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The historical and contemporary experiences of Asian/Asian Americans in the United States casts light on the significance of identity negotiation and construction. In this study, the identities of Asian/Asian American language teacher educators (LTEs) are examined within the current sociopolitical context, shedding light on the persistent pursuit of legitimacy and belonging within the Asian/Asian American LTE community. More specifically, this study examines the teaching philosophies of eight Asian/Asian American LTEs from different institutions and regions across the United States as a collective and critically reflexive entryway into their experiences and commitments as LTEs. Using AsianCrit to analyze participants' teaching statements and focus group discussions, this study uncovers (1) a commitment to asset-based and culturally sustaining pedagogies, (2) identity-informed convictions to foster critical consciousness in language teacher candidates; (3) pressures to downplay Asian intersectional identities to survive the Eurocentric norms of the job market; (4) a desire to do more than survive; and (5) the power of the collective for healing and liberation. The article concludes with a call for teacher education programs to create spaces for teacher educators to share lived experiences, foster community, and challenge the dominant narratives that marginalize Asian and other minoritized LTEs.

Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects around literacy and social action, negotiate with stakeholders, and provide service. We use autoethnographic methods to articulate how Fellows, CDF Freedom School staff, and faculty collaborate. We offer suggestions for conducting research that can lead to meaningful, systemic change.

Background: Many people view people with intellectual disability primarily as needing help. That perspective limits relationships and can promote discrimination. We sought to better understand social relationships among young adults with intellectual disability. Method: Seven postsecondary students with intellectual disability participated in a photovoice study, sharing photos and stories about giving and receiving help. They participated in individual interviews, a group meeting, and a photo exhibition, and helped identify results and conclusions. Results: Participants viewed themselves as helpers and recipients of help. Themes were: foundational importance of families; openness to being helped; personal growth through challenging experiences; and tension between wanting to help and risks of helping others. Participants wanted to raise awareness that people with disabilities can help others, educate them about disability, and contribute to research. Conclusions: Many young adults with intellectual disability want to contribute to relationships, which are often limited by others' expectations about disability.

Democratic adult education (AE) promotes social change through active and pragmatic learning. This learning considers the impact of individual, community, organization, and broader cultural influences. Democratic civic engagement (DCE) in higher education institutions (HEIs) emphasizes inclusive participation and reciprocity. These values are deeply grounded in democratic adult education (AE) practice and community problem-solving processes in practice-based professions like Occupational Therapy (OT). In this article, we examine a new graduate OT program in the northeast region of the US and the roles of OT stakeholders as co-creators and co-educators in both institutional and community education settings. We highlight how this program is grounded in DCE which helps bridge the gap between an academic program (OT within HEI) and the broader social environment (interlocking systems not built to support diverse lived experiences) using a DCE model.

Today, an increasing number of higher education institutions are recognizing the importance of preparing students to communicate, live, and work effectively with others from different cultural backgrounds (Appiah-Kubi, 2020; Eliyahy-Levi, 2020; Iuspa, 2019). Providing opportunities for students to travel abroad has been an integral part of the higher education experience for many years. However, with the global pandemic resulting in limited travel, universities are developing new and innovative ways to provide international experiences for students. The purpose of this cross disciplinary project was to explore an international virtual student collaboration between two universities, one in the United States and one in Southeast Asia. Twenty students were matched across universities to examine one of the U.N. Sustainable Development Goals: #2 Zero Hunger (https://sdgs.un.org/goals). Fighting hunger is not a new problem in our world, but the focus has been greater in the midst of a world-wide pandemic. Many people have lost jobs or had their income severely impacted. Students from both universities worked collaboratively to explore the issues of fighting hunger during a pandemic and focused on finding solutions that can last long after the end of this current pandemic.

