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Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

With the development of technology, the circulation of information around the world has accelerated. Journalism has now entered social media and mobile phones and has started to accompany people everywhere. The role of the media in education helps to learn, develop and keep alive a culture, and then transfer it to new generations. Media messages prepared for educational purposes aim to educate the individual and society on certain issues. The media is integrative with publications that raise awareness of the country, state and nation, make people popular, protect and protect national values. Thanks to the developing technology, politicians benefit from the educational role of the media by using new media tools as well as traditional media. In this study, the concepts of communication and media are explained in detail. In the continuation of the study, it was tried to reveal what needs to be done about the realization of a successful corporate perception management by mentioning the importance of corporate perception management in public administration by making use of the developing technology. Using content analysis, the interviews of the President of the Turkish Republic of Northern Cyprus, Ersin Tatar, in the TRNC and universities in Turkey in October 2023 were examined.

In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.

This study clarifies the development process of inclusive education in England (London) with Disability Equality Training (DET) for non-disabled teachers and pupils. It focuses on the practices of graduates of special schools who are members of the Integration Alliance (IA), an organization of disabled people. The shift in education policy from segregation to integration in the 1970s and 1980s influenced the development of the inclusion movement among people with disabilities and their parents, some of whom joined the IA and have been campaigning together since the 1990s to end the segregation of children with disabilities. IA members provided DET to non-disabled teachers and pupils in mainstream schools to change their attitudes and practices towards inclusion. The training was delivered during Disability History Month or across the curriculum in each subject area. The training covered the history of discrimination, the concept of the 'social model' of disability, and the role of 'allies'. Through DET, non-disabled teachers and pupils were encouraged to raise awareness of issues of exclusion and to work together for inclusion. It is also found that inclusive education movements with non-disabled allies have been developed since the 1990s. Under the Labour government, the campaign grew and education policy shifted towards inclusive education. However, the current situation has deteriorated, and the IA's successor is still practicing DET in mainstream schools, as inclusive education requires the cooperation of non-disabled allies and the reform of mainstream schools. This paper concludes that raising non-disabled allies through DET and campaigning together was important in achieving inclusive education. It shows, in comparison to previous research, that DET has played an important role in the process of making allies for inclusive education.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education.

Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.

The COVID-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students' motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

The degree to which international immersion programs affect participants can be influenced by and attributed to their experiences in the host country or community. Embedded critical experiences allow participants to immerse themselves within the breadth and depth of humanity, thus fostering connections and relationships. Further, critical experiences can heighten emotions and disrupt values discourse. A mini-ethnographic case study of 20 Australian pre-service teachers' immersion in Kenya explored the impact of embedded critical experiences on participants' values, emotions, and relationships. Analysis of participants' journals, researcher's field notes and recorded debrief sessions identified key themes: emotions are heightened; values are questioned; relationships build community through positive connections; and relationships and understanding are at the core of teaching. Embedded critical experiences allowed for points of comparison across the data, which illustrated that while the participants valued the immersion for many reasons, the cultural interface of those experiences had the most significant impact.

Preparing students enrolled in healthcare programs for industry is paramount. While providing administrative and clinical education is essential, students must understand the health literacy levels of the population they serve and work diligently to ensure the population understands and comprehends the health information. Adults with low or limited health literacy levels need help understanding health information and making informed decisions. Research shows that improvements in health literacy result in decreased ER visits, medication errors, increased patient satisfaction, and better health outcomes. Health literacy is an issue throughout the world. This reflection seeks to provide a narrative comparing health literacy concerns in the United States and Spain. The objective is to shed light on the need for all colleges and universities to teach students about health literacy and how to determine patients' health literacy levels. Increasing students' understanding can improve the comprehension and awareness of patients and the population that they serve, thus leading to more appropriate health decisions and outcomes.

