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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.

This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and informal to address racial conflict. The paper concludes with a discussion of the findings, specifically highlighting that relying on HESA professionals' dispositions is an insufficient way to address racial conflict and that more institutional support is necessary to train racially responsive HESA professionals.

The war in Ukraine has opened a Pandora's Box of internationalization concerns that, heretofore, took a backseat to concerns with the effectiveness and sustainability of the field. In analyzing the impact of the war on international higher education, scholars offered various assessments of the conflict's effects, especially in the combatant countries and post-Soviet Eurasia: e.g., the disruption of organizational forms and methods of internationalization in Ukraine, the forced relocation of international students and faculty, and the creation of special programs to accommodate transferring international students from Russian and Ukrainian universities. Each of these assessments catches aspects of the emerging reality. Yet, they miss a crucial change that the war has triggered: ideational change regarding the rationales, norms, and values that underpin internationalization and shape the behavior of states and other related actors. Through this work, I advance this line of inquiry and examine its problematic implications for policy and practice.

This qualitative study explores the self-conceptualisation of higher education projects (HEPs) relocated out of Russia or created in exile by Russian emigrants after the Russian invasion of Ukraine in 2022. Drawing on semi-structured interviews, analysed by thematic analysis, and discourse analysis of projects' promo-materials, this paper explores how HEPs formulate their goals and aims concerning the conflict zone--their homeland. The research argues that these projects manage to overcome 'exiled consciousness' and appear as a hope-making practice. However, aiming to preserve the relocated academic heritage, HEPs limit their self-reconceptualisation, i.e., further reflection on the continuity of their practice. Along with presenting current narratives, the study suggests further directions for exploration of the imagined future and its materialisation mechanism through educational means in the context of a political and humanitarian crisis, along with the way the international education landscape is being reshaped in it.

The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance.

This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroglu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher identity (LTI) amidst the complexities of the teaching practice. The article begins by contextualising the study, presenting an overview of the ELT national curriculum and how this is reflected in the practicum. Next, an exploration of LTI and how dilemmas can serve as tools for reconciling this identity will be drawn. Lastly, findings and conclusions will be presented. This study suggests that a locally responsive ELT pedagogy could empower PSTs to better navigate and transform challenges into valuable learning-to-teach opportunities. Accordingly, caring emerged as a tool for PSTs to better navigate political dilemmas in underprivileged contexts. By integrating contextual knowledge into curricula, PSTs could align their language teaching identities with specific needs, enhancing student engagement, motivation, and success in diverse educational settings.

Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students' attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

In the spring of 2022, we (a teacher-educator from the USA and a Kachin graduate research assistant) interviewed 14 participants from Myanmar who were engaging in an unprecedented educational re-imagining during the Spring Revolution following the 2021 military coup that gripped the county. Three preliminary findings of our study focus on creativity in crisis in higher education, which we categorized as actors, actions, and procedures, or who, what, and how. 'Who' refers to actors and their creativity in forming new alliances among inter-ethnic and inter-generational educators and activists to remake education. 'What' refers to creativity in content in addressing inequity and 'fake history' in the national curriculum. 'How' addresses creativity in the delivery of education in the midst of extreme challenges and opposition. This look into the way crises can lead to creativity in education, with a focus on higher education, presents a unique opportunity to witness how grassroots actors in Myanmar are seeking to transform higher education in a 'radical bureaucratic overhaul,' as one participant put it, making it more inclusive, critical, and just.

The transformation of higher education provision by neoliberal values has been well documented. However, recent criticisms and even attacks upon higher education indicate a new politics extending beyond neoliberalism. This article draws on the sociology of conventions to unpick the distinctions at work in these new criticisms of universities. By distinguishing between values based in the market world, industrial world and civic world, we elaborate the political basis of recent value controversies around higher education (HE), reflected in policy and rhetoric. Looking to reject aspects of the neoliberal HE model, some critics have sought to revalue higher education upon productivist values, attacking universities for failing to generate 'use' value for students and society. Populist actors have launched stronger criticisms, aiming to revalue higher education on nationalistic and traditional values. This has generated the devaluation of higher education in national public spheres. As higher education has expanded globally, this new politics emerges from conflicts within and between conservative and liberal elites. Trends in Hungary and Brazil indicate the successes and failures of populist attacks on universities. Trends in the United Kingdom and Australia reflect productivist revaluations of market-based HE. Elite revaluation and devaluation is producing an emerging new global politics of HE.