This case study explores the teaching experiences of two university faculty members who guided their students through the development of digital media artifacts distributed online for an authentic audience. A sociology instructor guided her students in the creation of artifacts documenting issues of racial inequality on campus. Students presented university data on race and ethnicity, recorded videos depicting the personal narratives of students of color, and remixed media from university archives into an interactive map which displayed evidence of racism on campus. After sharing her classroom experience with colleagues in the law school, a second instructor was inspired to conduct a similar project. Law students developed artifacts to educate the public on the difficulties of immigration and the policy barriers which hamper lawful attempts to immigrate to the United States. Each class curated their artifacts online, invited others to explore the materials, and developed accompanying toolkits to encourage reuse of the materials in both formal and informal educational settings. Halverson's design principles for participatory media spaces are used to frame and make meaning of the faculty participants' experiences.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

Although a large body of literature discusses the advancement of community engagement in higher education, a less substantial body of scholarship explores how engagement is promoted and institutionalized within universities. In this exploratory study, using a discourse analysis of official reports posted on the websites of three university cases, the qualitative results unfolded how community engagement was institutionalized. The study identified some of the basic mechanisms social language uses to create institutions within institutions, like university engagement. The study provided data to support the theoretical assumption that language, through a host of possible configurations of texts, generates discourses that engender social actions such as institutionalization. Those processes disclosed how engagement was produced, and it is still evolving. Further research strategies are discussed.

Grounded in critical race theory and a burgeoning field of Black feminist technology studies, this article takes a techno-structural approach to understanding the promise and peril of internet technology to support activism, transformational resistance and counter-storytelling for Black college-agewomen. Qualitative interviews with 17 Black undergraduate women reveal multiple benefits of leveraging social media for racial justice, as well as the socioemotional and academic consequences of algorithmic racism. These findings support the need to develop new conceptual frameworks that can foster students' sociotechnical consciousness, and further equip them with the critical race techno-literacies needed to disrupt anti-Blackness both on and offline.

Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men's longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (N = 72; M[subscript age] = 39.72, SD[subscript age] = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (N = 120; M[subscript age] = 32.48, SD[subscript age] = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics' ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.

Because university campuses are microcosms of broader political and social climates, the increasingly polarized climates outside universities can permeate the classroom, challenging faculty who teach topics characterized by controversy and discomfort. We conducted a lesson study project at a college in the southeastern United States in three first-year courses from different disciplines to examine how the broader tensions of the #MeToo movement emerged and affected a class activity focused on gender. We sought to understand our students responses to a moment of discomfort generated by discussions of sexual roles, consent, and assault issues that are relevant in both this cultural moment and in the lives of many first-year college students. We observed responses ranging from affirmation to resistance in what felt at times like our own failure. Without this collaboration, each of us may have been left with a narrower view of what the students learned and an incomplete sense of our own work. What began as an investigation into students transformative learning experiences ended as a transformative experience in our own understanding of the acts of teaching and the complexities of student learning.

This article considers higher education's role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience their own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation.

Purpose: This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability. Design/methodology/approach: A case study method is used to document SI projects initiated by an HEI programme in rural India. Findings: It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial. Originality/value: This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors' knowledge, this study is one of the first studies focusing on the context of Indian HEI.

This research explores the impact of an innovative social media-based project on students' digital activism and their perspectives on societal issues, particularly domestic terrorism. A mixed methods approach, combining structural equation modeling and qualitative data, revealed that higher levels of ethnocultural empathy led to increased engagement in digital activism, strengthening students' belief in their ability to effect meaningful societal change. Results show that students' belief in their project contribution dips initially due to unexpected challenges but later recovers and strengthens, underscoring the importance of sustained engagement. Qualitative data also highlight enhanced awareness, ethnocultural empathy, and activism skills. This research demonstrates the pedagogical potential of integrating social media with societal impact campaigns, offering a replicable framework for business educators seeking to link marketing education with social responsibility.