The purpose of the current study is to reveal the reflections of the Köycegiz Wastewater Treatment Plant (WTP) field trip planned within the context of the unit "Domestic Waste and Recycling" and the activities carried out concerning this trip on middle school students in Turkey. This research was conducted based on the semi-mixed method using a single-group pretest-posttest quasi-experimental design. The quantified data were collected using open-ended questions about domestic waste and recycling, while the qualitative data were collected through semi-structured interviews. Twenty-seven middle school students (17 females, 10 males) participated in the study selected by convenience sampling method. According to the study's quantitative findings, the field trip to the wastewater treatment plant made the students realize the wastes produced at home, recyclable materials, the importance of recycling, and the contributions of wastewater treatment plants to the country's economy and nature. On the other hand, the quantitative findings indicate that this trip helped the students develop more eco-centric behaviors (Protection of biodiversity, Protection of nature, and Protection of resources, etc.). Moreover, the contributions made by the field trip structured within environmental education to the students could be gathered under the following headings: sustainability, personal, and cognitive.

In the context of an established research-practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.-born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other's unique perspectives and life experiences as well as recognized each other's shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change.

This study offers a descriptive analysis and classification of drama techniques that can be used in foreign language teaching. The aim is to provide language teachers and practitioners with accessible techniques that can be easily utilized in major stages and skills of the language teaching process as needed. The method of the study includes descriptive analysis and classification, resulting in the identification of five major categories of drama techniques. These include introduction and warm-up techniques, awareness-raising techniques, self-confidence and motivation techniques, techniques for speaking and listening skills, and techniques for reading and writing skills. For each category, several techniques were selected and described as examples. It is hoped that this study will make these techniques more available to teachers and researchers, ultimately improving language teaching practices. Since there seems to be no study in the literature on the classification of drama techniques in terms of language teaching, we hope that this study will fill an important gap.

Social justice and health equity are foundational to community health nursing. Arts-based pedagogy has learning and reflexive value for community and population health education within nursing and health professions curricula. Art has been increasingly used in health care and in promoting health, including in nursing education. However, research has not explored the use of arts to teach community health nursing students about social justice. The objective of this study was to understand how the inclusion of a collaborative artistic process relates to the understanding of social justice issues for second-year baccalaureate nursing students enrolled in a community health nursing course. Visual art and symbolic components were added to an existing group concept mapping assignment of community health nursing interventions from a social justice approach. We engaged in analysis within interpretive phenomenological inquiry to understand and share students' experiences with constructing and giving meaning to symbols and art pieces, internalizing the concept of social justice, and collaborating with group members. Students used symbols and visual representation to explore social justice and health. Students' narrative reflections encompassed experiences finding personal power, engaging in empathy, reflecting on their own position and privilege, and benefitting from non-traditional forms of learning. Students recounted group processes that deepened their understanding of concepts, increased their appreciation of the need for advocacy, and enabled creative freedom in the context of collective vision. The addition of a collaborative creative, artistic process enhanced students' learning about social justice and health.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

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

The general aim of the study was to improve students' awareness of gender equality. An instructional design was developed in which mathematics, science, information technologies and software (ITS) courses were integrated, with the theme of gender equality at the center. The method of the study was determined as a case study. The participants of the study were 21 sixth-grade students at a public school in Turkey. Research data were collected using the "Views Form on Gender Equality" and "Practice Evaluation Form" developed by the researchers. According to the students' views, it was determined that an interdisciplinary education on gender equality had positive effects on improving students' awareness of gender equality. When the students' views about the practice process were examined, it was seen that the positive opinions about the process were high in number, and students presented few negative views.

In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam-centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the mindset of rural deficiency. Data analysis shows that the visceral feelings of shame and love played an important role in our participants' critical consciousness about school, allowing them to work within and against school norms to transform a strictly stratified school space. We argue that marginalized youth's storytelling can become a practice of critical literacy, enabling them to construct critical meaning makings in embodied ways.

Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a "power with" relationship instead of a "power over" relationship of oppression and coloniality.

