this work, we identify issues arising from the inadequate handling of the sequential flow within a corpus of in-the-wild HRIs in an open-world university library setting. The insights gained from this analysis can be used to guide the design of better systems capable of handling complex situations. We finish by surveying efforts to mitigate the identified problems from a natural language processing/machine dialogue management perspective.

This article analyses the missional significance of John 1:14 in gospel contextualisation and communication interculturally. All theologies are contextual within an unchanging divine word of God. After the four-decade long contestation, which was at times complex, if not complicated, the consensus was reached between the Evangelical and the Ecumenical scholars. The aftermath of it has a far-reaching implication for an effective and efficient contextualisation and communication of the gospel interculturally. In this regard, the question is: how to maximise an effective and efficient communication of the gospel interculturally? The goal is to point out the significance of John 1:14 in the whole debate for effective and efficient gospel contextualisation and communication interculturally. It is from that context that this article analyses John 1:14 from a missional perspective with an aim to discuss three aspects: firstly, the basic nature of incarnation as a divine accommodation; secondly, the critical debate of gospel contextualisation and communication since the 1970s; and thirdly, the ultimate missional perspective of incarnation as a holistic and divine model of accommodation for effective and efficient gospel contextualisation and communication. And lastly the concluding remarks. Intradisciplinary and/or interdisciplinary implications: This article contributes to the understanding of the nature and significance of incarnation based on John 1:14. It aims to address the ongoing contextualisation debate from the 1970s until today and propose effective ways of contextualising and communicating the gospel in a multicultural South African context and beyond.

Samar Abdelazim Ahmed,1,2 Nagwa N Hegazy3 1Dubai Medical College for Girls, Dubai, United Arab Emirates; 2Forensic Medicine Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt; 3Family Medicine Department, Faculty of Medicine, Menoufia University (MU), Menoufia, EgyptCorrespondence: Nagwa N Hegazy, Email nagwa.nashaat1@med.menofia.edu.eg

Ambar Hussain,1 Henna Ahmed,1 Warda Mansur2 1University of Birmingham, College of Medical and Dental Sciences, Birmingham, UK; 2Queen Mary’s University of London, Faculty of Medicine and Dentistry, London, UKCorrespondence: Ambar Hussain, Email ambarhussain13@gmail.com

Abstract\nPoints of interestBlindness (in)directly affects all aspects of daily life and participation in society. Living with a visual impairment can be mapped in terms of the intra-actions between blindness and an individual’s networks. This study conceptualised visual impairment in the context of James and his different networks across his lifespan in an attempt to understand the contextualised and complex meaning of his disability. The lived experiences of James and his networks were unravelled, and their perspectives revealed two main encounters: decisions and processes on (inclusive) education and connecting with others. James and his networks discussed how he succeeded in regular education and how he adhered to higher educational norms. The narratives highlighted the pressure to ‘pass’, to have a space to belong in social spheres, and to function within social networks. The concept of ‘assemblage’, the entangled gathering of embodiment and relationalities, was helpful in unravelling the complex and contextual conceptualisations of blindness in James’ lived experiences.This article presents a personal narrative of the experiences of James, his family, and his friends in relation to blindness.This study’s perspective fundamentally assumes that everyone, including people with disabilities, is embedded in several networks of human and non-human elements.Disability is not an individual condition; rather, it is something relational and contextual. We want to understand the complexities of the participants’ experiences.In James’ networks, educational development in regular education is identified as a life goal that requires the input of everyone and everything.For living blindness, James and his networks also identified the relevance of being socially embedded and bonding with peers and friends.This article presents a personal narrative of the experiences of James, his family, and his friends in relation to blindness.This study’s perspective fundamentally assumes that everyone, including people with disabilities, is embedded in several networks of human and non-human elements.Disability is not an individual condition; rather, it is something relational and contextual. We want to understand the complexities of the participants’ experiences.In James’ networks, educational development in regular education is identified as a life goal that requires the input of everyone and everything.For living blindness, James and his networks also identified the relevance of being socially embedded and bonding with peers and friends. [ABSTRACT FROM AUTHOR]

