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Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple European-level interventions have engendered shifts in the conceptual understanding and orientation of initial teacher education programmes across numerous contexts within Europe. The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo, the youngest country in Europe, in the context of European frameworks as an impetus for transition. This qualitative research is a part of a broader study that involves analysing study programmes, conducting interviews with teacher educators and management staff, and holding focus groups with student-teachers. The goal is to explore the path of contextualizing European-inspired programme reforms in more detail. The findings show that Kosovo is shifting to a competence-based approach to align with EU integration, incorporating European principles for programme improvement. However, the study reveals a notable focus on maintaining programmes' tradition. This leads to tensions and contradictions regarding programme tradition, EU integration goals, and actual implementation.The results provide valuable insights into the significance of educational context and the tacit knowledge of teacher educators and other stakeholders during programme reforms within the context of European initiatives.

This critical interpretive paper deploys Walter Mignolo's geopolitics of knowledge concept to examine higher education internationalisation in Kazakhstan. Amidst growing concerns about economic and environmental sustainability, elitism and cognitive justice, among other critical issues, internationalisation remains a vital government policy. By tracing Kazakhstan's development since independence from the Soviet Union and focusing on key higher education development policy frameworks, the paper argues and illustrates that: (1) the internationalisation of higher education in Kazakhstan promotes a specific representation of the world that is considered universal and modern; (2) the internationalisation of higher education in Kazakhstan illustrates the existing hierarchical global higher education system that is dominated by the West as centres of knowledge and learning while allocating other countries peripheral roles; and (3) the geopolitics of knowledge concept enables the reading of higher education internationalisation beyond what is knowledge to who, why and where knowledge is produced. The data for this paper came from a qualitative study that involved 15 semi-structured interviews with graduates who studied abroad at Western universities through the government-sponsored Bolashak Scholarship. Three focus group sessions with 21 graduate students at Nazarbayev University complemented the interviews. The qualitative data suggest that Mignolo's geopolitics of knowledge offers a close-to-perfect description of the internationalisation of higher education in Kazakhstan. The conclusion drawn from this post-Soviet study is the universalisation of Western knowledge as nations utilise it for meaningful development, despite decolonial and cognitive justice concerns.

Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under-represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under-represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research-practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production.

In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and "explaining" how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy.

In this paper, the authors utilize critical reflection and autobiographical narratives as a pedagogical tool for aspiring school leaders to examine beliefs and assumptions on equity and social justice in an educational leadership preparation program. Comparative themes related to their developing social justice and equity orientations included: (a)Understanding heritage and lived experience in relation to inequity and injustice, (b) Positionality awareness as a meaning making tool for leadership development, and (c) Praxis: Aspiration for action in one's leadership role. Incorporating pedagogical tools that engage in difficult conversations with the self and the world has the potential to provided avenues for students to become active interpreters of their past histories, current aspirations and heighten their capacity to be active agents of justice.

This paper advocates for the integration of the 'sociological imagination', as proposed by the sociologist C. Wright Mills, into pedagogical practices to foster inclusive and democratic classrooms. Departing from narrow evidence-based approaches, it explores how the sociological imagination connects personal experiences with broader societal structures, enhancing critical thinking and social awareness among students. Practical strategies for implementation across diverse subjects are discussed, emphasising its potential to empower school-age students as agents of social change amidst contemporary challenges.

In 2018 a new, more inclusive concept, of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. This paper examines how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues, who are the largest ethnic minority group in Vojvodina, Serbia. To consider the possible impact this change has on both kindergarten pedagogues and children the research aims were to explore, and to increase scholarly awareness of, potential issues Hungarian ethnic kindergarten pedagogues are facing in their understanding of the new approach. Narratives from Hungarian kindergarten pedagogues who were working with preschool age children were collected. To illuminate different understandings, we propose to apply dialogical self, "I" positions and intersectionality as a fruitful approach for analysing personal and cultural positioning. Findings show uncertainty, resistance, and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. It was demonstrated that in the professional context, the interactions between different selves, and intersection between different cultures contribute to different positions, and storylines, cumulatively resulting in new "we" and "they" positioning. Our recommendation is that further opportunities need to be developed to advance the kindergarten pedagogues' competencies how to deal with change.

This paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure.

This paper highlights the transformative potential of place-based community organizing as a theory and practice of progressive social change and as a critical approach to the social purpose of community engagement in Higher Education Institutions. The aim is to expose power asymmetries and civic renewal "from below" through a focus on community engaged learning, specifically community organizing on the curriculum for geography undergraduates. The empirical focus is an English university, but the issues and observations are widespread. Around the world, students are coping with disruptions following a global pandemic, austerity, and loss of trust in local democracy -- participating in climate emergency and racial justice movements. This paper advances community organising and community engaged learning as a mutually co-constitutive challenge to conventional notions of the student as a passive consumer of recruitment, learning, and individualised notions of civic responsibility. Methods of community organising are based on the theory that if you want change, you need power: change ultimately traces a motivational journey from anger to agitation and action. Empirical vignettes explore the transformative role of emotionally stirring "political theatre" and direct action, while exposing tensions that arise due to the transitory status of students in place and time.

This paper explores the British art patronage scheme "Pictures for Schools," which sold affordable works of art to educational buyers at annual exhibitions between 1947 and 1969, focusing on the work of "Pictures for Schools" founder and organiser Nan Youngman (1906-1995) as an artist, educationalist and activist. It shows that, while social and cultural changes in post-war Britain around the development of the welfare state provided a receptive environment for "Pictures for Schools," it was largely driven by Youngman's personal convictions and experiences. This paper traces the ideological motivations behind "Pictures for Schools" to the interwar period, exploring Youngman's involvement in two progressive organisations, the Artists' International Association (AIA) and the Society for Education through Art (SEA), which enabled her to campaign for progressive art and education. In doing so, it positions "Pictures for Schools" as a socially engaged intervention into the post-war education system in England and society.

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.

An increasingly complex and demanding research landscape has seen university libraries rapidly evolve their services. While research data management, bibliometrics, and research impact services have predominantly featured in the literature to date, the full scope of support libraries are currently providing to their institutions is unknown. This paper aims to present an up-to-date view of the scope and extent of research support services by university libraries across Australia and Aotearoa New Zealand. A coding process analyzed content data from university library websites. Eleven research support areas were identified. Service delivery is split between synchronous and asynchronous modes. This paper describes a lived experience of an evidence-based library and information practice approach to improving research support services at two Australian university libraries, and while it highlights continued maturation of research support services, more research is needed to better understand influences on service development.

This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.

This paper examines how the Durkheimian approach to the 'ideal' delineates a possible way of straddling the dilemma between the normative orientation of 'powerful knowledge' accounts and the critical orientation of 'knowledge of the powerful' accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of 'elementary form' is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim's writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.

Purpose: In Denmark, there has been, over decades, an intensified political focus on how humanities research and doctoral education contribute to society. In this vein, the notion of impact has become a central part of the academic language, often associated with terms like use, effects and outputs, stemming from neoliberal ideologies. The purpose of this paper is to explore how humanities academics are living with the impact agenda, as both experienced researchers and as doctoral supervisors educating the next generation of researchers in this post-pandemic era. Specifically, the authors are interested in the supervisor-researcher relationship, that is, the relationship between how the supervisors navigate the impact agenda as researchers and then the way they tell their doctoral students to do likewise. Design/methodology/approach: The authors have studied how the impact agenda is accommodated by humanities academics through a series of qualitative interviews with humanities researchers and humanities PhD supervisors, encompassing questions of how they are living with the expectation of impact and how it is embedded in their university and departmental context. Findings: The study shows that there is no link between how the supervisors navigate the impact agenda in relation to their own research work and then the way they tell their doctoral students to approach it. Within the space of their own research, the supervisors engage in resistance practices towards the impact agenda in terms of minimal compliance, rejection or resignation, whereas in the space of supervision, the impact agenda is re-inscribed to embody other understandings. The supervisors want to protect their students from this agenda, especially in the knowledge that many of them are not going to stay in academia due to limited researcher career possibilities. Furthermore, the paper reveals a new understanding of the impact agenda as having a relational quality, and in two ways. One is through a positional struggle, the reshaping of power relations, between universities (or academics) and society (or the state and the market); the other is as a phenomenon very much lived among academics themselves, including between supervisors and their doctoral students within the institutional context. Originality/value: This study opens up the impact agenda, showing what it means to be a humanities academic living with the effects of the impact agenda and trying to navigate this. The study is mapping and tracking out the many different meanings and variations of impact in all its volatility for academics concerned about it. In current, post-pandemic times, when manifold expectations are directed towards research and doctoral education, it is important to know more about how these expectations affect and are dealt with by those who are expected to commit to them.