This study builds on previous research (Galloway & Rose, 2018) that underlines the necessity of raising awareness of distinct kinds of English among prospective English instructors in expanding circle nations. The participants were exposed to these themes through a series of student-led presentations that used English as a lingua franca and World Englishes as a theoretical foundation. The data were gathered through student reports, individual reflections, and semi-structured interviews and were evaluated thematically. The findings demonstrated a development of new perspectives and understandings, a sense of contribution of the theme of World Englishes to teacher professional development, and the participants' positioning as equally skilled users of English. Thus, the study discusses the possibilities and challenges of gradually incorporating English as a lingua franca and World Englishes in the preparation of prospective English teachers.

School-based research centres are growing in number and have potential to amplify school students' voices in research through activities within the school. This paper explores how one research centre in an independent school in Australia, in a financially and socially privileged context, is using tertiary-type structures (namely, an ethics committee, research journal and conference) to engage students in research activities and give them voice about research in their school. Writing as centre director and practitioner researcher in the school, I explore these activities which position research as a skill with potential to further students' academic capital, as well as their ability to challenge their understanding of privilege in the world. A core motivation for this paper is consideration of the transposition of structures designed for adults into the school context and exploring how students engage with these structures in order to have a voice as researchers and in research.

Children in a grade two/three classroom co-designed photographs of each other's important family objects to develop critical empathy and better understand their peers' home cultures. They engaged in visual critical literacy practices. The paper provides a narrative of what happened and a framework for creative collaborative pedagogy.

Research integrity (RI) is defined as adherence to ethical principles, deontological duties, and professional standards necessary for responsible conduct of scientific research. Early training on RI, especially for early-career researchers, could be useful to help develop good standards of conduct and prevent research misconduct (RM).The aim of this study is to assess the effectiveness of a training course on RI, by mapping the attitudes of early-career researchers on this topic through a questionnaire built upon the revised version of the Scientific Misconduct Questionnaire and administered to all participants at the beginning and at the end of the course. Results show that after the course, participants reporting a high understanding of the rules and procedures related to RM significantly increased (pre-course: 38.5%, post-course: 61.5%), together with the percentage of those reporting a lack of awareness on the extent of misconduct (pre-course: 46.2%, post-course: 69.2%), and of those who believe that the lack of research ethics consultation services strongly affects RM (pre-course: 15.4%, post-course: 61.5%). Early-career researchers agree on the importance to share with peers and superiors any ethical concern that may arise in research, and to create a work environment that fosters RI awareness. As a whole, results suggest the effectiveness of the course. Institutions should introduce RI training for early-career researchers, together with research methodology, integrity and ethics consultation services to support them. Senior scientists should promote RI into their research practices, and should stimulate engagement in peer-to-peer dialogue to develop good practices based on RI principles.

There is a growing reliance on plastic, even though it is a synthetic material that does not decompose. This article presents a series of six mathematics activities that use plastics as the context to teach environmental education to seventh-grade students. The activities can increase students' awareness of the plastic problem while also serving to demonstrate how mathematics can be used to understand science.

This paper provides an overview of a needs assessment study conducted in higher education to address the impact of generative AI, specifically ChatGPT, on faculty development and instructional strategies. The study acknowledges the disruptive effect of AI on academia and the varying responses from faculty members. It emphasizes the importance of equipping educators with the necessary knowledge and skills to effectively integrate generative AI into their teaching practices. The results of the needs assessment reveal various factors contributing to performance gaps, including policy and budget, knowledge, skills, competencies, information, and technological tools. The study suggests that faculty members need support in understanding the scope and implications of AI and AI-driven content creation, assessment, and personalized learning.

This paper examines the utility of virtual simulation as an inclusive learning activity. Using a framework derived from literature, the Virtual Simulated International Placements (VSIP) were developed, and we explored the experiences of learners and facilitators to identify the pedagogical practices that they adopted during the learning activities with an approach inspired by phenomenography. Data from focus groups with 6 learners and 6 facilitators who participated in the VSIP were analysed along with 64 survey responses from learner participants. The findings of the study indicate there were three key concepts of the virtual simulation which supported inclusive learning environments. Overall, the participants' reflections indicated that the VSIP offered an accessible and usable way to engage in international placements that supported a personalised learning journey. Finally, the findings suggested VSIP should incorporate a diverse range of perspectives, backgrounds, and experiences to create and promote an inclusive learning environment. Further research can explore if these activities create a greater acceptance of different peoples' perspectives and cultures as well as impact stereotypes and biases. In addition, key concepts that made this teaching and learning activity inclusive could aid future investigation into how and why virtual simulations can be inclusive.