Scholars of entrepreneurship can agree that 'context matters.' However, there is little consensus regarding the processes through which context and entrepreneurship are mutually constructive. While the influence of top-down forces on entrepreneurial action is well-studied, the ways in which 'bottom-up' entrepreneurial processes reshape context remain undertheorized. To help fill this void, this article explores the dynamic interplay between entrepreneurship and semi-colonial context in Republican Shanghai (1911–1949), by retracing the history of Shanghai's 'Taxi King', Zhou Xiangsheng, and his enterprise, Johnson Taxi. Through context theorising, the article explicates mechanisms by which Chinese entrepreneurs reshaped semi-colonial Shanghai: how they launched informal taxi services that filled critical gaps in urban connectivity; combined heterogenous technologies to build city-wide taxi networks that traversed Shanghai's many divides; and harnessed rising nationalistic sentiments to link the consumption of transportation services with political identity. We argue that through such mechanisms, Chinese entrepreneurs not only navigated their situated context, but actively re-imagined and transformed it. [ABSTRACT FROM AUTHOR]

This article aims at revisiting some key concepts in translation studies by taking into account a new translation or multimodal practice called brand transcreation. Unlike translation proper or brand design proper, brand transcreation involves interlingual and multimodal production in the target culture. It relies on verbal instructions rather than the source text, and intersemiotically, transforms verbal messages into polished multimodal products. Using the systemic-functional sociosemiotic framework, this study delves into the types and dynamic orchestration of semiotic modes involved in two successful brand transcreations from a producer-researcher perspective. The findings reveal that brand transcreation can be defined as a goal-oriented textual production that configures multiple modes and serves specific communicative purposes. In this regard, the concepts of texts, contexts, meaning, and particularly (the categorization of) translation have evolved and require reconsideration. [ABSTRACT FROM AUTHOR]

The emergence of African Christianity from missionary tutelage towards the close of the nineteenth century and early twentieth century raised concerns of syncretism that only eased with arguments of contextualisation in the 1970s. The arguments some missiologists in Southern Africa made, especially about the older Spirit churches (Zion and Apostolic churches) as indigenising agents, almost retired the concept of syncretism in relation to these churches in favour of recognising them as being responsive to their context—hence, agents of contextualisation. The advent of the neo-prophetic movement requires a reconsideration of both the concepts of syncretism and contextualisation of the Christian faith, especially in light of the alleged interaction of some in this movement with ancestral spirits. The article concerns itself with the question: why does the advent of neo-prophetism require a conceptual reconsideration of syncretism and contextualisation and to what end? The search for an answer to this question adopts a qualitative desktop research approach. The study seeks to understand the reasons for the traditional healing (sangoma) prophet phenomenon requiring a reconsideration of the mentioned concepts. [ABSTRACT FROM AUTHOR]

The paper focuses on gender aspects in graffiti and street art as contextand communication-based cultural phenomena. The key issues tackled here are how gender aspects and gender-based communication are expressed in graffiti and the nature of the gendered aesthetics of street art. The analysis aims to identify gender clichés in graffiti, illustrating stereotypical views from a broader sociocultural perspective. The study also highlights the role of graffiti and street art in challenging gender stereotypes and bringing novel concepts to the fore. The paper combines studies on graffiti and street art with the gender studies approach and employs as a research method the contextualisation of graffiti and street art as ephemeral cultural phenomena from a viewer's perspective. Graffiti works collected mainly in 2010-2020 and held in the online graffiti database of the Estonian Literary Museum constitute the sources of this paper. [ABSTRACT FROM AUTHOR]

The review examines a new book by Hungarian researcher Angelika Molnar on classical Russian literature of the 19th century. Molnar's book analyzes the works of A. Pushkin, M. Lermontov, I. Turgenev, Tolstoy and Chekhov in the context of the overlaps with the literature of the 21st century (Ulitskaya, Akunin, etc.). The main emphasis is placed on describing the principles of textual formation through the prism of discursive poetics. The history of Hungarian reinterpretation of Russian classics is widely represented in the book. The interpretations of the works reveal unusual correlations between the works and show the specificity of the writers' poetics in a new way. [ABSTRACT FROM AUTHOR]