In recent years an uneasy peace has descended in U.S. academe between those who feel research universities have done too little to advance the representation of minority groups and women and those who feel that the administrative policies developed to improve representation can and sometimes do come into conflict with core intellectual commitments of universities. Using quantitative and qualitative evidence from interviews with 47 natural sciences, engineering, and mathematics faculty members at a U.S. research university, the paper examines the background characteristics of three sets of protagonists -- academic progressives, academic traditionalists, and those whose views bridge the divide -- and the way respondents discussed and justified their viewpoints. The paper draws on the theory of strategic action fields to illuminate the structure and dynamics of the conflict and suggests modifications to the theory that would improve its explanatory power for this case.

Extant literature has provided information about the conflict in Nigerian universities; however, there is a dearth of studies that specifically look into the causes and effects of conflict between academic staff and non-teaching staff. Against this backdrop, this study uses explanatory sequential mixed method design lenses to appraise the causes and effects of conflict between the two groups. Based on a population of 5487, comprising academic and non-teaching staff members of two selected universities in Nigeria, this study adopts a multistage sampling technique. In the first stage, Obafemi Awolowo University, Ile-Ife, and Olabisi Onabanjo University, Ago-Iwoye, were purposively selected from the strata of federal and state universities. The two universities have been experiencing conflict since their establishment. In the second stage, the Taro Yamane formula was used to obtain responses from 372 respondents. A proportion-to-size technique was utilised to prepare and administer questionnaires to respondents. Key informant interviews were also organised for 24 purposively selected interviewees. The interviewees included two executive members of the Academic Staff Union of Universities, two executive members of the Non-Academic Staff Union of Universities, four academic staff and four non-academic staff from each of the two universities. The quantitative data collected were analysed, using descriptive statistics, while the qualitative data gathered were subjected to a content analysis. The study revealed that factors like communication gap, poor human relations and differences in perception of duties are capable of causing conflict between the two groups. This conflict has adverse effects on the environments of the two universities.

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms 'conflict', 'independence', 'dialogue', 'collaboration' and 'integration' were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more 'independence' than 'dialogue' between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict-affected societies. However, its success is dependent on teachers taking risks to challenge entrenched 'us versus them' views of history. How does a student teacher in Northern Ireland grapple with risk-taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity-based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

Background: Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project-based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy. Purpose: This study delves into first-year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course. Methods: Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict. Findings: At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict. Conclusions: Our study underscores the intertwined nature of psychological safety and conflict in shaping the first-year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts.

Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.

Implicit prejudice can be simply understood as any negative feelings or beliefs people hold towards a particular outgroup without being aware of it. One such form is microaggression, which can be defined as everyday verbal or nonverbal subtle, unconscious putdowns, slights, or negative remarks towards members of an outgroup. One of the most common and harmful forms is gender-based microaggression. Gender microaggression is defined as subtle, unconscious, everyday putdowns, slights, remarks, or insults, whether intentional or unintentional, directed at a particular gender, notably women. Despite a plethora of literature and research on gender microaggression, the focus has predominantly been on understanding microaggressions faced by women in various domains, largely neglecting the experiences of men as victims of microaggression. One such overlooked experience is that of Afghan male students studying in universities in Delhi. Each year, thousands of students from Afghanistan travel to Delhi to pursue higher education, often unaware of the prejudices they may encounter due to associations with terms like 'terrorism' or 'terrorist.' Therefore, this paper aims to understand and study the microaggression faced by Afghan male students by employing the Gender Implicit Association Test on a sample of 103 Indian students studying in universities in Delhi, selected using a snowball sampling technique. This study adapts and modifies the Weapon-based Implicit Association Test. The goal is to uncover the implicit biases of Indian students towards Afghan male students by examining the association (reaction time) between images of weapons and harmless objects, in conjunction with adjectives related to Afghan males and Afghan females. In other words, words or images that are congruent in our minds should result in shorter reaction times and fewer errors compared to words and images that are incongruent. The results indicate that Indian students were quicker in associating weapon images with Afghan male adjectives (D = -0.64) compared to Afghan female adjectives (D = 0.89).