In this study, we examine the concept of social justice to provide greater clarity about how higher education might help students achieve more understanding about social justice and develop behaviors consistent with social change. We measured three dimensions of social justice: students' recognition that inequality exists, their determination to do something, and their willingness to engage in actions that reduce inequality. Mean differences in scales tapping these views between students in introductory and capstone courses in six liberal arts disciplines--social work, sociology, psychology, criminal justice, gender studies, and communication--suggest variations in how students in these programs commit to social change. Capstone students consistently showed greater commitment to social justice compared to freshmen students. The most significant differences occurred in their willingness to take action. Patterns differed significantly within the six disciplines, and consideration is given to the emphasis placed on social justice within the six disciplines, as partially explaining the differences. These results suggest some modification to the notion in the literature that a 'principal-implementation' gap exists among adults in their commitment to social justice that tends to increase with maturation.

Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals' experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students' success, including bolstering disability awareness and acceptance. Conclusions/Contributions: These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students' employment pathways.

The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

Since the repeal of Section 28 in 2003, research and policy reform has explored how to reduce homo/bi and transphobia to make schools more LGBTQ+ inclusive places. However, heteronormativity continues to manifest in increasingly subtle ways. This article argues that teachers must remain vigilant towards the 'Panopticon of Heteronormativity' which subtly impacts efforts to foster LGBTQ+ inclusivity. An Interpretive Phenomenological Analysis (IPA) was undertaken to capture the experience of 12 participants who advocate for LGBTQ+ inclusivity in UK primary schools. This article finds that teachers advocating for LGBTQ+ inclusivity still reinforce heteronormativity through discourses which regulate children's exposure to 'appropriate' identities, express concern about pushing an 'agenda' and LGBTQ+ teachers can experience a 'double consciousness' which complicates their efforts to disrupt heteronormativity. Recommendations include improving teacher training and practitioner awareness to critically reflect upon the subtle ways heteronormativity manifests in the classroom.

In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants' reports of recent race related conversations. Our sample included 47 students (M[subscript age] = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.

We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate anti-racism development among white youth, and help to dismantle structural racism against Black and Brown people in the U.S.

In middle-grades settings, students are cultivating critical consciousness to apply general knowledge of equity to their local context(s) (Nojan, 2020). As educators work to foster environments that allow middle-grade students to cultivate critical consciousness, expectations have shifted in the area of leading for equity. We have outlined a leadership framework we believe will advance the collective critical consciousness with examples for middle-grade contexts. Our focus is working toward equitable outcomes through one's sociopolitical development and creating ways to further the collective critical consciousness of the entire school community through a distributed leadership perspective. Through this lens, our hope is to outline how educational leaders may develop their critical consciousness in the context of their priorities as well as work towards a shared sense of critical consciousness and sociopolitical action in the classrooms, schools, districts, and the wider community.

Bolman and Deal (2017) presented four traditional frames of reference through which the complexity of an organization and its issues can be discerned. They identified the (a) structural, (b) human resources, (c) political, and (d) symbolic frames as the classifications for understanding the challenges in the body of an organization. For the purposes of this article, we, the authors, have defined, summarized, and provided examples of each of the four frames. Furthermore, we developed the idea for and assessed the use of a new frame that accounts for a less tangible but critical element of an organization's essence. We discuss the eudemonia frame as one that people use to understand the perceived harmonious synergy of an organization and its relation to many critical components. The proposed new frame serves as a grounding force enabling anyone utilizing the four frames to recenter and refocus their interpretation of a complex issue in an organization's core. It serves as an additional lens through which organization members may calibrate thoughts and analysis to ensure a greater level of synergy between the perception of the individuals and the overall well-being of the organization as its own entity. Much like a tuning fork can be struck against a variety of objects to align sound frequencies, we believe through our experiences that the fifth frame can be applied to all frames of thinking to gauge alignment of strategic thinking, decision making, problem solving, collaboration, and success in any organizational context.