Background Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

The article describes the types and strategies for dealing with professional regrets experienced by social workers. It draws data from semi-structured in-depth interviews with 21 Arab welfare bureaus social workers in Israel. Two types of professional regrets were identified: most interviewees expressed their regrets concerning non-intervention in general or not taking necessary steps for the client's benefit. A few interviewees expressed regret concerning partially or completely failed interventions, or expressed suspicion or denial that there had been a failure. Five coping mechanisms for regrets were identified. Two extremes (succumbing versus release) to cope with regrets concerning not doing something and three (recognition of failure as a systemic rather than an individual product, an attempt to amend the mistakes in the present and sufficing with learning for the future) to cope with regrets concerning actual doing. Participants' anecdotes reflected the uniqueness of this case study of social workers' regrets, reinforcing conclusions of the sparse extant literature calling for openness and sensitivity concerning the specific context of the experience of professional regrets. The article increases awareness concerning this issue indicating that social work needs to re-define professional regret as an opportunity, not a challenge, in research, training and practice. [ABSTRACT FROM AUTHOR]

Western imperialism and colonialism have tremendously affected the epistemological conception of Africa and Africans. In the same vein, early missionaries did not countenance the cosmologies and lived experiences of the Africans in their interpretation and application of the Bible. On the contrary, they imposed Western epistemologies and theological images on Africa. Although much work has been carried out in these areas, little attention has been devoted to how contextuality, interculturality and decolonisation are exercised in power struggles: the power to define what counts for Africa and Africans as they daily deploy the resources of the Bible. The author argues that contextuality, interculturality and decolonisation are schemes of power relations on the one hand and of owning the Bible on the other, rather than mere methods of biblical hermeneutics in Africa. As schemes of power, they reject imperialist agenda of unequal barter of cultural exchange claimed as civilising the African. Presenting contextuality as a finished product is a violation of the rights of Africans to productively apply the Bible as a text seeking understanding in a different clime from the West; it is also a denial of the reality of interculturality, and thus it ignites the need for decolonisation. By utilising conceptual analysis as a framework, it is argued that these schemes are beyond hermeneutical methods but have the power to resist the suffusing influence of Western theological suffocation in Africa. Contribution: This study argues that contextuality, interculturality and decolonisation are not mere hermeneutical methods for studying the Bible in context; they are instruments of struggle to liberate it from Western epistemological stranglehold. [ABSTRACT FROM AUTHOR]

Background Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

The article is a concise rendition of the author’s inaugural lecture and tracks his academic journey with the contextualisation of practical theology and pastoral care in an African context. It latches onto the inter-contextual dialogue between Western and African notions of practical theology and pastoral care, and positions it in a post coronavirus disease (COVID-19) glocal African context. It is argued that the post COVID-19 era signalled significant changes that will influence the path of future endeavours in the subject field, especially when it strives to be relevant in both the local and global contexts. A preliminary agenda for future deliberations is presented which focusses on the consequences of intensified pre-COVID-19 socio-economic realities, the implications of the disruption of traditional religious culture, and post COVID-19 challenges to higher education. The article concludes that the hallmark of contextualised practical theology and pastoral care in the African context is to be sought in being mindful of the challenges of the immediate local context as well as that of the global context. Intradisciplinary and/or interdisciplinary implications: By engaging a post COVID-19 glocal African context from a practical theological and pastoral stance, the research engages social, economic and educational sciences to come to its findings. The resultant view that post COVID-19 practical theology and pastoral care should be mindful of both local and global contexts has implications for both academic practical theology and theological higher education.

Background Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

Background: Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods: An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results: The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions: Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

Abstract Background Local evidence is important for contextualized knowledge translation. It can be used to adapt global recommendations, to identify future research priorities and inform local policy decisions. However, there are challenges in identifying local evidence in a systematic, comprehensive, and timely manner. There is limited guidance on how to map local evidence and provide it to users in an accessible and user-friendly way. In this study, we address these issues by describing the methods for the development of a centralized database of health research evidence for Cameroon and its applications for research prioritization and decision making. Methods We searched 10 electronic health databases and hand-searched the archives of non-indexed African and Cameroonian journals. We screened titles, abstracts, and full texts of peer reviewed journal articles published between 1999 and 2019 in English or French that assess health related outcomes in Cameroonian populations. We extracted relevant study characteristics based on a pre-established guide. We developed a coding scheme or taxonomy of content areas so that local evidence is mapped to corresponding domains and subdomains. Pairs of reviewers coded articles independently and resolved discrepancies by consensus. Moreover, we developed guidance on how to search the database, use search results to create evidence maps and conduct knowledge gap analyses. Results The Cameroon Health Research and Evidence Database (CAMHRED) is a bilingual centralized online portal of local evidence on health in Cameroon from 1999 onwards. It currently includes 4384 studies categorized into content domains and study characteristics (design, setting, year and language of publication). The database is searchable by keywords or through a guided search. Results including abstracts, relevant study characteristics and bibliographic information are available for users to download. Upon request, guidance on how to optimize search results for applications like evidence maps and knowledge gap analyses is also available. Conclusions CAMHRED ( https://camhred.org/ ) is a systematic, comprehensive, and centralized resource for local evidence about health in Cameroon. It is freely available to stakeholders and provides an additional resource to support their work at various levels in the research process.

