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Educational disparities are one of the most essential issues surrounding education and equity. Previous research includes many empirical studies which have been conducted to eliminate educational disparities. However, the normative question "Why do educational disparities matter?" has not been carefully examined in empirical studies on educational disparities. This question can be answered based on the value of fairness. But what is fairness? Is it enough if a fair educational system is realized? Based on the above concerns, this paper examines the value of fairness, which is a normative assumption of studies on educational disparities. The paper confirms that the value of fairness behind the argument "educational disparities should be corrected" can be clarified and justified by luck egalitarianism, and clarifies the problems associated with pursuing fairness by examining Elizabeth Anderson's critique of luck egalitarianism. Specifically, the paper focuses on the harshness objection and the humiliation objection. It shows that, even if fairness in education is achieved, it may not result in an ideal education for all, because it may leave some children in a harsh situation and humiliate them in the process of providing compensation through redistribution. The paper then discusses three values that should be added to fairness: fresh start, sufficiency, and respect. After that, it discusses why these values are important and what issues should be considered in future empirical research on educational disparities. The paper also presents suggestions toward examining the problems of meritocracy.

Educators are instrumental in nurturing students' sense of purpose, particularly in urban schools. Consequently, these educators must not only have a strong sense of purpose but also possess other key virtues. This mixed-methods study explores these virtues among a group of 30 urban Catholic school teachers. They responded to scales measuring purpose, compassion, faith, moral development and agency, and completed a modified Youth Purpose Interview online. Scores were compared to those of the original samples upon which these scales were validated as they were also emerging adults. Participants scored significantly higher on almost all scales than the original samples. These quantitative results and interview data revealed unique sources of purpose such as altruism and compassion towards high-need students. Overall, the participants are strongly disposed to fostering a sense of purpose among their students and respecting the dignity and worth of all persons.

Cognitive dissonance is an important element in adult learning in that it challenges previously held ideas in favor of new knowledge. In-class simulations and game-based learning are used as innovative and effective pedagogical tools in challenging adult learners and enhancing the students' ability to think critically about larger societal needs. This paper will review the literature relevant to cognitive dissonance, adult learning, and game and simulation practices in higher education. The authors present the results of one simulation activity in a quasi-experimental non-random comparison group conducted across five universities within multiple undergraduate and graduate level social work policy courses. Findings of this research on the use of simulations in social work policy courses can be used to guide other social work programs with embedding this effective educational practice into their programs. Institutions of higher education, specifically within the discipline of social work, can play an important role in continuing the research and evaluation of this effective pedagogical practice through measuring outcomes on student critical thinking and changes in student beliefs and biases.

Productive tensions with traditional academic practices develop within a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to traditional graduate education practices by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students' main experiences with graduate school at Tulane. The analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies, and community engagement, which enable the interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship's differences in approaches compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally, as well as insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community engagement advocates inside and outside academia, and administrators interested in connecting their universities to local communities through ethically informed, graduate student-led scholarly collaborations.

Extractive knowledge is prevalent in higher education community engagement. It is a type of epistemic injustice that is harmful to the historically and systemically minoritized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can think of as transactional relationships with community members or community nonprofits. These are largely superficial but impactful relationships perpetuating injustice in higher education spaces that imagine themselves working to create greater justice. In this article, we make two primary arguments: a.) Extractive knowledge is an epistemic injustice prevalent in community-engaged higher education, and b.) The Robert Wood Johnson Foundation's model for transformative community engagement and the Fitz Center for Leadership in Community's Practice Principles provide strategies and models for more epistemically just approaches to community engagement that shape knowledge in epistemically responsible ways, in partnership with communities and alignment with communities' goals and outcomes, this paper finishes with the Fitz Center's Health Equity Program and a community-led partnership as examples of these Practice Principles that lead toward reciprocal, responsible, community-driven, and transformational community engagement.

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified - access to digital technologies, cooperation, teachers' digital competence and availability of activities in compliance with cognitive engagement levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills, while in the inculcation of virtues - cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers' digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level.

Ethical intelligence is the strength of a transformational society. As a change agent, the school leader is expected to be a representative figure of ethical standards. Unfortunately, they are criticized for their unethical activities. Therefore, drawing on the concept of ethical leadership, this study aims to construct the meaning of ethics as they have lived with it, thereby exploring the transformational influences of ethical strengths. Adopting a narrative inquiry research design, lived narratives were generated from four principals of secondary level (Grades 9-12) selected purposively. The narrative data were analyzed and interpreted using Starratt's (2004) theoretical framework of ethical leadership of care, justice and critique. This study explored ethics as the mutual value of individual, institutional and social institutions. Human potentiality is the power of ethical intelligence that derives toward transformation. This finding shed light on the importance and execution of ethical abilities. It shares ethical knowledge, values and skills among individuals, schools and communities. It also portrays ethical sensitivities, which are the core foundation of a transformative society with rational personalities.

