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Students' scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students' interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

For much of human history, inequity was taken as a fact of life. However, as reflection on the human condition became more prominent, arguments that some forms of inequity can be ameliorated began to emerge. In this paper, the authors note that "inequity aversion" is a built-in human trait, and they reflect on the fact that, nonetheless, throughout human history, inequity has typically been the norm. In spite of the difficulties inherent to the challenge of making progress toward a less unequal world, the authors argue that progress is nonetheless possible, particularly if those bent on such movement adopt the following five rules of thumb: (1) Pick your battles, (2) articulate a precise doable vision, (3) speak to the collective imagination, (4) avoid virtue signalling, while embracing costly ones, and (5) get comfortable with tragic optimism. The article concludes by focusing on the need for educators to help shape the lenses of the next generation so that, when they view the enormity not only of the number of problems that humans face, but also the scope of each one, they are not overwhelmed either with anger or pessimism.

Paying reparations to Black Americans has long been contentiously debated. This article addresses an unexamined pillar of this debate: the United States has a long-standing social norm that if an individual or community has suffered a harm, it is considered right for the federal government to provide some measure of what we term "reparatory compensation." In discussing this norm and its implications for Black American reparations, we first describe the scale, categories, and interlocking and compounding effects of discriminatory harms by introducing a taxonomy of illustrative racial harms from slavery to the present. We then reveal how the social norm, precedent, and federal programs operate to provide victims with reparatory compensation, reviewing federal programs that offer compensation, such as environmental disasters, market failures, and vaccine injuries. We conclude that the government already has the norm, precedent, expertise, and resources to provide reparations to Black Americans.

Open Educational Resources (OER) and renewable assignments that create OER are closely related and promote access to knowledge, collaboration, and community engagement. Through both, PhD students can contribute to the advancement of open education while enhancing their own learning and professional development. Despite many advantages, OER and renewable assignments are widely underutilized in U.S. institutions of higher education. To enhance nationwide adoption, PhD programs may be an important context for using and creating OER because many PhD students will become faculty members in the future. This survey research collected data from April to December 2022 to explore the prevalence and perceptions of OER and renewable assignments among the 72 PhD programs in the top 100 ranked social work programs in the United States. Thirty of the 72 programs were represented in the sample. Most of the respondents (68%) reported using OER materials in at least one course, with audiovisual and textbooks the most reported type of OER used. In contrast, a few (6%) of the respondents reported their programs used renewable assignments. Lack of knowledge or awareness was the most commonly cited reason for not adopting OER or renewable assignments. Representatives from programs that had adopted OER had higher perceptions of positive student impact from OER use or creation than those from programs that had not adopted OER (Mann Whitney U = 61.0, p = 0.058). Our findings indicate a reasonably widespread adoption of OER as course materials in social work PhD programs in the United States. There is an opportunity for increased adoption of renewable assignments to both create suitable, high quality OER materials for use in social work PhD programs and to train future social work faculty in the logistics of creating and using OER.

This study examined the effects of students' argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students' four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students' argumentation learning, which suggests that teachers can investigate students' standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching.

In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as nonpollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.

Anchor movements rest on the premise that people- and place-based initiatives can be mutually reinforcing. The community development movement, however, has been haunted for years by the people-place dilemma -- the idea that efforts to help people harm efforts to uplift places and vice versa. Most of the literature on the anchor strategy has focused on one horn of the dilemma, namely, the problem that revitalizing a place may lead to rising housing costs that burden and ultimately displace longtime lower-income residents of the neighborhood. In this article, we examine the other horn of the people-place dilemma -- that helping people in disinvested communities may enable them to move elsewhere, leaving behind poorer communities. We examine this issue through a case study of the St. Louis Anchor Action Network (STLAAN), a collaboration of 16 anchor institutions. St. Louis is a classic legacy city that once enjoyed rapid growth but is now characterized by a falling population and high poverty. We document longstanding trends that have drained STLAAN's focus geography of people and resources, as well as more recent growth of an "eds and meds" economy that presents an opportunity to address decades of disinvestment and decline. We document STLAAN's efforts to invest in its focus geography and the people who live there and conclude with research proposals that could help guide anchor initiatives facing similar challenges.