To address the great challenges facing humanity, humans need to feel united as inhabitants of the Earth, to feel that their future is tied to the future of all living beings, and that the universe contains all levels and all relationships that encompass its parts. To achieve this requires widening knowledge of the interconnection and interdependence that govern the world on all scales, accessing an individual and collective understanding that impacts not only the rational dimension but also the emotional and embodied dimensions. This article addresses the theme of embodied knowledge and awareness/consciousness as a key for individuals and the human community to develop the sensory and emotional perception of being part of a greater whole, of relationship as an ontological condition, and of interconnectedness and interdependence as the basis of life and the universe. Embodied knowledge is capable of nourishing aspiration and being nourished by it. Aspiration is needed to guide and to sustain action, and at a point in history like the current time, it is necessary for humanity to feel "in the flesh" that it is in relationship with and a part of a greater whole, to become a peaceful, equitable, sustainable community, in harmony with the Earth.

During the COVID- 19 pandemic, when her school shifted to distance learning, and anti- Asian hate crimes reached alarming heights of racially targeted attacks, Susie Sujin Min found herself suffering in silence. The distressing news and video footage of horrendous hate crimes were having their intended impact, leaving her as an Asian American feeling upset, isolated, vulnerable, and silenced. Although her students--who are primarily of Asian descent and over 90% students of color--did not explicitly bring up this issue during remote learning sessions in spring 2021, she sensed that they, too, were affected and suffering in silence. She decided she could no longer pretend that everything was alright behind the computer screen. While she had been incorporating activities and projects centered around social justice and equity issues for years, this was different--it was deeply personal. As their teacher and an Asian American adult, she recognized the importance of providing guidance and hope by demonstrating how classroom lessons could empower them in understanding and navigating through these challenges. In this article, she will highlight some examples from her Statistics and Probability and AP Statistics classes, both of which she taught in the fully remote learning setting during the 2020-2021 school year, illustrating the positive impact these changes--of redefining the purpose of teaching and learning mathematics--had on her students' learning and identity development.

Children with neurodevelopmental diagnoses often experience discrimination from their peers at school. This may result from a lack of understanding, and intolerance of differences in their thinking, communication and social interactions. Learning About Neurodiversity at School (LEANS) is a teaching programme designed to educate primary school children about the concept of neurodiversity. The LEANS programme was created by a neurodiverse team, using participatory methods. In the current study, we evaluated whether the wider neurodiverse community endorsed the planned design generated by our participatory approach. Respondents (n = 111) rated their support for key elements of the planned LEANS content, via an online survey. Participants were majority neurodivergent (70%), 98% of whom reported moderate-to-high familiarity with neurodiversity concepts. Over 90% of respondents expressed support for the planned content presented, and 73% of respondents endorsed the draft neurodiversity definition provided. A small number of respondents provided open-ended comments giving further detail on their views. Overall, the LEANS programme plan received a high level of support from this independent, neurodiversity-aware sample -- demonstrating the potential of small-group participatory methods to generate wider community support. The completed resource is now available as a free online download.

Background/Purpose: Organized events with environmental and outdoor education (EOE) components have the potential to change participant environmental behaviors. This study further investigates emergent outcomes, meanings, and effect on behavior that an organized, community-based, multigenerational river canoeing and kayaking event may have for its participants and considers these intersections of pro-environmental behavior, sense of place, and multigenerational community involvement. Methodology/Approach: Research participants experienced a multi-day canoeing and kayaking event and were invited to participate in semi-structured interviews (n = 13). Participants ranged from teen-age to older adults. This research uses a qualitative methodology and a data collection procedure which employs semi-structured interviews conducted on the water, in-situ, during the program. Interviews were recorded and transcribed. Findings: Emergent themes and sub-themes including experiential learning's effect on knowledge acquisition, changes in attitude and environmental behavior, the value of rivers, and sense of place and socio-cultural outcomes related to such EOE programs. Implications: These results support experientially based EOE programs effectiveness for the continued development of pro-environmental behavior in the citizenry. This research aims to add to the current EOE literature on diverse and inclusive socially supported, community engagement EOE programs through a diverse sample (i.e., age, gender, race/ethnicity, etc.).