This article examines the democratic hopes for the community of philosophical inquiry (CPI), a mode of deliberative discussion, when social justice is both the topic and the goal of discussion. It shares insights from a CPI that was used as an intersubjective research method (Golding, 2015) to enable the authors to interrogate their assumptions about "teaching for social justice." The "bake sale" was a recurrent metaphor employed by the group to reject thin conceptions and pedagogical practices of social justice. However, the inquiry became blocked at a level of externalized analysis and arguably perpetuated injustice. This article uses the productive force of the authors' failures to consider the methodological and facilitative conditions that could have promoted a deeper interrogation of teaching for social justice. In affirming calls for greater attention to the dynamics of race, positionality, and power in CPI (e.g., Burgh & Yorshanky, 2011; Chetty, 2017, 2018; Chetty & Suissa, 2017; Reed-Sandoval & Sykes, 2017; Vansieleghem & Kennedy, 2011), we argue that facilitators seeing themselves and the CPI as "being in question" (Biesta, 2017) is central to the viability of the CPI to pursue social justice aims.

Restorative practices can serve as a proactive approach to address behavior in a way that not only repairs harm and restores relationships, but also creates stronger communities. Using a circle-style conversation to elicit our perceptions of the potential of these practices to support and advance liberatory principles, we sought to uncover the experiences of four diverse scholar-practitioners who have worked to integrate restorative practices into their work in college and university residential environments. The personal narratives revealed that a more liberatory implementation of restorative practices can be accomplished when it is executed in accordance with its core principles and used to build and maintain community, rather than simply responding to harm. Because this approach centers historically marginalized and student voices, it can be used as a framework to actively seek to dismantle larger systems of oppression. [Discussion questions prepared by Richard Manu.]

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a "circle of culture." It delves into how "popular knowledge can be experienced as popular power," narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour.

University students actively participated in the 2019 Hong Kong protests. In this context, the students expected that their universities would support their political stance. Drawing on data from interviews with student leaders, this article documents and examines students' expectations for their university heads, how they interacted and negotiated with university management and how university leaders variously responded to the students' expectations during the social movement. Noting the difficulties in reconciling conflicts over the positioning of the university amid strong political polarisation and social divisions in the society, this article argues that university leaders can only passively adapt to political unrest, and that such passive adaptation exemplifies university's vulnerability to political crises.

Approaching literacy through a human rights lens potentially equips children with the courage and support needed to face sources of human suffering; develop compassion for others; and identify obstacles to their sentience, autonomy, and well-being. A human rights view of literacy pedagogy necessarily involves attending to the moral reasoning of social actors and recognizing what conditions enliven literacy practices for social change. Human rights-themed picturebooks offer students models of activist leaders whose moral courage obliges them to call out injustices, inspire social reforms, and build alliances to work through political divides for the sake of justice. As preservice teacher educators of language arts and social studies, the authors ascribe to a human rights view of literacy education. In this article, the authors briefly review the existing literature on human rights activism and picturebooks, then present findings from their analysis of twenty-five picturebook biographies of human rights activists. The authors' findings reveal four typologies of activist leaders: Rescuers, Nonviolent Resistors, Integrators, and Builders. The authors draw upon examples from the picturebooks to demonstrate how these typologies provide insight into the relationship between moral courage and social activism. Furthermore, the authors invite educators and young people to examine human rights struggles and social movements with both broader and more nuanced recognition of activist orientations, approaches, and moral perception.

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

The Just Transition (JT) can be understood as a combinational strategic concept (transition to net zero combined with climate justice) to support the transitioning to a more sustainable, socially just and peaceful world. While the JT is becoming increasingly prevalent in terms of policy development, both nationally and internationally, a major challenge is practical implementation at different levels of societal life. This article is intended as a conceptual think piece to explore the potential role of further and higher education (FHE) in England as a mediating force between national policy and the local and regional economic and skills terrains in support of the JT. The roles of learning and skills actors are explored via a three-stage methodology involving the synthesis of several groups of literatures. The first concerns a brief discussion of the JT, its definitions and its differing versions used by a range of social partners. The second focuses on the building of a theoretical framework -- a 'Just Transition Social Ecosystem' -- with particular emphasis on its intermediary levels. The third step sees the multi-level JT social ecosystem framework applied to technical and vocational education and training (TVET) and FHE to explore the different dimensions of sectoral and institutional mediation between individuals, communities and national systems in support of the JT. The final part of the article problematises the role of the vertically organised governmental state in the development of the JT Social Ecosystem Model.