Individuals from diverse minority backgrounds in the United States represent a one-of-its-kind collaboration in understanding diversity, equity, inclusion, and belonging (DEIB) challenges in workforce staffing and representation per Equal Opportunity norms. This study involved primary and secondary research in the realm of DEI to develop an implementable model from lessons gleaned from the findings of the research and gaps found in contemporary hiring and staffing practices. The study and model development are grounded in Rawls's 1971 theory of justice and predicated on the premise that opportunities are usually based on merit, and are generally well-intended, although often constrained by the frailties of human nature. The United States is in dire need of practical solutions, for despite well-intended U.S. laws and mandates on employment, equitable hiring practices are far from satisfactory. In a changing world order, many employers in the United States, and even to some extent globally, acknowledge they are duty-bound to ensure a harmonious, equitable, and safe work environment, devoid of any form of discrimination, harassment, or intimidation. Although easier said than done, achieving this equality requires a systematic approach to investigative organizational/institutional auditing, mapping, and diagnosing the ills that constrain collaboration and reduce productivity. The model is based on research and strategic practitioner design in its orientation, with practical implementation utility, flexible and customizable specifically for DEIB initiatives change, and suitable for educational and other industry settings. A skilled and scientific approach is needed to ensure equitable practices in professional and academic spheres.

Recent advances in Artificial Intelligence (AI) have brought society closer to the long-held dream of creating machines to help with both common and complex tasks and functions. From recommending movies to detecting disease in its earliest stages, AI has become an aspect of daily life many people accept without scrutiny. Despite its functionality and promise, AI has inherent security risks that users should understand and programmers must be trained to address. The ICE (integrity, confidentiality, and equity) cybersecurity labs developed by a team of cybersecurity researchers addresses these vulnerabilities to AI models through a series of hands-on, inquiry-based labs. Through experimenting with and manipulating data models, students can experience firsthand how adversarial samples and bias can degrade the integrity, confidentiality, and equity of deep learning neural networks, as well as implement security measures to mitigate these vulnerabilities. This article addresses the pedagogical approach underpinning the ICE labs, and discusses both sample activities and technological considerations for teachers who want to implement these labs with their students.

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 role of emotion in the context of virtual reality learning environments (VRLEs) has lately received increased attention, though there is a gap in the research on VRLEs in criminal justice. The current study examines the impact of a virtual reality experience that focuses on mental illness occurring in those within the criminal justice system. A qualitative methodology was employed to examine student responses from 242 students in five criminal justice classes taught in two states between 2019 and 2020. Three themes emerged from the students' responses, including personal connections, empathy for others, and emotional responses to situational factors. Students experienced considerable presence and immersion during the virtual reality experience, and this generated emotional responses in them to the material. While the use of virtual reality in the pedagogy of social science is still emerging, the current study indicates that student can be provided a high degree of control and value in learning from the experience while simultaneously minimizing student exposure to risk.

EFL reading in non-English environments often expose students to texts from different cultures. However, reading comprehension alone is inadequate to prepare the students to be critical readers, due to different sociocultural and sociopolitical factors that affect interpretations of EFL students who should be prepared with critical perspectives to read more meaningfully and to be able to demonstrate a desire to challenge and transform perceived socio-political inequities and oppressive structures. This study aimed to investigate the extent of enhanced reading ability and to develop critical consciousness by using critical dialogue-oriented reading instruction. The participants were 30 students majoring in English at a university located in Northeastern part of Thailand. The data were collected by using a self-evaluation questionnaire, reading comprehension pretest and posttest, field notes, students' reflective journals, and interview transcripts. The findings show an increase of the participants' reading comprehension abilities, moving beyond the lexical comprehension level, and being able to perform critical literacy through reading to writing practice. Also, their developed critical consciousness was manifested through their awareness of social relations and power, their reflections on ongoing circumstances and living systems, and their action against injustice. The findings suggest aspects of critical literacies that challenge normative practices of reading instructions implemented in hegemonic spheres.