The consequences of failing Science, Technology, Engineering and Mathematics (STEM) subjects have led students and parents to seek for shortcuts to pass the subjects. These failures have effectually tolled Nigeria's human capital. In finding a solution to this quagmire, questions such as: can learning STEM ever evolve from fearful to fun-full? how can the fears be regenerated to fun? what are the expectations of learning fun-fully? Can digital platforms be made available to support learning fun-fully? These questions among others served as the foundational purpose of this study. A mixed method research design was employed to examine STEM students and teachers’ reaction towards using contextualised instructional approach “Glocalise”. The researcher generated and provided answers to two major research purposes. Multistage sampling technique was employed in selecting 11 secondary schools; 40 teachers; and 127 students. A validated researchers-designed questionnaire with a reliability value of 0.84 was used as the research instrument. The GLOCALISE web repository link https://sites.google.com/view/projectglocalise/home was created for students and teachers' open access. The outcome of this study indicated that unlike the conventional approach, the Glocalise instructional approach provided ease of content retention and empowers students’ cultural orientation in learning STEM by bridging the gap from abstraction to concretisation. Thus, recommending that with Glocalise, the fear and panic for STEM subjects among students could be doused, and the practice of contracting machinery for examination by parents could be easily halted. While also learning sciences in a fun and self-paced way with the GLOCALISE repository. Résumé : Les conséquences de l’échec dans les matières Scientifiques, Technologiques, Techniques et Mathématiques (STEM) ont conduit les élèves et les parents à chercher des raccourcis pour réussir ces matières. Ces échecs ont effectivement eu un impact sur le capital humain du Nigeria Pour trouver une solution à ce bourbier, il faut se poser des questions telles que : l'apprentissage des STEM peut-il passer de la peur à l'amusement? comment les peurs peuvent-elles être transformées en amusement? quelles sont les attentes en matière d'apprentissage ludique? Des plateformes numériques peuvent-elles être mises à disposition pour soutenir l'apprentissage ludique ?Ces questions, entre autres, ont servi de base à cette étude. Une conception de recherche mixte a été utilisée pour examiner la réaction des étudiants et des enseignants en STEM à l'utilisation de l'approche pédagogique contextualisée "Glocalise". Le chercheur a généré et fourni des réponses à deux objectifs majeurs de la recherche. Une technique d'échantillonnage à plusieurs niveaux a été utilisée pour sélectionner 11 écoles secondaires, 40 enseignants et 127 étudiants. Un questionnaire validé conçu par les chercheurs avec une valeur de fiabilité de 0,84 a été utilisé comme instrument de recherche. Le lien du référentiel web GLOCALISE https://sites.google.com/view/projectglocalise/home a été créé pour un accès libre des étudiants et des enseignants. Les résultats de cette étude ont indiqué que contrairement à l'approche conventionnelle, l'approche pédagogique Glocalise facilitait la rétention du contenu et renforçait l'orientation culturelle des étudiants dans l'apprentissage des STEM en comblant le fossé entre l'abstraction et la concrétisation. Ainsi, cette étude recommande que grâce à Glocalise, la peur et la panique pour les matières STEM chez les étudiants pourraient être atténuées, et la pratique de recourir à des moyens détournés pour les examens par les parents pourrait être facilement stoppée. Tout en apprenant également les sciences de manière ludique et autonome avec le référentiel GLOCALISE. Mots-clés : GLOCALISE, Éducation STEM ; Contextualisation ; Apprentissage basé sur l'activité ; Apprentissage par l'investigation ; Résolution de problèmes.