Following public outcry surrounding George Floyd's murder in 2020, President Blakeley Alexander of Small Midwestern College established the institution's first diversity, equity, and inclusion (DEI) committee. After nearly a year, the two cochairs and eight committee members found themselves split into opposing factions amid the remote work challenges of COVID-19. The committee reached a tipping point when one of the two committee cochairs - also the Vice President (VP) of student services - inadvertently sent an email to the DEI committee, resulting in broken trust and demoralized spirits. Significant intervention is now required to right the ship, create an environment of trust, and move the committee forward.

Dealing with conflicts seems to be a great challenge in society today. But not only in society. Higher education displays an air of resoluteness with certainty and security that disguises the conflicts and the fear of conflicts in a substantial number of subjects. If not in a state of denial, higher education avoids taking up conflicts over issues, for learning. The detailed investigation of Tagore's pedagogical writings, with a focus on the importance of conflicts in education, reveals a genuine embrace of conflicts for education. Conflicts are natural and necessary for the development and change of both the individual and society and the start of a 'creative imagination' to solve the problems we face in life. Contradictions in conflicts are not incompatible incongruities that are irreconcilable and mutually exclusive, but to the contrary, in need of each other. Contradictions do not represent different worlds but are substantial parts of one world: together they form a unity. Conflicting forces are necessary to create harmony. Creativity, imagination, love, art, and critical encounters are key elements in Tagore's practical education aimed at finding similarities among people instead of emphasizing differences. Relations between people over the Identity of people. In other words, we need conflicts to become creative and imaginative human beings. The paper continues discussing conceptual and practical issues that seem necessary to get the teaching of conflicts in education off the ground. On the conceptual level, in particular our dealing with uncertainty and fear, the valuation of conflict and the need for uncertainty-researching education. On a practical level, I propose a certain teaching model, a supportive curriculum, a way of choosing genuine conflicts for education and finally, I argue for specific support and education of teachers, acknowledging the vital role teachers play in delivering the education that we need.

The purpose of the paper is to understand why academics' main association and trade union in England (University and College Union-UCU) is not stronger in its representation capacity, deepening knowledge regarding its role in the wider higher education sector. UCU operates in an adversarial context, claiming itself to be academics' main voice. However, UCU, as an association/union of academics, does not have a monopoly on representation, nor is the representation that it offers consistently strong. Applying a "Multiple Logics" perspective to this under-investigated topic within higher education, findings suggest that UCU is hampered by: 1) an increasingly heterogeneous academic workforce, resulting in contrasting interests; 2) an overriding cascade of managerialism in all ranks; 3) a widespread soloist mentality among academics; 4) an understanding of one's profession as in contrast with the idea of mobilization; 5) internal ideological conflicts among UCU activists.

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.

As advocates for public schools, public school teachers, and the promise of public education, we experience tension related to our roles as parents of school-aged children. While our vision of both schools and our own children's education goes beyond "academic" success, a struggle arises at the intersection of our personal and professional roles. With that in mind, this paper discusses the tensions we experience as both teacher educators and parents. Our inquiry took a reflective nature as we worked to gain clarity into and highlight the differences between the pushes and pulls we feel given the intersections of our personal and professional roles. This tension is even more palpable at a time when being critical of public education, even in a loving and productive manner, only feeds its critics and further burdens its exhausted and alienated teachers.

This paper takes work-family conflict as the independent variable, work engagement as the dependent variable, and perceived organizational support and emotional exhaustion as the mediating variables, and studies the influence of work-family conflict on work engagement and the mechanism of perceived organizational support and emotional exhaustion of female university teachers in China, based on the job demand-resource model (JD-R). The results of the questionnaire survey of 518 female university teachers revealed a significant negative relationship between work-family conflict and work engagement, with a direct effect accounting for 31.88%. The indirect effect of work-family conflict on work engagement through perceived organizational support was significant, accounting for 63.19%, while the mediating effect of emotional exhaustion was not notable and the chain mediating influence of perceived organizational support and emotional exhaustion was not significant.

Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some researchers ((Escayg, 2018; Lin, Lake, & Rice, 2008) have advocated for the importance of bringing anti-bias pedagogy into educational spaces, which involves attempting to move beyond educators' comfort zones and providing them with tangible strategies to disrupt microaggressive behaviors. To discuss the intent and impact of microaggressions in educational settings and how we might respond to them, we developed a two-hour online workshop for educators and students at Western State University. This workshop allowed participants to think critically about microaggressions, how they impact higher education, and how administrators, faculty, staff, and students can promote inclusive environments. The workshop included a presentation on microaggression theory, microaggression scenarios in education, and the utilization of the A.C.T.I.O.N framework (Chueng, Ganote, & Souza, 2016) as a tool to disrupt microaggressions. Participants provided feedback about their experiences from the workshop based on an electronic survey they were provided at the end of the workshop.

This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corresponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign.

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.

Merrimack College is a midsized Catholic Augustinian College pursuing its historical service-based commitments while shifting priorities toward research. With limited time and resources, these two aims can create tension at institutional and faculty levels. This single institutional case study shares the work of faculty and College leadership to affirm and institutionalize community engagement (CE) through community-engaged research and the development of a Food Justice Research & Action Cluster (FJRAC), connecting community priorities for food justice with faculty expertise. Based on the literature on institutional change and assessment (Eckel, Hill, and Green's Typology of Institutional Change, 2001; Holland's Levels of Commitment to Community Engagement, 2005), this paper frames the stages and timeline that led to the formation of the FJRAC. We advance a Transdisciplinary Ecosystem Model for community-engaged research to analyze the depth and pervasiveness of the institutionalization of CE and explore how colleges can reinvigorate and deepen institutional change. Results of the FJRAC include student experiences (e.g., curriculum development, food security research); community opportunities (e.g., food sources, data analysis); and research projects (e.g., external funding applications). Lessons learned highlight the importance of supporting efforts that align with values, supporting faculty teams, navigating conflict around institution/faculty tension, communicating commitment, keeping timelines flexible, demonstrating value propositions to stakeholders, and balancing conflicting goals.

This study aims to evaluate cognitive conflict in constructing mathematical concepts, based on thinking errors. The data were collected through observations of words or sentences, leading to the derivation of qualitative outputs. Furthermore, the results showed that the two selected subjects experienced cognitive conflicts regarding thinking errors in mathematical concept construction. This selection process was conducted through the provision of the questions obtained in the first semester of mathematics, at Universitas Negeri Makassar, Indonesia. These questions consisted of several indicators, with each of them having three components, namely the main, tracking, and supporting items. Based on the results, two subjects experienced thinking errors in constructing the concept of algebraic root form addition. This emphasized the errors in placing concepts (misplaced), pseudo-thinking, and misanalogy. A conflict was also observed between the initial concept knowledge of using variables in algebraic addition and the new principles understood through the root summation in algebra. Furthermore, there was also a conflict between the concept understanding he had in terms of the addition operation of the root form and a new understanding of the addition operation of the root form in algebra.

Work and family are two of the most important parts in one's life. Individuals cannot fulfill their work requirements and family responsibilities at the same time, so they are faced with the dilemma of timing and role conflict. Based on the conservation theory, this study explored the relationship between work-family conflict and job satisfaction in 422 female university teachers in China, and proposed a moderating mediation model to examine the mediating role of job burnout and the moderating role of perceived organizational support. The results show that work-family conflict has a significant negative predictive effect on job satisfaction; job burnout fully mediates the relationship between work-family conflict and job satisfaction; perceived organizational support moderates the relationship between work-family conflict and job burnout, and the stronger the perceived organizational support, the weaker the negative predictive effect of work-family conflicts on job satisfaction.

This qualitative intersectional narrative inquiry examined how Multiracial college students find sense of belongingin student organizations by negotiating multiple racial identities and locations in traditionally monoracial spaces.Multiracial students sought membership in organizations because they felt invisible at their institutions. To findbelonging within student communities, they engaged in a difficult process of placemaking in which they experiencedmonoracism and other racialized microaggressions within student organizations. In time, they developed a sense ofbelonging by curating a small cohort of friends connected through their organizational involvement. These findingsreveal implications that further inform approaches for student involvement professionals and others who work withMultiracial students to increase their support and engagement across involvement contexts.

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.