This study examines the contribution of university educators toward prefiguratively creating tomorrow today in the higher education classroom. Educators often teach for peace and social justice through a variety of normative pedagogical frameworks. Yet, this linkage of pedagogy and prefigurative politics in university classrooms is frequently under-examined. Moreover, such research has not yet been conducted within the context of Korea. Hence, this paper investigates -- through a qualitative case study methodology -- the varied approaches to pedagogy for social change in Korean universities today, including but not limited to: (a) democratic pedagogy, (b) critical pedagogy, (c) peace and social justice pedagogy, and (d) decolonial pedagogy. The paper examines these intersectional pedagogies through the lens of prefigurative politics, which is understood as a form of praxis that attempts to (re)construct through education a more just society. Findings indicate challenges and opportunities that Korean university educators face today in teaching for social change in higher education classrooms.

When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.

Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods: The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups. Findings: A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions: The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.

In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and "realize" better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements' civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.

This paper narrates the concept of Sustainable Peace Leadership and examines how three prominent Peace Activists from South and Southeast Asia measure up to the concept. The article will consider the works and ideas of Mohandas K. Gandhi (Mahatma Gandhi), Lhamo Thondup (The 14th Dalai Lama), and Nguyen Xuan Bao (Thich Nhat Hanh). Mahatma Gandhi was instrumental in achieving Indian independence from the British Empire. The Dalai Lama is the spiritual leader of the Tibetan people and has managed a difficult relationship with the Chinese government following the occupation of Tibet. Thich Nhat Hanh was a Vietnamese Buddhist monk, peace activist and is known as the 'father of mindfulness'. The paper identified several characteristics of Peace Leaders. These include being a charismatic leader who motivates their followers to achieve their goals in a non-violent and inclusive manner. Peace leaders meditate and spend time developing inner peace which then leads to outer peace. The paper also asserts that peace leaders are capable of recognizing the humanity in their opponents and seek a mutually beneficial solution. The three chosen individuals are all recognised as being charismatic leaders who were prominent peace leaders. All were deeply spiritual and practiced meditation and other inner work on a regular basis. They stressed the humanity in their opponents, based on their religious beliefs and the concepts of non-duality and interdependence.

Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university's capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present's past, the present's future, the future's present and the future's future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.

Higher education consists of a wide array of education programs, some of which closely involve both domestic politics and issues that transcend national boundaries. This paper explores a controversial and highly contested higher education program that is shaped by a post-conflict affected context and transnational politics. Based on the case study of a new Vietnamese language studies program in Cambodia, the paper demonstrates that when post-conflict education and transnational politics intersect with one another in many ways, post-war higher education reconstruction becomes a platform where stakeholders such as youths and national and international governments contest and negotiate influence and change. By critically examining the relations between educational phenomena and historical, national, and geopolitical dynamics in a post-conflict environment, the paper discusses key factors of higher education reconstruction in the aftermath of social upheavals and mass atrocities. It also offers a fresh perspective on the multifaceted dynamics of a higher education program which involves public protests, state intervention, transnational disputes, and inter-state relations.

This paper seeks to extend discussion on teachers' leadership within International Baccalaureate schools in Poland. Background for the discussions on leadership in Polish context of education is the term Homo Sovieticus [in English: Soviet Man], a notion associated with sarcastic and critical reference to an average conformist person living in the Soviet Union or in other countries of the Eastern Bloc in Europe, a spineless person who lacks any "bottom up" initiative. In the paper, it is claimed that teachers' limited leadership in a centrally steered system of teacher training in Poland, demonstrates features of leadership developed according to the Homo Sovieticus model of the citizen. Strong emphasis onto leadership within international culture do not let Homo Sovieticus features and behaviors to develop. In this understanding, international schools with strong emphasis on leadership in Polish post-soviet educational landscape creates path of evolution from stereotypical perception of teachers as passive "Homo Sovieticus" to leader within school curriculum.