Worldwide, 85% of all children who die are under the age of five. A recent scoping review examining the literature from 2000 to 2021 shows the importance of sustainable integrated preventive child health care for improving child health, enhancing the uptake of preventive child health services, and decreasing health-care costs. In 2022, we organised a stakeholder workshop in Uganda to discuss and contextualise the findings of the scoping review. The workshop took place under the umbrella of the Centre of Excellence for Sustainable Health, a virtual collaborative centre co-hosted by Makerere University in Uganda and Karolinska Institutet in Sweden. The workshop convened multidisciplinary and multisectoral stakeholders, including parents, nurses, paediatricians, nutritionists, village health team members, religious leaders, social workers, teachers, lawyers, health and climate researchers, and representatives from the police, the agricultural sector, the Ministry of Health, the World Health Organization, and other international and national non-governmental organisations, among others. We reflect on the importance of multidisciplinary and multisectoral stakeholder engagement, not only in building bridges between research and practice but also in linking sectors and connecting people for sustainable preventive integrated child health care. Though an important step, this workshop was only a first step; over time, relationships must be nurtured, multisectoral systems built and research and policy closely connected. We hope this workshop will not remain a one-off event but becomes an institutionalised effort that sparks action for sustainable preventive integrated child health care in Kampala and beyond, and sustainable health for all.

This paper discusses the methodology for analysing historical mathematics textbooks. It is shown that the task of analysing mathematics textbooks of other epochs, and even of other cultures, constitutes challenging tasks, which have hitherto been largely ignored. The paper elaborates a broad programme for such analyses, developing it by using the textbook production by a prolific and highly successful French author as the case for showing how to work with this methodological programme. This author is Sylvestre-François Lacroix (1765-1843). Given that no text speaks by itself, the principal new elements introduced here for textbook analysis are categories for a socio-cultural contextualisation of textbook production. For structuring the work of analysing, a three-dimensional grid is proposed for realising such a contextualising. To avoid a schematic application, a number of concretising questions has been added, exploring the text and its context in the respective historical period. The grid and the questions are studied in this case for France, in the revealing period of establishing a public education system, and comparing and contrasting with Germany, and in particular with Prussia.

Presidential or royal pardon is an age-long practice in precolonial Africa as well as in biblical times. This practice has never been without criticisms because of how, and on whom the pardon is granted. The trial of Jesus has been vastly studied within an African theo-interpretive model. However, the demand for the release of Barabbas rather than Jesus has not been adequately studied in a contextual or comparative theo-political manner in Africa. This is the thrust of this article. Using the desktop method, the article argues that presidential pardon granted to convicted criminals who are not allowed to serve judicial punishment is a stimulant for inveterate corruption in the polity. The theoretical argument of this article is that many African political leaders often resort to this kind of pardon that has adversely affected the polity. The significance of this is that this behaviour emboldens political leaders to continue to corrupt the system with dire consequences for the people. [ABSTRACT FROM AUTHOR]

Quality education is an often-heard term that has no single meaning. In this paper, we use the metaphor of mat weaving to structure an exploration of various elements that inform quality education. A warp of literature-derived threads is woven with the weft of practitioners' ideas of quality education to form the mat. These local perspectives were gifted through tok stori, a Melanesian oral form, through a session held at the OCIES 2022 Conference at the Fiji National University. The session brought together frontline educators from diverse Pacific settings to explore the dynamics of quality across contexts 'from the ground up', a seldom investigated direction. The woven discussion includes explorations of tensions between colonial pasts and the present and points to hopeful expectations about the not-yet-here. The resultant mat balances prevalent notions of quality that flow from distant places into Pacific settings with locally derived positional understandings and, in so doing, offers contextual flesh and currency to some of the key concepts valued by regional initiatives. [ABSTRACT FROM AUTHOR]

The emergence of African Christianity from missionary tutelage towards the close of the nineteenth century and early twentieth century raised concerns of syncretism that only eased with arguments of contextualisation in the 1970s. The arguments some missiologists in Southern Africa made, especially about the older Spirit churches (Zion and Apostolic churches) as indigenising agents, almost retired the concept of syncretism in relation to these churches in favour of recognising them as being responsive to their context—hence, agents of contextualisation. The advent of the neo-prophetic movement requires a reconsideration of both the concepts of syncretism and contextualisation of the Christian faith, especially in light of the alleged interaction of some in this movement with ancestral spirits. The article concerns itself with the question: why does the advent of neo-prophetism require a conceptual reconsideration of syncretism and contextualisation and to what end? The search for an answer to this question adopts a qualitative desktop research approach. The study seeks to understand the reasons for the traditional healing (sangoma) prophet phenomenon requiring a reconsideration of the mentioned concepts.