At the university level, mental health and mental illness education is still limited to clinical disciplines. However, Post COVID-19 mental health issues have become an epidemic that the university cannot ignore. Left alone to clinical disciplines, mental health issues appear as a health disturbance instead of a daily process of internal negotiations in need of acceptance and promotion. Indeed, the normalization of mental health can lead students to seek the required help with no fear of diagnosis stigma. By interviewing students and faculty about their mental health journey during COVID and Post-COVID 19, this paper proposes different spaces where the normalization of mental health can be integrated easily within Higher Education. One of the spaces alluded to in the paper is an inclusive language that incorporates neurodiversity mental illness. However, the main purpose of this focuses on intrapersonal conflict as a discursive space where teaching can become mindful.

This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular.

This article describes minoritized college students' encounters with faculty-generated or -condoned racial and gender microaggressions in college classrooms. The Racial Microaggressions Model (Pérez Huber & Solorzano, 2015) and the Taxonomy of Gender Microaggressions (Capodilupo et al., 2010) were used to inform the experiences of microaggressions of 88 college students with minoritized identities at seven institutions around the U.S. Based on the findings, the authors delivered recommendations for teaching and learning in four areas: faculty awareness and training; classroom management; policy, assessment, and evaluation of teaching; and improved mechanisms for student feedback.

Using data from its national university entrance exam, we examined the relationship between armed conflict and student achievement in Afghanistan. Exploiting the province-year variation in exposure to conflict intensity, we estimated the relationship between conflict and exam results generally and by gender for all test takers from 2014-2019. Findings show that a one standard deviation increase in conflict intensity at the province-year level was associated with a 2.9 percentage point reduction in the probability of passing the exam, a 0.096 score point reduction in total exam scores, and a greater detrimental impact on women's exam results.

After nearly 30 years after the reform and opening up the rapid development of economy, China also had a "industrial pollution" and "poverty", mainly because of the low level of productivity, population pressure overload caused by environmental degradation, and between population pressure and environmental degradation A vicious cycle, is essentially a syndrome caused by poverty. We've been paying a lot of attention to the former for a long time At present, the environmental awareness education in colleges and universities has made great progress compared with the past. College students basically have certain environmental knowledge and awareness, and have high enthusiasm for environmental protection and environmental protection cause, and pay great attention to it. However, when problems arise or involve their own interests, their environmental awareness and behavior lag significantly. In this paper, system dynamics, neural network model and computer simulation are used to study environmental protection in ecologically fragile areas.

This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme that sought to work with 'complex' perpetrator histories in Cambodia, we explore how peace education can produce its intended aims of building dialogue and empathy across groups while, coextensively, enabling space for potentially harmful forms of historical revisionism. We show how the multi-perspectivity in peace education can be misaligned with the subjectivities that it seeks to reconcile or dignify in the present and reflect on the need for peace educators to develop approaches that move beyond the presentation of 'perspective' and identity as synonymous. We conclude by calling attention to other potential figurations of "shared responsibility" within peace education.

Featuring the experiences of 14 LGBQ+ college students at U.S. institutions across the country, this paper centers on photographs participants took and reflected on as they described expressions of grief relative to their sexual identity development (SID). Drawn from an interview-based narrative inquiry study focused on how LGBQ+ students detail ambiguous loss in SID by considering stories and photos, we employed narrative analysis to examine their photos and data gathered through two individual interviews with each participant. Guided by a conceptual framework integrating literature on SID and scholarship on the social constructionist model of grief, we identified four thematic expressions of grief: "Navigating External and Internal Conflicts Shaped by Oppressive Structures, Articulating Varied Emotional Responses in SID, Processes Associated with Coming into Queerness," and "Engaging with the Future as Unknown, Yet Filled with Hope." We provide implications for research, as well as for practice targeted at educational and counseling professionals.

Due to the global COVID-19 pandemic, in-person data collection methods have been considerably hampered by requirements for social distancing and safety. Consequently, academic inquiry has shifted largely to virtual means, leading to the considerable growth of virtual qualitative research. Conducting virtual research in post-conflict contexts, such as Sri Lanka, with increased state surveillance, security concerns, and censorship presents researchers with additional tensions, particularly during a pandemic. Limited literature, however, has grappled with these unique situations. This paper addresses this gap by reflecting on the process of conducting virtual qualitative research through a case study of faculty members in peace education instruction at Sri Lankan universities. The study drew on semi-structured interviews (n = 32), documentary evidence, and memos created during the data collection and analysis stages. This paper discusses the challenges and complexities of conducting virtual research within the intersections of peace education, post-conflict legacies, ethical dimensions, and positionality dimensions, which are interwoven, adding several layers of considerations in this context. Furthermore, the paper chronicles the key tensions faced: surveillance and consent, residual embodiments, and the choices made in response to navigate them. This paper concludes with a discussion around these tensions and aims to expand the literary discourse beyond the technological aspects of conducting virtual research. The study highlights the need for future research into residual embodiments, ethical and micro-ethical issues, and practical challenges in virtual research in conflict-affected contexts, suggesting that institutions should provide researchers with training to address these complexities and support robust knowledge co-creation.