This study comprehensively analyzes the effectiveness of the services provided to disabled people in the Turkish Republic of Northern Cyprus (TRNC) within the legislation framework and the communication barriers experienced by these individuals. The research examines how disability affects individuals' participation in social life and how TRNC legislation limits this participation. While attention is drawn to the communication difficulties faced by disabled people, especially those living in rural areas, it is emphasized that technological innovations and updating existing legislation are of critical importance in solving these problems. The article provides recommendations for education, awareness programs and policy changes to improve services for people with disabilities. This study aims to serve as an essential resource for developing disability policies in TRNC.

Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and post-pandemic era. The purpose of this essay is to highlight changes we made to sustain our EdD program during and post dual pandemics. We achieve this by employing Ginwright's (2022) four pivots and brown's (2017) emergent leadership as a framework and to conceptualize how we transitioned from viewing the events of 2020 as problems to embracing the possibilities they offered for the present and future of our EdD program. Practical implications and recommendations for this work are discussed to offer EdD faculty ways to design, develop, and sustain their doctoral programs in the post-pandemic era.

In summer 2020, Northeastern University developed a fully online curricular pathway for incoming fall first-year undergraduate students who could not learn in residence. This pathway included 18 Global Challenge (GC) courses, each designed around project-based learning (PBL), grounded in a complex problem defined by Northeastern University research faculty, and based on the classes' individual research agendas (e.g., social justice, health, the environment). The GC courses were designed to help students develop key intrapersonal and interpersonal skills as well as academic proficiencies. The GC development team conducted a systematic study of the courses during the first three semesters of their development and implementation. The investigation's guiding question was, "To what extent, and in what ways, can learning experience design, online structure, and facilitation support PBL learning, teamwork, and a sense of connection among students in asynchronous courses?" Data sources included student surveys, instructor reflections, and course observations. Findings highlighted the importance of a learning experience design infrastructure to support PBL challenge development; that design supports for challenge development are necessary, but not sufficient, and an online course architecture that reinforces PBL also needs to be developed; that student attention to course resources needs to be scaffolded within the course and optimized for the online modality; and that a system for instructor mentoring in online PBL pedagogy is important to course success.

The purpose of this article is to contribute to the scholarship of teaching and learning in sociology by examining a set of course redesign improvements made in a Social Problems course at the undergraduate level. These improvements center on increasing students' critical thinking skills by integrating research-based, innovation-driven learning and student-centered strategies into a four-part course assessment redesign. Using a primarily case study approach, we examine quantitative data in the form of an interdisciplinary pre- and post- Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign for this particular course. Results from this analysis highlight the potential of these pedagogical improvements to foster the development of critical thinking skills and as an example of how assessment data can be used to guide further iterations of a course.

Global environmental challenges brought on by over-consumption, limited resources, and climate change will task teacher education programs to prepare teacher candidates with new paradigms in problem-solving, collaboration, and innovation. Skills such as collaborating across cultures and borders, thinking critically and creatively, reflecting on deeply embedded assumptions, and negotiating uncertainty will all be needed to surmount these challenges. EcoJustice education addresses these needs. When combined with critical place-based pedagogies, skills, and attitudes associated with global citizenship may also develop. Four preservice teachers participated in a research trip to Lesvos, Greece, to learn about and aid in the refugee crisis there. Participants documented their experiences via critical reflections and dialogues and analyzed these data. Findings suggest that through engagement in a critical place-based learning experience, preservice teachers challenged conceptions of their role as Americans and shifted towards a more global, EcoJustice consciousness.

Social media serves as a virtual platform for young people to foster community and amplify marginalized voices, allowing them to actively engage with societal issues and take on roles as activists, advocates, and allies. A 2021 study (McDaniel, 2022) on teens revealed diverse literacy practices employed to address social justice, civil unrest, police brutality, state-sanctioned violence, the global pandemic, and other challenges faced by diverse communities. In a comprehensive three-month multi-case study focusing on the online literacies of teens of Color, the author examined how one youth, Tatum, an 18-year-old Black social justice activist, utilized social media for critical literacy practices and civic engagement. This paper emphasizes Tatum's multiliteracy practices and explores the intersection of justice-oriented activism, social media literacies, and youth identity work. The study advocates for the importance of recognizing youth of Color's multiliteracies and how it enriches teachers' pedagogical practices, providing critical insights for educators.

Purpose: This study considers the pedagogical dimensions of an event concept ]that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. "Public social pedagogy" would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent in social pedagogy or citizenship education. The autopsy of the participatory theatrical events provides perspectives for similar artistic interventions.