Background: Summer camp is an experiential learning setting that supports youth development. Due to high fees, youth from low-income backgrounds often have fewer opportunities to attend. Subsequently, there is little literature about these youth's camp experiences. Purpose: This research examined growth and the characteristics supporting growth in memorable camp experiences shared by youth more than one year after attending camps for youth from low-income backgrounds. Methodology: We collected written narratives via an online survey distributed May 2022. A total of 352 youth (M[subscript age] =16.06; SD[subscript age] =0.88) provided narratives. About 56% of youth identified as female and about 23% of youth identified as a youth of color (36% identified as white; race/ethnicity data was not available for about 40% of youth). Considering the entire narrative as the unit of analysis, we inductively coded narratives for growth and characteristics supporting growth. Findings: We identified growth in 33% of youth's narratives (e.g., adopting new perspectives, discovering passions, value clarification, developing resilience). Growth occurred when youth had opportunities to try new activities, overcome challenges, or felt accepted and connected with peers or staff. Implications: These findings provide useful information for practitioners and serve as a foundation for research about youth from low-income backgrounds' camp experiences.

This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism.

Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.

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

The purpose of this study was to develop a measurement instrument that scholars and practitioners in international education can use as a means of exploring whether and how individuals who come into contact with international education programs develop a greater sense of cultural humility. Specifically, the study described here outlines the four steps used to develop a nine-item Cultural Humility Self-Assessment Scale (CHS-A): item generation, content validity, item reduction, and scale reliability and validity. These efforts resulted in a valid and reliable instrument that individuals who work in international education can use to evaluate and improve programs and initiatives.

Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.

Camosun College's commitment to Truth and Reconciliation includes Indigenization. At the College, Indigenization means the world views of Indigenous students are reflected in curriculum practices and non-Indigenous students are prepared to build better relationships with Indigenous peoples. The College uses a number of models to support Indigenization including an Indigenized Quadrant Model based on Wilber's (1997) Integral theory. This Model is used in this research study to inventory the Indigenization interventions and activities internal and external to the College and examine participation rates by non-Indigenous faculty. At the time of the study, respondents viewed the College as midway on its progress of Indigenization. The results suggest that developing a few activities across the four quadrants of the Model and leveraging relevant activities in the larger community may be sufficient to build an Indigenization program within a post-secondary institute. We also identified a need for more advanced training to support non-Indigenous faculty to fully Indigenize their teaching practices. The focus of this advanced training includes developing skills to address racism and confront privilege not only in their students but also their professions. For administrators wanting to actualize Indigenization, we recommend the continued alignment, monitoring, and measurement of the impacts of Indigenization activities and programs.

Researchers examined stigma attached to people with disabilities, focusing specifically on stigma regarding individuals with intellectual disabilities. The study involved focus groups with undergraduate college students in a major South Florida University, who did not self-identify as having any disabilities. We performed content analysis to understand perceptions and presumptions towards individuals with intellectual disabilities on campus. Our study addresses the question of how universities could act as a point of social justice. Our specific goal is to help reduce stigma towards individuals with intellectual and other disabilities to promote inclusion and integration to advance broader higher education and community equity goals.

Students with disabilities are a rapidly growing population in postsecondary education, estimated to be approximately 19.4% of undergraduate students (U.S. Department of Education, 2019). However, many postsecondary faculty members are unaware of the issues that students with disabilities experience and are not confident in how to teach diverse learners. While researchers have designed disability awareness and inclusive teaching trainings for postsecondary faculty, these trainings do not always include the voices of students with disabilities as the primary content. In this study, we demonstrate the importance of using student voice in postsecondary faculty disability awareness trainings. We highlight a mixed methods study that evaluates instructor perceptions of a Disability Awareness & Inclusive Teaching Video Training that uses student voice as its primary teaching tool.