This article aims to provide a record of how the use of the method of photovoice facilitated an enriched teaching and learning experience for graduate students in a Theories of Social Justice in Health class. The course required students from multiple disciplines to learn about social justice theories and then apply them to a health issue/concern. For their final project, students chose a topic of interest and choose to complete a traditional paper or a photovoice project using one (or more) of the social justice theories examined in the course. Our manuscript describes four students' and the professor's experiences to document the positive impact the photovoice project had on their learning of social justice theory. Through this process, the students found the qualitative research method of photovoice to be a successful pedagogical tool for engagement and provided an experiential learning opportunity for co-creating and sharing knowledge.

This paper applies Appadurai's notion of scapes in globalisation to study international student mobility. Thirty mainland Chinese students were interviewed; the majority of whom studied at prestigious institutions in the West before enrolling in their current PhD programmes at a research-intensive university in Hong Kong (HK) in the immediate aftermath of HK's large-scale social protests and amidst the COVID-19 pandemic. We seek to understand why these students relocated to HK to further their studies given these turbulent circumstances and how their mainlander identity and sojourns in the West influence their perceptions of HK's social movements from the perspectives of ethnoscape and ideoscape, respectively. Our findings reveal that HK represented the 'best' compromise for our participants, mitigating their nostalgia for home (i.e. mainland China) whilst offering a superior education to the Chinese mainland. Most participants perceived HK as a nationalistic ideoscape, wherein HK people's pursuit of autonomy is subordinated to the putative Chinese national interests. Moreover, ethnoscape and ideoscape dynamics were found to crisscross other scapes. Generous scholarships (i.e. financescape) provided additional incentives driving student relocations. The persistent consumption of Chinese social media (techno-mediascape) was found to have resulted in worldview conformity between our participants and the Chinese state.

This paper contributes to international scholarship on racial literacy in teacher education. Specifically, we consider filmic counter stories as bodies that carry an affective charge with the potential to ignite dialogic and embodied/emotional learning. The football documentary The Final Quarter is our case study. This film traces the racially explosive final years of First Nations Australian, Adam Goodes' elite playing career. The film floodlights football as a site for public pedagogy where people learn racism, with the film offering means of developing racial literacy through examining its encounters. The paper describes racial literacy and establishes affect/embodiment as a contribution to the field. We analyse the film using an affective-discursive lens and genealogical methodology and consider implications for teacher education. We argue that language is insufficient for understanding racism and that the affective intensities activated by film may help to pedagogically illuminate the role of emotions in reproducing racism.

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

Purpose: This article aims to present the results of an exploratory pilot study that demonstrates the validity of a self-created implementation methodology to develop the students' level of perceived achievement of the social entrepreneurship competency and explain how this is equally valid in developing the perceived achievement of the complex thinking competency. Design/methodology/approach: Based on a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after a training program in social entrepreneurship. Findings: The favorable results showed that the proposed methodology is valid for scaling social entrepreneurship and complex thinking competencies and their subcompetencies. Originality/value: These results are not only academically valuable, as they highlight the need to delve into the relationship between these two competencies, but they also allow us to appreciate the ample opportunities for practical implementation of entrepreneurship programs by universities and other institutions to work directly with social entrepreneurs and seek alternatives to develop skills through devising, proposing and developing social entrepreneurship projects.