The recent spike in book challenges has put school libraries at the center of heated political debates. I investigate the relationship between local politics and school library collections using data on books with controversial content from a sample of 6,631 public school libraries. Libraries in conservative areas have fewer titles with LGBTQ, race/racism, or abortion content and more Christian fiction and discontinued Dr. Seuss books. This is true even though most libraries have at least some controversial content. State laws that restrict curricular content are negatively related to access to some LGBTQ and race/racism titles. Finally, I present short-term evidence that book challenges in the 2021-22 school year are associated with decreases in the acquisition of new LGBTQ materials.

The Brazilian Amazon is at the very core of current economic disputes driven by different versions of capitalism, which have determined a history of environmental devastation, and commercial and environmental exploitation. Accordingly, we thought about elaborating a study based on the following research aims: getting to know the environments' social representations and the Environmental Education giving meaning to environmental governance concepts, in the context of Pará State's Amazon. In methodological terms, this research was substantiated by the Theory of Social Representations, based on the ethnographic approach. It counted on the collaboration of 121 teachers trained in Pedagogy who work in municipal public schools in Castanhal City--Pará State. We used questionnaire, focus groups and participatory observation to collect data. Based on the main results, the environment's social representations and the Environmental Education elaborated by teachers provided powerful elements for natures' defense aimed at environmental awareness and citizenship participation in decision-making processes. Due to an adverse environmental scenario--of nature's commercialization and aggressive exploitation--the herein approached representations can help the population to redefine its history and, simultaneously, to set environmental governance processes to preserve the forest and the life of local communities.

Two studies investigated students' critique generation, an elaborated form of content evaluation wherein students identify information selectively, inaccurately, or incompletely presented in text(s) and consider where such selective presentation may stem from. Critique generation, as an important critical reading outcome, was examined here, within the context of students' reasoning about two op-eds, presenting conflicting points of view on a controversial social issue -- whether or not Amazon should replace local libraries. Study 1 catalogued the types of critiques that students generated. Study 2 linked critique generation with both students' conceptions of what the task of critique entails and with students' reports of strategy use, although not with a host of, expected to be relevant, individual difference factors (e.g., need for cognition, media literacy). Both studies found critique generation to be significantly associated with performance on an argumentative writing task. Contributions of these two studies include documenting critique types that may distinctively emerge when students are asked to reason about a controversial social, rather than scientific, issue and identifying learner-reported strategies that constitute promising paths for fostering critique generation in future work.

Under 'post-truth' conditions the generation, circulation and status of knowledge are being transformed, with significant implications for institutional trust, social cohesion and public safety. These conditions raise complex challenges and opportunities within education, which plays a potentially pivotal role in supporting communities to respond in an assertive and critical manner. However, little is currently understood about the way key stakeholders within education position themselves epistemically in relation to post-truth conditions. The purpose of this research was to analyse epistemic aspects of educators' responses to post-truth conditions using a 'social lab' methodology, which is a qualitative, action-oriented approach to studying complex social problems. Analysis of data from the social lab, which involved a variety of education stakeholders, identified four epistemic aims (with associated ideals, processes and actions) to orient an educational response to post-truth conditions. However, overall, epistemic aims lacked precision and contextual specificity. Furthermore, aims were associated with divergent underpinning epistemological commitments, mirroring divergences in literature on the educational implications of post-truth conditions. Teachers may require additional training to enhance epistemic reflexivity and drive more productive and inclusive conversations about post-truth in classrooms, staffrooms and ITE programs. The findings are suggestive of the complex epistemological and institutional dynamics that need to be negotiated in educational responses to post-truth conditions.

When companies take a stance on sociopolitical issues, it is considered corporate social advocacy (CSA). This article examines to what extent perceived corporate motives of engaging in CSA affect consumer skepticism and brand equity. It is one of the few published studies of consumer attitudes toward companies' CSA involvement. An online survey was conducted (N = 375). It provides evidence that consumer assessments of the motives that inspire CSA are similar to the better-researched motives that inspire CSR. The findings imply that companies need to develop a good understanding of the consumers' attributions when engaging in CSA.

This study explores a "design fiction" approach in an educational context by applying it to a third-year industrial design studio class. The "Food Futures" project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design.