Background: Local evidence is important for contextualized knowledge translation. It can be used to adapt global recommendations, to identify future research priorities and inform local policy decisions. However, there are challenges in identifying local evidence in a systematic, comprehensive, and timely manner. There is limited guidance on how to map local evidence and provide it to users in an accessible and user-friendly way. In this study, we address these issues by describing the methods for the development of a centralized database of health research evidence for Cameroon and its applications for research prioritization and decision making. Methods: We searched 10 electronic health databases and hand-searched the archives of non-indexed African and Cameroonian journals. We screened titles, abstracts, and full texts of peer reviewed journal articles published between 1999 and 2019 in English or French that assess health related outcomes in Cameroonian populations. We extracted relevant study characteristics based on a pre-established guide. We developed a coding scheme or taxonomy of content areas so that local evidence is mapped to corresponding domains and subdomains. Pairs of reviewers coded articles independently and resolved discrepancies by consensus. Moreover, we developed guidance on how to search the database, use search results to create evidence maps and conduct knowledge gap analyses. Results: The Cameroon Health Research and Evidence Database (CAMHRED) is a bilingual centralized online portal of local evidence on health in Cameroon from 1999 onwards. It currently includes 4384 studies categorized into content domains and study characteristics (design, setting, year and language of publication). The database is searchable by keywords or through a guided search. Results including abstracts, relevant study characteristics and bibliographic information are available for users to download. Upon request, guidance on how to optimize search results for applications like evidence maps and knowledge gap analyses is also available. Conclusions: CAMHRED (https://camhred.org/) is a systematic, comprehensive, and centralized resource for local evidence about health in Cameroon. It is freely available to stakeholders and provides an additional resource to support their work at various levels in the research process. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) plays a fundamental role in monitoring applications; however, existing approaches relying on cloud and edge-based IoT data analysis encounter issues such as network delays and high costs, which can adversely impact time-sensitive applications. To address these challenges, this paper proposes an IoT framework called Sazgar IoT. Unlike existing solutions, Sazgar IoT leverages only IoT devices and IoT data analysis approximation techniques to meet the time-bounds of time-sensitive IoT applications. In this framework, the computing resources onboard the IoT devices are utilised to process the data analysis tasks of each time-sensitive IoT application. This eliminates the network delays associated with transferring large volumes of high-velocity IoT data to cloud or edge computers. To ensure that each task meets its application-specific time-bound and accuracy requirements, we employ approximation techniques for the data analysis tasks of time-sensitive IoT applications. These techniques take into account the available computing resources and optimise the processing accordingly. To evaluate the effectiveness of Sazgar IoT, experimental validation has been conducted. The results demonstrate that the framework successfully meets the time-bound and accuracy requirements of the COVID-19 citizen compliance monitoring application by effectively utilising the available IoT devices. The experimental validation further confirms that Sazgar IoT is an efficient and scalable solution for IoT data processing, addressing existing network delay issues for time-sensitive applications and significantly reducing the cost related to cloud and edge computing devices procurement, deployment, and maintenance. [ABSTRACT FROM AUTHOR]

Dietary practices are governed by a mix of ethnographic aspects, such as social, cultural and environmental factors. These aspects need to be taken into consideration during an analysis of food-related queries. Queries are usually ambiguous. It is essential to understand, analyse and refine the queries for better search and retrieval. The work is focused on identifying the explicit, implicit and hidden facets of a query, taking into consideration the context – culinary domain. This article proposes a technique for query understanding, analysis and refinement based on a domain specific knowledge model. Queries are conceptualised by mapping the query term to concepts defined in the model. This allows an understanding of the semantic point of view of a query and an ability to determine the meaning of its terms and their interrelatedness. The knowledge model acts as a backbone providing the context for query understanding, analysis and refinement and outperforms other models, such as Schema.org, BBC Food Ontology and Recipe Ontology. [ABSTRACT FROM AUTHOR]