By travelling in a cosmopolitan milieu in a UK university, pedagogies of possibilities are explored. Over a period of five years the exploration narrates the journeys of, what Clover (2010) calls, "artists as educators," documenting conversations and creative pedagogic practises. This is despite the closure of the university campus in 2023, due to an overt neoliberal agenda. The findings of two feminist cosmopolitans in conversation, illustrates that when stories require repetition, that is the retelling of a certain narrative as well as stories that are whispered, they are of a particular significance. Represented are resistance, resilience and rebellion. In addition to the tone and context of conversations being important, the findings in the research suggest that by adhering to a feminist cosmopolitan ontology, encouraged is a sensitive, ethical encounter with others. This approach suggests that those marginalised in the academy and the artworld, then are seen and heard. Their voice and artwork are visualised as challenges to the norms of the academy.

This paper reflects on an Ethical Review Board's (ERB) established structure of practice throughout a student-led project. We use the research project as a means of exploring the three questions set by the Editors, Fox and Busher, regarding the role of ERBs throughout the research process. We gained full university-level ethical approval in October 2020. This project initially focused on collecting data from students, from a UK university. The participatory way we collaborated with both undergraduates and postgraduates illuminated their individual unique perspectives and successfully facilitated their agentive contributions. This required on-going simultaneous negotiation of predetermined ethical procedures through the ERB. We termed this iterative process 'circumnavigating the revolving door' as it summarised revisiting ethical approval in the light of requests from our student participants. The participants were also invited to be part of the analysis and dissemination phase of this research. Original data collected related to personalised experiences of learning during the on-going global pandemic. The philosophical approach adopted was through an adaptation of Photovoice. That is, with limited direction by the researchers, the participants were invited to construct images (photos or hand drawn pictures), with captions (written text or voice), to explore their own educative circumstances. With this in mind, this paper explores the students' participatory agency throughout this visual methods project through three lenses: namely, the appropriateness of ethical practices within a contextualised scenario (i.e., researching learning during lockdown in a higher educational institution); how the ethical process of an educational establishment supported the dynamic and iterative nature of participant-led research; and finally, how the original researchers' experiences can inform ethical regulations and policy, both nationally and internationally. The circumnavigation of the revolving door of participatory ethics has proved invaluable during this research. This iterative cycle was necessary to incorporate the students (or co-researchers) suggested contributions. One example includes gaining the ERB's approval, post full approval, for participants to audio record their own captions for a public facing website. From originally welcoming the students as participants, to facilitating them to become agentive co-researchers, it became increasingly important to provide them with opportunities to be actively involved in all parts of the research process. The reciprocal iterative relationship developed between co-researcher, researchers and the ERB served to strengthen the outcomes of the project.

This manuscript shares how one teacher education program is working to interrupt racist, xenophobic, homophobic, antisemitic, ableist, and sexist microaggressions and other forms of discrimination that occur in P-12 field experiences. In this article, we share our context, actions, and examples (i.e., critical cases) of microaggressions from pre-service social studies teachers' field experiences. Drawing upon microaggressions theory, we frame our work with equity literacy to analyze pre-service teachers' field experiences and connect to microinterventions. We argue that teacher education programs must prepare teachers to respond to and interrupt microaggressions, and move toward curricular interventions in the social studies in an effort to transform schools to be more equitable in the curriculum and institutionally. We hope practitioners will engage with the ideas and practices presented and reflect on connections and applications to their schools, communities, and contexts.

We have observed a change in students, graduate teaching assistants (GTAs), and instructors as more Gen Z members enter the university. Many are facing mental health issues and sharing about them in ways prior students, GTAs, and instructors did not. Knowing in general that Gen Z students have more anxiety and depression, we argue that empathic responses should inform our work in program administrating and teaching (Parker and Igielnik). While academic conversations have explored empathy at global and local levels, such as making empathy in writing program administration and in writing classrooms more transparent, many writing instructors and administrators may face challenges envisioning a teaching praxis grounded in empathy. In exploring three spaces--professional development, classroom, and administration--with a reflective lens, we assert that writing programs can help develop empathic versions of Sara Ahmed's "feminist killjoy survival kit" ("Living a Feminist Life") to help writing instructors find more compassionate paths of survival inside and outside classrooms. The creation of such toolkits can improve writing instructors' and administrators' abilities to foster pedagogical practices that encourage empathy, selfcare, and healthy boundaries in a larger culture of anxiety and depression without depleting students, GTAs, and instructors.