Educators, researchers, and institutions have long recognized experiential education's value for fostering ongoing learning and skill development. In recent years, experiential education has gained increased traction in higher education, based on recognized need for graduates to encounter and actively reflect on lived experiences in various disciplines. Yet, much of the research in graduate-level experiential education focuses on discipline-specific opportunities, often within the context of individual programs where students' career outcomes and program pathways are narrowly defined. In this paper, we examine experiential education as interdisciplinary practice. Through qualitative analysis of interviews, focus group, and data from a collaborative program evaluation, we respond to a gap in existing research to examine the perspectives of doctoral students from multiple faculties, programs, and degree types engaged in an interdisciplinary experiential education program. The study's findings contribute to a more robust understanding of the potential for experiential education as interdisciplinary practice, with direct examples of how doctoral students and higher education institutions are moving this work forward in this context. Research implications include examining similar interdisciplinarity in other contexts and reflection related to equity, diversity, inclusion, and Indigenization initiatives. Practice implications include aligning participant and program goals across disciplinary contexts.

Ball State University's (BSU) bold strategic plan, which was drafted in 2019, states that all students will have access to one of four specific High Impact Practices (Immersive Learning, Undergraduate Research, Study Abroad, and Societal Issues) before they graduate. This article documents the key steps that occurred as the Ball State campus worked to meaningfully integrate HIPs into the campus curriculum and culture. It highlights one significant tool--a faculty learning community--and provides testimonials from two faculty members who have been crucial to campus implementation.

To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers undergraduates the chance to learn about issues that transcend the confines of their own discipline through the cross-disciplinary Broader Mind Course (BMC). This study investigates to what extent this 40-hour course may elicit transformative learning (TL) that can significantly trigger changes in students' awareness, perspectives, and behaviour. We gathered and analysed qualitative data (n = 41) to determine: 1) whether indications of emergent TL outcomes as proposed by Hoggan were visible in students' accounts and 2) what structural and interpersonal elements either facilitated or impeded this learning process. Our findings show that activating, creative exercises, productive conflict in group discussions, psychological security, and sufficient time - which is particularly challenging for HEIs - are crucial elements for TL. Therefore, when designing for TL, higher education institutes (HEIs) should carefully consider these four aspects.

This paper adopts a biopower lens to examine emergency declarations that posit race or racism as problems to be addressed through mathematics education. We argue that attending to "slow emergencies" of racism must avoid sustaining mathematics education as a self-evident cause and cure for societal problems. We analyze how declarations of emergency reanimate racializing hierarchies by reordering spaces, temporalities, and subjectivities. To explore these concerns, we compare three race-explicit emergency declarations in US mathematics education during World War II with recent emergency declarations of pandemic-related learning loss, disengagement, and a racial reckoning. We juxtapose past and present to spotlight what we outline as distinct biopolitical working arrangements. The analysis maps how emergency declarations rearrange hopes, fears, diagnostic techniques, and intervention strategies--sometimes inadvertently reracializing students in attesting to damage or demanding redress. Our purpose is to foster deliberation over paradoxes and possibilities of addressing racialization and racism in mathematics education transnationally.

This essay explains that periodic examination of the goals of education is essential for educational institutions to ensure they are adequately preparing students to address the challenges of the present and build a better future. It argues that education is an ethical enterprise, and that clear and shared goals provide education institutions with direction and coherence. Rapid societal changes challenge educational institutions to revisit whether their goals are supporting teaching students so they can develop the necessary knowledge, skills and dispositions to address them. The article discusses three accelerating existential challenges--challenges to human rights, democratic decline, and climate change--and argues that they require schools, universities, and systems to educate students to understand and be able and committed to address them. These three challenges also influence educational institutions, and the development of institutional strategies can help create synergies among functions and processes in schools and universities to help students develop the knowledge, skills, and dispositions that can help understand and mitigate climate change and declines in human rights and democracy.

Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents' global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents' tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents' global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents' tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.

In recent years, new expectations have been placed on universities, demanding academic contributions towards solving large-scale, interdisciplinary challenges. This is in conflict with existing insights from university governance research, which emphasises that scientific communities focus on reproducing disciplinary practices that are unsuitable in addressing societal challenges, because the problems associated with them are usually large-scale, complex and interdisciplinary. In light of this seeming paradox, we revisit the question of how--and on which theoretical grounds--universities may still be able to develop suitable internal governance mechanisms that allow them to address complex societal challenges effectively. Because university leaders are usually unable to coerce individual researchers to address such challenges in their research simply through their bureaucratic powers, we will argue that university leaders can, however, leverage individual researchers' agency to deviate from routine and disciplinary practice by developing novel or legitimising existing interdisciplinary scripts necessary to deal with such societal problems. Specifically, we outline that university managements can create a dual role consisting of the communication of legitimising interdisciplinary research on societal challenges, as well as providing for the necessary degree of interdisciplinary coordination by convening researchers around these topics.