Ideological diversity, or the "honest consideration of multiple views, often competing for claims that privileges a vigorous or spirited debate of ideologically different ideas which are to be judged on their logical soundness and intellectual merit" (Von Bergen & Bressler, 2017, p. 26), is a growing research interest in the higher education field in recent years. However, minimal research has explored ideological diversity within peer interactions and friend groups, or within the Christian college setting. This exploratory, qualitative, symbolic interactionist study therefore sought to address the following research questions: (1) "How do college students at a Christian university develop and maintain ideologically diverse friend groups?" and (2) "What are the perceived outcomes of such friendships?" Findings from interviews with 11 undergraduate students from shared friend groups at a single Christian university revealed how college students become members of ideologically diverse friend groups (IDFGs), how students engaged in conflict within such friend groups, and whether students in IDFGs can influence the student experience in a manner that promotes the field's aspirations for holistic education (Chambliss & Takacs, 2014; Denson et al., 2017). Our analysis ultimately affirms that IDFGs are meaningful for student development and the overall student experience. Consequently, we conclude this article by providing insights for how Christian higher education professionals might support initiatives and spaces that promote IDFGs on their own campuses.

An educational system has the potential to uplift occupied societies, yet it can also serve as a "soft" weapon prolonging ignorance, particularly when under the control of an occupying force catering to a minority, as seen in Jerusalem. This study aimed to explore the challenges and discriminatory practices encountered by Palestinian students from Jerusalem as a minority within Israeli-occupied higher education institutions. Utilising a descriptive design, qualitative data were obtained by surveying the experiences of 23 Jerusalemite students studying in Israeli colleges through online open-ended questions. The gathered data underwent content analysis, revealing themes that were grouped into challenges and types of apartheid acts faced by the participating students. The findings exposed numerous challenges, including cultural, academic, political, and financial hurdles, along with issues related to enrolment policies, acceptance examinations, the preparatory year, and facility provisions. Additionally, the study revealed various discriminatory acts experienced by Palestinian Jerusalemite students within Israeli higher education.

This article provides an account of the undermining of collegial governance at the University of Alberta in relation to the restructuring of the university in 2020 by the senior administration and board on advice provided by the Australian consultancy firm, the Nous Group. The current president of the university has publicly promoted the restructuring in venues including the "Times Higher Education" supplement as a model for other universities. The model, a disastrous one for collegial governance, demands widespread attention along with the means by which it was achieved. As Bill Readings declared in his 1997 book "The University in Ruins," "the changing institutional form of the university is something that intellectuals cannot afford to ignore." At the University of Alberta, that changing form is being determined by fossil-fuelled academic capitalism. The account of what has happened is provided by a professor who has served on the university's senior academic body, the General Faculties Council, for almost a decade. It concludes with several concrete recommendations for bolstering collegial governance at universities in Alberta, elsewhere in Canada, and possibly worldwide--wherever collegial governance is being undermined by restructuring, the corporatization of the academy, academic capitalism, or the disrespect of university boards for the authority of faculty and the academic mission.

This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh's (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the 'Abyss'. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch's (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017--2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

This article demonstrates how stories serve as effective methodology when scrutinizing the meaning of social and political conflicts in diverse classrooms. I base my argument on a story about a distressing conflict among students from different ethnic, and national backgrounds occurring in an academic course at an Israeli college. A detailed description of the clash, which eventually evolved into a moment of mutual support and solidarity, provides a sense of immediacy and verisimilitude, and thus is the best way to introduce the dynamic, messy reality of the classroom. Moreover, I argue that story-like documentation may well expose social and political processes and subtleties better than any thin report and theoretical analysis and can form an archive of hope amid seemingly social and political estrangement and despair.