This paper uses speculative methods as a way of imagining futures for higher education in open, non-predictive ways. The complexity and 'unknowability' of the highly technologised, environmentally damaged and politically degraded futures we seem to be facing can mean that our conversations about the future of higher education have a tendency to spiral too quickly into dystopianism and hopelessness. Speculative methods can help open up new kinds of conversation capable of supporting active and fundamental hope. Working within a postqualitative framework, we argue that such approaches support the collaborative imagining of multiple alternatives, and represent a way of advocating for those that are preferable. The paper presents a series of speculative scenarios and microfictions focusing on worlds ruptured by climate change, artificial intelligence, revolution and the technological enhancement of humans, connecting each of these to current critical research focused on climate crisis, 'big tech', rising global injustice and 'big pharma'. It emphasises the vital contribution and place of higher education within such futures, and advocates for speculative methods as an approach to maintaining hope.

This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

Drawing on feminist and critical theories of politics and emotions, this paper attends to the hegemony of Social Emotional Learning (SEL) for multiply-marginalized students and explores what exemplary Young Adult (YA) novels can teach scholars, educators, and students about the productive use of anger in the face of injustice. Two acclaimed young adult novels are examined using Critical Content Analysis to illustrate the potential for using such books to critically discuss what anger "does" in the face of injustice related to race and gender.

Social entrepreneurship practices integrate aspects from the private, public, and non-profit sectors into a cohesive practice. This paper advocates for the integration of human resource development (HRD) research and practices into social entrepreneurship initiatives to drive progress and build effective organizations committed to positive social change and value creation. By exploring HRD insights on ethical organizational strategies, initiatives for workforce development, and their impact on employee engagement and attitudes, we contend that HRD professionals can significantly contribute to the success of social entrepreneurship.

The high incarceration rate and systemic racism in the United States, along with entrenched social barriers, highlight the need for creative solutions to help formerly incarcerated individuals (FIIs) reintegrate successfully. This paper highlights social entrepreneurial ventures (SEVs) as powerful agents of social change, underscoring the significance of holistic approaches in successful reentry and transformation of FIIs. We delve into the potential of SEVs as catalysts for social justice within the critical HRD (CHRD) framework, examining SEV's role in advancing learning, challenging power dynamics, empowering marginalized communities, and propelling grassroots-led social change. In doing so, we also emphasize the significance of experiential learning and dialog in cultivating collective knowledge and action within these social movements. We analyze the structural, organizational, and individual factors that demonstrate how HRD and social entrepreneurship complement and broaden modes of engagement. Ultimately, we highlight the promising synergy between SEVs and the CHRD perspective, presenting a transformative approach for both HRD scholars and practitioners and argue that by embracing the values of empowerment, equity, and social justice, HRD can play a pivotal role in fostering more inclusive, equitable, and empowering organizational landscapes.

This paper undertakes a critical analysis of a planned change, the Safe Learning Model (SLM), devised over time by Concern Worldwide, and implemented in 100 primary or elementary schools in a rural district of Sierra Leone. We situate the documentation pertaining to the SLM (micro) within its wider national (meso) and international (macro) context of influential policy texts. We undertake a mixed methods analysis of these macro, meso and micro documents, interrogated through the prism of various change paradigms (scientific management, progressivism, critical theory, teacher professionalism and social movement) and in doing establish where these various document clusters, their explicit and implicit influences, may be located along the arc of change paradigms, thus surfacing their ideological assumptions, intent and influences. The paper concludes that in seeking to improve the quality of teaching, learning, and living in this instance, scientific management casts long shadows. The power, perspectives and financial influence of international agencies dominate change discourses whereby 'learning crises' require urgent responses in the form of testing and measuring that prevail over more expansive pedagogical capacity building. Consequently, perpetuating a 'weighing the pig' mindset downplays or ignores the ecology of teaching and learning, particularly the centrality of teachers, as professionals and role models, more likely to be compliant than transformative.