The aim of this research is to explore emotional processes occurring during educational dialogues on civic and social issues (EDCSI) by asking what factors arouse emotions in EDCSI, how do these factors interact, how do they affect the participants, and how this effect can be explained from the perspective of group therapy. EDCSI involves a complex set of emotions at the individual, inter-personal, and group levels that cannot only be explained by already existing frameworks used in educational research. Thirty-three students discussed civic and social issues using digital media in two different settings: a three-day learning seminar for secondary school students and an undergraduate university course. Using a cued retrospective reporting protocol, the students were interviewed and asked to refer to their overall experience in the discussions and to emotional moments they experienced. The analysis of the interviews shows that factors that arouse emotions pertain to the personal, interpersonal, and group dimensions, and often interact with each other. The emotional processes described by the participants were consistent with factors identified in the field of group psychotherapy such as instillation of hope, universality, imitative behaviors, and interpersonal learning. We therefore claim that research about emotional processes in group therapy may contribute to understanding the multi-level emotional processes occurring in EDCSI and that psychotherapy practices may inspire educators in designing and facilitating EDCSI.

The 2017 general comment (GC21) to the United Nations Convention on the Rights of the Child (UNCRC) on children in street situations, provides a framework of legal guidance for governments developing policies aimed at protecting street-connected children and sets up the rationale for more awareness raising and public education to counter negative and deficit attitudes towards street-connectedness. Within this framework, the media has a role to play in either challenging conceptualisations of street-connected children as out-of-place within the public and predominantly adult domain described by urban streets, or in reinforcing ideological constructions of citizenship and normalised notions of childhood that result in negative stereotypes of these children. GC21 recommends that interventions targeted at street-connected children should be ethically responsible -- adopting child rights approaches aimed at using accurate data/evidence that upholds the dignity of children, their personal integrity, and their right to life. As such, these approaches should also extend to how organisations engage with and utilise the media to represent street-connected children. Focusing on media representations of street-connected children during the six pandemic-affected months of February to July 2020, this paper provides a review of the content of the sources to provide an insight into the structural barriers that face street-connected children because of how they are positioned in society, during the pandemic and in general, and the extent to which the media reinforces or counters the rescue or removal narratives that can lead to inappropriate intervention responses.

Today, efforts in WAC/WID to address social issues are gaining traction. Parallel to the shift in WAC/WID is a shift in STEM. Practices in STEM are responding to larger social concerns that include recruiting more diverse populations and improving research in consideration of its value and consequence to various publics. Rather than conceive of STEM as a homogeneous group or as representing narrow interests of progress, the social context of STEM is also gaining traction, though the uptake is slower. STEM instructors often lack the knowledge to incorporate social issues into their curriculum, much less address social change through writing instruction. This article contributes to the social turn in WAC/WID STEM in two ways. First, it examines STEM students' attitudes toward science to find out how they view the social in science since its importance in STEM is increasing, but instruction is lagging. And second, given our results, we suggest grant-writing as one way to facilitate the social into STEM writing pedagogy because of its critical importance as a genre in the field.

Neoliberalism has been the hegemonic ideology that has fundamentally transformed planning over the last four decades. Neoliberalism has significantly restructured pre-existing organisations, such as universities that were initially expanded during the period of industrial capitalism. From Foucault's perspective, universities work as components of the dominant control apparatus to subjectively normalise people to docile bodies in the capitalist society. In planning schools, new planning students are introduced to the discipline and its values, norms, knowledge, and practices. This article explores how neoliberalism has changed planning education and subsequently practice in favour of the market operation by detaching planning from its intellectual and theoretical context, and used planning as its scapegoat to conceal its failures. Following the Global Financial Crisis (GFC) in 2008 and the global pandemic of COVID-19, several thinkers, economists and politicians have declared that 'neoliberalism is dead' and pointed to the necessity of a new doctrine to address the adverse side effects of neoliberalism that include social inequality and climate change. Planning was initially developed to address the environmental issues and social inequality that resulted from industrial capitalism. This article suggests that planning education should traverse neoliberalism by retrieving its critical and theoretical knowledge to redefine its role in the post-neoliberal era.