The global research system is pluralising as more researchers and institutions around the world contribute to knowledge creation. However, global research remains highly unequal because of the hegemonic influence yielded by Global North/West. The unequal dynamics impact the dynamics of international research collaboration (IRC). Through in-depth qualitative interviews, this study investigates the dynamics of epistemic injustice, positional good and hegemony in IRC. The data are collected from the Turkish higher education system because its unique position at the Global North/West and South/East borders can make the distinctions and inequalities more visible. Findings indicate that Fricker's (2007) epistemic injustice and Hirsch's (1976) positional competition are crucial factors in creating or reinforcing hegemony in IRC. A strong value is attached to collaborating with Global Northern/Western scholars or institutions. IRC with the West seems to procure a higher epistemic value. The higher epistemic value increases positional competition to collaborate with those in the Global North/West. Also, funding obtained from the Global North/West is seen as more credible and valuable, reinforcing the main argument for the higher epistemic value and positional good ascribed to IRC with the Global West/North.

This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality, scholar activism, solidarity building, and attention to borders and boundaries--to guide the article. The author provides definitions for racial equity and racial justice and explains what these terms mean in practice when adopting the TBF lens in the English language classroom. The article shows how "racial equity" and "racial justice" can be effectively incorporated with a method of L.O.V.E. (Lifting others, Offering support, Valuing others, and Evolving self) that embodies the work of TBF.

The present study sought to evaluate the reproducibility of prominent findings stated by Fehr et al. in their developmental resource allocation experiment "Egalitarianism in Young Children", published in 2008. The experiment involved children making decisions about distributing sweets between themselves and either an in-group or an out-group recipient. Fehr et al. found that (1) inequity aversion develops with age; (2) 3- to 4-year-old children are inclined toward self-advantageous allocations, whereas 7- to 8-year-olds distribute sweets more evenly in divisions, and (3) the influence of group status increases as children age. The original article stated that 229 Swiss school students aged 3 to 8 years (102 boys, 127 girls) participated in the study. However, no further demographics were reported. In our attempts to reproduce Fehr et al.'s original analyses and reanalyse the raw dataset, we found that one of the key variables was miscoded. After rectifying the miscoded variable, the reproduction results revealed only one ambiguously irreproducible result regarding a group status main effect in the sharing mini-game--with three other tests exhibiting either strong reproducibility or ambiguous reproducibility. Reanalysis results indicated that Fehr et al.'s conclusions are robust when tested with alternative analytical tests.

As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16-19 in vocational institutions through a mixed methods research survey (n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion. We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.

Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which macro-level discourses influence the positions available to science teachers in urban schools. Using questionnaire data from 64 teachers, discourse analysis is used to demonstrate how participants reinscribe or disrupt prominent macro-level discourses, including the elitism of science, accountability, and deficit views of urban areas, and the resulting positions that are created by this negotiation process. The findings include possible positions relative to science, education, and teaching as well as a consideration of differences between elementary and secondary teachers and between beginning and experienced teachers. Although many participants successfully disrupted damaging discourses of science as elite and disconnected, as well as discourses of accountability and the role of standardized testing, they were not able to disrupt deficit discourses that resulted in positioning themselves as outside of their students' worlds, often as saviors. The findings demonstrated the strong influence of deficit discourses on teachers' descriptions of their experiences as science teachers and the need to support teachers in understanding the historical and cultural contexts of urban education to identify and disrupt deficit discourses and create teacher positions based on asset and justice-based views of students, schools, and communities.

Building on cognitive schema theory, this study investigates the relationship between experienced and observed harassment in a university setting. It also examines two moderators--organizational identification and perceived justice. Using a cross sectional survey, data were gathered from 276 academics and staff in a private university with approximately 9000 students located in the southeastern United States. The results suggest that employees who personally experience workplace harassment are more likely to observe others as being targets of harassment. They also suggest that organizational identification and perceptions of organizational justice moderate the relationship between experienced harassment and observed harassment. Overall, the findings support the important role of schemas in understanding how pre-organized cognitive templates can impact perceptions of observed harassment in an academic context, and also stress the central roles of organizational identification and perceived justice in managing harassment. With respect to practical implications for higher educational institutions, human resource managers must work hard at making sure that faculty, staff and students perceive their universities to have fair systems in place so they can have trust in their institutions, thus increasing the likelihood that individuals will more likely disassociate their own negative experiences from the harassment schema. Managers should also implement programmes to build positive organizational cultures or school spirit.

Service-learning, especially from a critical perspective, is a method of education that aims to bring students into relationships with community members to foster mutual understanding and give opportunity for shared learning and service. Universities that are compelled by their faith to seek justice may be the most effective at implementing service-learning programs when they are grounded in the justice and love of God. Herein, I report on a service-learning program that aims to advance the Christian mission by serving the least of these. I discuss lessons learned along the way and give examples from our partners.