The present study explored the impacts of a contextualised outdoor science curriculum on what and how elementary students learn when immersed in the local contexts in which natural phenomena occur. We conducted 63 individual interviews with fifth- and sixth-graders (between 10 and 12 years old) living in the inner city of Montréal, Québec province, Canada. These allowed us to identify (1) three categories of impacts on what students learned: evolution of conceptual understanding about living organisms, development of scientific investigation abilities, and evolution of connection to nature, and (2) two categories of impacts on how students learned: a context that encourages deeper learning and a context that promotes engagement. Our results show that impacts on students went beyond learning about living organisms. A strength of our findings is that although the method of data collection did not aim a priori to corroborate the work of other research in the field of outdoor education, it in fact corroborated several results from other research, which is an important step for the development of this field. We also found that some students developed a connection to nature without addressing environmental problems during outdoor activities. [ABSTRACT FROM AUTHOR]

Background: Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods: An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results: The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions: Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

On se propose d’examiner ici la mise en œuvre de l’approche contrastive dans une grammaire pédagogique du français langue étrangère destinée à des apprenants hispanophones, le Manual de gramática francesa de Elena Echeverría Pereda (2006). Abandonnée vers le milieu du XXe siècle dans les grammaires inspirées des méthodes audio-orales d’apprentissage, la perspective contrastive se trouve réintroduite à partir des années 1970 dans des grammaires de FLE, notamment pour hispanophones, en lien avec le développement de la linguistique contrastive au milieu du XXe siècle, dans le cadre du structuralisme américain. Or aucune étude, à ce jour, ne s’est penchée sur le résultat tel qu’il apparaît dans ces grammaires. Celle de Echeverría Pereda présente un intérêt particulier dans la mesure où, pour la première fois, elle fait du contraste avec la langue maternelle un principe structurant. L’approche contrastive sera ici analysée dans ses différentes modalités ; on montrera que la façon dont elle est mise en œuvre participe, au même titre que d’autres éléments structurants de l’ouvrage, à l’élaboration d’une « grammaire espagnole de FLE pour hispanophones » dont l’objectif est manifestement d’établir la plus grande proximité et la plus grande familiarité possible avec les apprenants en ramenant sans cesse l’inconnu à du connu.

Western imperialism and colonialism have tremendously affected the epistemological conception of Africa and Africans. In the same vein, early missionaries did not countenance the cosmologies and lived experiences of the Africans in their interpretation and application of the Bible. On the contrary, they imposed Western epistemologies and theological images on Africa. Although much work has been carried out in these areas, little attention has been devoted to how contextuality, interculturality and decolonisation are exercised in power struggles: the power to define what counts for Africa and Africans as they daily deploy the resources of the Bible. The author argues that contextuality, interculturality and decolonisation are schemes of power relations on the one hand and of owning the Bible on the other, rather than mere methods of biblical hermeneutics in Africa. As schemes of power, they reject imperialist agenda of unequal barter of cultural exchange claimed as civilising the African. Presenting contextuality as a finished product is a violation of the rights of Africans to productively apply the Bible as a text seeking understanding in a different clime from the West; it is also a denial of the reality of interculturality, and thus it ignites the need for decolonisation. By utilising conceptual analysis as a framework, it is argued that these schemes are beyond hermeneutical methods but have the power to resist the suffusing influence of Western theological suffocation in Africa. Contribution: This study argues that contextuality, interculturality and decolonisation are not mere hermeneutical methods for studying the Bible in context; they are instruments of struggle to liberate it from Western epistemological stranglehold.