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

Purpose: Several studies uncover how the period leading up to the 2016 election and the Trump administration affected college students, in particular those targeted by the rhetoric and policies in this tense sociopolitical environment. This article builds on this scholarship and examines how the broader sociopolitical context shaped how targeted and nontargeted students perceived and experienced the campus climate. Research Methods/Approach: We interviewed 21 students who had taken a higher-education course at one institution to gather their perspectives of campus climate. Students commonly referenced undocumented students and students of color as directly affected by policies and rhetoric during this time. We subsequently considered self-identified students of color and undocumented students as belonging to targeted groups and those who did not as nontargeted. Findings: Students described how the sociopolitical climate between 2016 and 2018 directly and indirectly influenced campus climate based on their perceptions and experiences. Students shared how discourse toward minoritized communities increased overt marginalization in the United States and on campuses. Immigration policies were frequently mentioned as impactful, and nontargeted students expressed major concerns for their targeted peers and family members. A few students also described how the polarized sociopolitical climate outside the university created divisions among students. Implications: Institutions should seek ways to ameliorate concerns and tensions students may feel as a result of challenging sociopolitical and campus climates. In addition to supporting students from targeted communities, institutions should provide opportunities for nontargeted students to learn more about issues affecting targeted communities.

Despite reports of increasing levels of climate change related distress, there remains limited evidence regarding effective interventions for individuals and communities. The current study aims to contribute to this discussion by presenting opinions from study participants who self-identified as having a professional interest in climate anxiety. An international interdisciplinary survey was conducted, with qualitative and quantitative responses from 230 participants, from a range of professional backgrounds, including a range of mental health practitioners, along with climate activists, artists, educators, academics and scientists and others interested in the climate anxiety space. A wide range of potential components of climate anxiety interventions were suggested by participants, including supporting people to connect with others and nature, emotional validation in a group setting, and moving toward climate action. Reflexive thematic analysis of qualitative data resulted in five themes: 'Climate anxiety is a healthy response to the current situation', 'Climate anxiety will continue to increase until there is climate action', 'Climate anxiety interventions should be individualised', 'Climate anxiety interventions need to include the community and societal level' and 'Climate-aware practitioners are required'. These themes provide a significant contribution to the discourse on climate anxiety interventions. They emphasize the need for an understanding of climate anxiety as a legitimate response to the current situation and the imperative of community and society levels being included in intervention strategies. Results from this study provide insights from diverse perspectives to provide valuable guidance for future research and practice in the development of effective interventions for climate anxiety.

Background: Engineers are professionally obligated to protect the safety and well-being of the public impacted by the technologies they design and maintain. In an increasingly complex sociotechnical world, engineering educators and professional institutions have a duty to train engineers in these responsibilities. Purpose/Hypothesis: This article asks, where are engineers trained in their public welfare responsibilities, and how effective is this training? We argue that engineers trained in public welfare responsibilities, especially within engineering education, will demonstrate greater understanding of their duty to recognize and respond to public welfare concerns. We expect training in formal engineering classes to be more broadly impactful than training in contexts like work or professional societies. Data/Methods: We analyze unique survey data from a representative sample of US practicing engineers using descriptive and regression techniques. Results: Consistent with expectations, engineers who received public welfare responsibility training in engineering classes are more likely than other engineers to understand their responsibilities to protect public health and safety and problem-solve collectively, to recognize the importance of social consequences and ethical responsibilities in their own jobs, to have noticed ethical issues in their workplace, and to have taken action about an issue that concerned them. Training through other parts of college, workplaces, or professional societies has comparatively little impact. Concerningly, nearly a third of engineers reported never being trained in public welfare responsibilities. Conclusion: These results suggest that training in engineering education can shape engineers' long-term understanding of their public welfare responsibilities. They underscore the need for these responsibilities to be taught as a core, non-negotiable part of engineering education.