This article develops a pedagogical approach to increase students' ability to locate and (re-)create publics for the issues about which they care most. By drawing Rhetorical Genre Studies into public sphere theories, this approach blurs the boundaries between widely-dispersed genres (those with large readerships across communities) and narrowly-dispersed genres (those with smaller readerships within singular communities) to show that almost any genre can contribute to public (re-)creation when it encourages public uptakes. The article first explores how these public uptakes work with a case example before turning to pedagogical examples, which include the strategies of (1) mobilizing known genres, (2) selecting concrete locations, and (3) tapping into an ecology. Expanding our understanding of how genres across blurred dispersions can (re-)create publics ultimately expands our students' possibilities for authentically locating, engaging, and (re-)creating these publics.

The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the "digital native" generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that showcase instructors' pedagogical efforts during such unprecedented times.

In English for Specific Purposes, one of the challenges is to transform teaching and learning into a process, which focuses on the development of professional skills, enables students to become successful learners of the target language, and makes them more aware of the local and global environments. This paper aims to analyse key challenges that teachers and learners face in the classrooms and suggest a way of integrating global issues into the process of development of professional soft and hard skills. The paper studies the existing ESP literature in terms of presence of global issues, explores the perceptions of global issues among university students in Ukraine, outlines the correlation between professional skills and global competence. The findings suggest that there are numerous advantages of introducing materials based on global issues into the teaching process as it has synergetic effect of fusing professional skills, soft skills and global competence. The paper concludes that this fusion improves the skill set of a future professional and has a positive impact on the quality of higher education in general.

Critical service-learning is a form of engaged pedagogy that supports development of students' critical consciousness. However, critical service-learning continues to prioritize the development of white students, oftentimes at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by examining the attributes of Latinx critical consciousness present in 30 reflective writing entries written by six Latinx college students enrolled in a sport-based critical service-learning course for a semester. Findings demonstrate how the course aligned with students' Latinx critical consciousness and how Latinx critical consciousness went beyond the focus of the course. Study findings have implications for service-learning practitioners and scholars who want to further consider how curriculum and practices in critical service-learning courses can center racially minoritized students' critical consciousness. [This paper was presented at the Association for the Study of Higher Education (ASHE) conference, fall 2020.]

This article describes a longitudinal study of a social justice-oriented service-learning course at a large diverse university. The course elucidates the social causes of social problems, with poverty as a case example. Research shows that service-learning meaningfully impacts college students but that outcomes vary across courses and students, and scholars have called for greater attention to these sources of variation and mechanisms of change. Placing social justice at the center of this inquiry means focusing on a particular subset of outcomes and student characteristics. The study evaluated changes in outcomes central to social justice pedagogy, including explicit and implicit attitudes, explored whether these changes were moderated by students' social class, and tested whether attitude changes predicted civic behavior a year later. Compared to a control group (n = 172), students who took the course (n = 113) increased systemic attributions for poverty, decreased individualistic attributions, increased their awareness of class privilege, and increased their general social justice attitudes. They increased their civic action in terms of political action and general civic engagement. Implicit attitudes did not shift. Students who experienced more financial stress changed less in terms of deficit-oriented thinking but changed more in terms of system-oriented thinking. Pedagogical implications for social justice-oriented courses are discussed, including the need to consider techniques targeting deficit-oriented thinking and system-oriented thinking separately.

Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel over recent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices--and in our universities as institutions. A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments. Within this study, we explored students' understanding of social justice in connection with research-intensive and non-research-intensive course assignments. Using a semi-structured interview technique, we interviewed 23 undergraduate students from 15 different CSL courses over an academic year at a private, West Coast, faith-based university. Our intention within this article is to highlight under-researched CIL pedagogy and curriculum within CSL and to put forth a call to action to university faculty and librarians to collaborate in further research.

Photovoice aims to impact those who view photographs and stories in culminating exhibits. This multi-phase research project, completed in partnership with city government and community partners, explored photovoice impacts on exhibit attendees, collaborating organizations, and decision-makers. Results show increased levels of awareness, concern, and willingness to take action among exhibit attendees. Additionally, collaborating organizations and decision-makers saw the power of "thicker" public engagement processes, like photovoice, to provide useful data to aid decision-making.

Teacher education has increasingly situated social justice as a critical outcome in their programs. One resource, the Social Justice Standards (SJS), has been identified as a guiding tool for supporting pre-service teachers (PSTs) to plan for and enact social justice-oriented practices in their teaching. Situated in the context of a rural teacher education program at a predominately White institution (PWI) in Texas, this qualitative study explored the perceived successes, struggles, and future considerations of five pre-service and in-service teachers in using the SJS. Findings illustrate students' varied conceptualizations of social justice and their mixed feelings of confidence, anxiety, fear, and unpreparedness to actualize it in their future teaching.

Purpose: To analyze the effects of debates on social entrepreneurship (SE) in physical education teacher education students (n = 38) from an urban university. Participants discussed the role that society, social class, gender, race, and violence play in sports. Method: A convergent parallel mixed-methods design with methodological triangulation was employed: QUAN + QUAL. Results: The quantitative results provide evidence regarding the positive effect of debates on SE. The qualitative analysis complements this outcome by describing how SE was developed, for example, facing a new teaching methodology, being challenged by peers and/or the teacher, analyzing different opinions and their implications, developing new arguments for discussion, discussing topics according to the students' interests, and leading the conversation while debating. Data transformation and sentiment analyses provide supplemental information regarding the benefits provided. Discussion/Conclusion: Our results display how debates improve SE in physical education teacher education students, calling for new research in this direction.

Humanizing Higher Education was the 2022 conference theme for the Association for the Study of Higher Education. This presidential address takes a forward look back on higher education within a global context and in the aftermath of a global health pandemic, making an argument for the need to humanize higher education. The address offers a definition for dehumanization and discusses manifestations of dehumanization in institutional cultures. The article concludes with a model for humanizing higher education as a path forward in uncertain times.

This critical constructivist descriptive case study examined how 12 students in a diversity dialogue course conceptualized action in response to oppression. Participants often defined action as individual-level intervention and rarely discussed systemic change. Although they increased their knowledge during the course, participants hesitated to take action fearing they did not know enough, would be physically harmed, or lacked the ability to make sustained change. Recommendations are provided to expand students' conceptions of social justice action.

Background: We present an analysis of interviews with 27 self-identified progressive white-male physics faculty and graduate students discussing race and gender in physics. White cis men dominate most STEM fields and are particularly overrepresented in positions of status and influence (i.e., full professors, chairs, deans, etc.), positioning them as a potentially powerful demographic for enacting systemic reform. Despite their proclaimed outrage at and interest in addressing inequity, they frequently engage in patterns of belief, speech and (in)action that ultimately support the status quo of white male privilege in opposition to their intentions. Results: The white male physicists we interviewed used numerous discourses which support racist and sexist norms and position them as powerless to disrupt their own privilege. We present and discuss three overarching themes, seen in our data, demonstrating how highly educated, well-intentioned people of privilege maintain their power and privilege despite their own intentions: (1) denying inequity is physically near them; (2) locating causes of inequity in large societal systems over which they have little influence; and (3) justifying inaction. Conclusions: Despite being progressively minded and highly educated, these men are frequently complicit in racism and sexism. We end with recommendations for helping cis men engage the power they hold to better work with marginalized people to disrupt inequity.