En République Démocratique du Congo (RDC), La protection pénale de l’enfant qui est l’une des modalités de protection ordinaire de l’enfant, consiste soit en érection en infractions de certains actes de violation de différents droits reconnus à l’enfant ou ceux susceptibles de nuire à son bien-être, soit en l’aggravation de la peine, lorsque les conséquences en sont fort préjudiciables pour l’enfant ou en raison de la qualité de l’auteur. La prise en compte de la qualité de l’auteur des faits répréhensibles par rapport l’enfant victimes (parents ou éducateurs) soulève des difficultés évidentes au regard de l’entourage immédiat de l’enfant, dans la mesure où elle met celui-ci en danger, en l’éloignant peu à peu de son cadre naturel d’épanouissement que sont la famille et l’école. Pour la distribution d’une justice qui tient compte de l’intérêt supérieur de l’enfant, les acteurs chargés de la mise en œuvre de la protection pénale de l’enfant recourent aux modalités alternatives de gestion des atteintes par les parents ou les éducateurs à l’intégrité physique et au patrimoine de l’enfant. D’où la nécessité d’instituer, en RDC, un mécanisme de protection pénale de l’enfant qui reflète la logique et la rationalité de la vie congolaise actuelle et en devenir, étant donné la coexistence de la tradition et de la modernité, en dépit des impératifs de la mondialisation et de la démocratie.

This article focuses on how discrimination cases in general, and multiple and intersectional discrimination cases in specific, are approached by legal practitioners in civil law countries, focusing on three post-socialist countries––Croatia, Macedonia and Slovenia. The article presents empirical findings from semi-structured interviews showing how legal practitioners approach three equality law institutions: shifting of the burden of proof, comparator and contextualisation. The research findings suggest that challenges for multiple and intersectional discrimination claims persist despite the generally well developed legal framework. There is a general reluctance to accept the shifting of the burden of proof, and there is no established understanding or practice of when the burden is shifted, which hints to a nonunified practice. There is an insistence on a comparator, which burdens intersectional discrimination claims. There is a general disregard of the synergistic effects arising in intersectional discrimination cases and a tendency for disjointing intersectional claims. Thus, while the letter of the law may not be an obstacle for multiple and intersectional claims to be fully heard and properly addressed, the legal practice is. [ABSTRACT FROM AUTHOR]

This article employs Stones' (2005) Strong Structuration Theory (SST) to contextualise rural entrepreneurship. Through shadowing a single case study of a woman entrepreneur from rural Sweden, we propose gendered-local agency as operationalisation of active agency in practice. While SST positions active agency as a property of agents, we demonstrate it is as a property that is intertwined with both agents and structure. Simultaneously enabled and constrained, gendered-local agency itself becomes contextualised within gender-related and locality-related rural-specific interplay that modifies, preserves and challenges rural structures. The article contributes to the literature on contextualising entrepreneurship through a structuration lens by signifying gendered-local agency as a manifestation of rural-specific interplay between contexts as environments (out there) and context as constructed (through entrepreneurs). This conceptualisation proposes everyday entrepreneurship as a demonstration of agency in action, thus setting a foundation for exploring entrepreneurship through the context-specific agent-structure interplay in the rural context and others. [ABSTRACT FROM AUTHOR]

Collaboration is a crucial skill for the improvement of educational outcomes in adolescents. Culture affects the way people collaborate to solve problems, share challenges, and make decisions. Yet, there are only a few studies conducted in the African context that investigate local understandings of the concept of collaboration. This article aimed at investigating the concept of collaboration in the East African context and how this resonates with the local culture. The approach used to develop this study is the qualitative comparative method. One of the most relevant results from these analyses is working together or staying together as frequently used definitions of collaboration. The local definition of collaboration underscores a dimension related to being with another person; for the East African population, collaboration can be described as a way of living and facing reality in a community while being accompanied by others. [ABSTRACT FROM AUTHOR]

Currently, an increasing number of governments have adopted question answering systems (QASs) in public service delivery. As some citizens with limited information literacy often express their questions vaguely when interacting with a chatbot, it is necessary to improve the contextual understanding and reasoning ability of government chatbots (G-chatbots). This goal can be achieved through the optimisation of the matching between question, answer and context. By incorporating the Relational Graph Convolutional Networks (R-GCNs) and fuzzy logic, this study proposes a multi-turn dialogue model that introduces a re-question mechanism and a subgraph matching algorithm. The experiment results show that the model can improve the contextual reasoning ability of G-chatbots by about 10% and generate answers in a more explainable way. This study innovatively integrates a question–answer–context matching approach, re-question mechanism into the MTRF-G-chatbot model, reducing barriers to citizens’ access to government services and enhancing contextual reasoning abilities. [ABSTRACT FROM AUTHOR]