How do people come to opposite causal judgments about societal problems, such as whether a public health policy reduced COVID-19 cases? The current research tests an understudied cognitive mechanism in which people may agree about what "actually" happened (e.g., that a public health policy was implemented and COVID-19 cases declined), but can be made to disagree about the counterfactual, or what "would have" happened otherwise (e.g., whether COVID-19 cases would have declined naturally without intervention) via comparison cases. Across two preregistered studies (total N = 480), participants reasoned about the implementation of a public policy that was followed by an immediate decline in novel virus cases. Study 1 shows that people's judgments about the causal impact of the policy could be pushed in opposite directions by emphasizing comparison cases that imply different counterfactual outcomes. Study 2 finds that people recognize they can use such information to influence others. Specifically, in service of persuading others to support or reject a public health policy, people systematically showed comparison cases implying the counterfactual outcome that aligned with their position. These findings were robust across samples of U.S. college students and politically and socioeconomically diverse U.S. adults. Together, these studies suggest that implied counterfactuals are a powerful tool that individuals can use to manufacture others' causal judgments and warrant further investigation as a mechanism contributing to belief polarization.

The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID-19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical frameworks and methodological approaches.

Digital pedagogy demands a critical approach to address challenges from technological inequalities, global crises like COVID-19, and the ethical and social implications of digital society. Higher Education (HE) must develop practices prioritizing critical literacy and consciousness. Critical Digital Pedagogy (CDP) emerges as a crucial framework for navigating these challenges and opportunities This literature review analyzes 40 studies to explore how CDP reshapes HE practices, emancipating students and teachers as critical, reflexive agents concerning the digital environment's ethical, social, cultural, and political dimensions. It addresses three key research questions: (1) How does CDP, applied to teaching praxis, promote projects and methodologies that emancipate students as critical and reflective agents? (2) What educational principles within CDP enable the development of critical digital literacy among HE students? (3) How does CDP influence the construction of critical awareness within the HE community? The review highlights the importance of critical digital literacy in enhancing analytical skills, fostering critical data comprehension, and promoting digital inclusion. It advocates for transformative changes in educational practices and the adoption of innovative, technology-based methodologies that foster critical consciousness. Finally, the article proposes six CDP-based actions for HE, addressing themes like emotional support, digital ethics, and digital activism.

There has recently been a growing interest in social justice language education, with the goal of challenging entrenched social, cultural and economic hierarchies within educational institutions and the society at large. Contributing to this line of research, the present study focused on an online conversation club that aimed to develop EFL learners' communicative skills and critical literacy through the discussion of social justice issues which have traditionally been deemed 'taboo' and 'controversial'. Data were collected online via demographic information survey, the recordings of the conversation club sessions, facilitator's field notes and reflective journals, and student interviews. The results revealed several discursive moves adopted by EFL learners, which mostly revolved around that's "our responsibility vs others" in relation to environmental issues; and "that's the government's-job" when it comes to themes related to immigration. The findings illustrated the potential of social justice-oriented conversation clubs to foster diverse perspectives and authentic conversation in language classrooms, and to cultivate EFL learners' critical literacy. The study provides insights into how language educators can integrate social justice issues into the language curriculum in ways that help language learners question their already-existing beliefs and take action for a socially just world.

Does political ideology affect how students judge situations? Although students who are liberal or conservative might both show political bias, they differ in their views of how the world works. This experiment conducted with 739 students manipulates ideology in a scenario about a student government regulating a biased student newspaper. Results showed symmetry in some but not all items, suggesting that bias may have different causal mechanisms depending on ideology.

The story of American superheroes cannot be told without the publisher DC and its evolving audience. During the latter 1930s and early 1940s, DC Comics assembled a catalog of superheroes that became the archetype of the genre itself: Superman, Wonder Woman, and Batman. As DC Comics' audience and market grew throughout the decades, the company's understanding of its readership expanded to include readers of color. Originally conceived as DC Zoom in 2018, the imprint was meant to create superhero narratives written for young audiences. In 2020, DC Zoom reorganized and bifurcated its products into two streams: DC Graphic Novels for Kids and DC Graphic Novels for Young Adults. The former is geared toward upper elementary students, while the latter is geared toward middle and high school audiences. The DC Graphic Novels for Kids imprint redresses the original narrative exclusion of DC Comics by centering new, young heroes of color alongside white superheroes. Importantly, these younger heroes of color are written by comic writers of color, which marks a departure from the historical origins of some of the most popular superheroes of color. In this article, the authors construct a critical race content analysis of DC Graphic Novels for Kids that feature characters of color to engage in that inquiry. Tensions and changes within superhero comic books frequently mirror larger sociopolitical shifts in the United States. Similar to reading children's literature, the consumption and engagement with graphic novels cannot be severed from the sociopolitical contexts in which such actions take place. This tradition of engagement continues to the modern day with DC Comics. A tension exists between narratives that ignore discussions of race and racism and literary moves that work as racialized characterization.