Regenerative and restorative pedagogy refers to a set of methods and knowledge aimed at regenerating ourselves, regenerating others, and repairing the past and present with a view to human, ecological, and planetary sustainability. It aims to reduce the processes of destructing the self, other humans, and non-humans. The main role of this alternative and transgressive pedagogy is to counter the neoliberal approach of hegemonic education, which contributes to destroying knowledge (epistemicide), identities (identicide), cultures (ethnocide), ethnic groups (genocide), natural environments (ecocide), and animals (zoocide). To achieve these goals, regenerative and restorative education aims to be transdisciplinary; in other words, to transcend the boundaries between disciplines. Regeneration and reparation in education require the creation of citizens capable of understanding that the whole world is one country, and that, wherever we may be, we all share a common destiny.

As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers' beliefs about their ability to instantiate critical pedagogy--"critical pedagogical efficacy." We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study's discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements.

Research suggests support for harsher sanctions for wrongdoers increase in association with the perceived severity of the harm caused. To date, however, research has focused mostly on retributive modes of punishment and has less often addressed restorative sanctions. Furthermore, research has documented racial disparities in conduct sanctioning, especially within elementary and secondary school-based settings, with research suggesting that Black students are sanctioned harsher than White students. Surprisingly, racial disparities in student conduct sanctions within higher education settings have rarely been examined. The present study therefore examined the degree to which college/university students, faculty/staff, and administrators' support for types of conduct sanctions (e.g., retributive, restorative, no outcome) differed based on their restorative justice attitudes, global beliefs in a just world, and their perceptions of harm severity. Additionally, this study examined whether college/university students and personnel's support for conduct sanctions differed based on the student's race. Using an experimental research methodology, participants (N = 521) were asked to respond to one of two harm vignettes that varied by manipulation of the wrongdoer's race. multigroup-structural equation modeling (MG-SEM) was used to examine the regression pathways, and the model resulted in adequate fit. Results suggested that there were significant differences in support for conduct sanctions, with there being less support for restorative sanctions for the Black student wrongdoer as perceptions of harm severity increased. This research can help address and reform postsecondary campus policies on student conduct practices. Implications for research, advocacy and public policy, and education, training, and psychological practice are discussed.

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.

The concept of "Botho/Ubuntu" emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the "Botho/Ubuntu" paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was "Ubuntu! Imagining a Humanist Education Globally," as well as the World Council of Comparative Education Societies' (WCCES) recent book, "Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu," are examples through which "Ubuntu" began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.

Epistemic injustice is a condition where knowers and knowledge claims are unduly dismissed. Philosophers suggest that epistemic injustice manifests in three forms: testimonial, hermeneutical, and contributory. Although distinct, all forms of epistemic injustice stem from relations of power, privilege, and positionality -- where some have the opportunity and authority to legitimize the knowledge contributions of others. The purpose of this study was to explore the presence of epistemic injustice in U.S. doctoral education through a systematic review of literature. We methodically searched hundreds of peer-reviewed journals for studies focused on teaching, advising, peer interaction, doctoral socialization, and other experiences concerning doctoral education across the humanities, social science, and science disciplines. We retained, reviewed, and analyzed 107 manuscripts. Our analysis revealed epistemic injustice in doctoral education as well as rules that foster the conditions for epistemic injustice. Implications for doctoral education and future research are offered.

This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020-2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.

Higher education is facing increasing calls to engage in a process of intellectual decolonisation. This process necessitates that we take time to consider both the content of our curriculum and the pedagogic practices used to facilitate its understanding. Drawing on discussions of both intellectual decolonisation and its underpinning principles of epistemic justice, I consider the implications of these ideas for the threshold concept framework. These implications are likely to relate to both the identification of potential future threshold concepts and the experience of engaging with them. As threshold scholars, we may need to reconsider our ideas about who the experts are within a discipline or practice in our efforts to identify candidate threshold concepts and consider alternative sources of evidence in support of this. In addition, we need to reflect on how the learning experiences that arise as a result of encounters with thresholds that have emerged as a result of the privileging of knowledge and ways of knowing from the 'global north' might serve as a source of epistemic trouble to learners from the 'global south'. Such learning experiences are likely to be highly emotive and represent a significant source of troublesome learning.

School bullying is prevalent among senior-grade pupils, with negative impacts on pupils' physical health and psychosocial adjustment. However, few studies have explored the relationship between the senior-grade pupils experiencing teacher unfairness and their suffering from school bullying. This study aims to investigate the longitudinal associations between perceived teacher unfairness and school bullying victimization, as well as the mediating role of the sense of school belonging therein. The data were collected from 822 pupils ranging from Grade Four to Five (430 boys and 392 girls, M[subscript age] = 10.8, SD[subscript age] = 0.69 at Time 1) over three semesters. The results indicated that (1) perceived teacher unfairness (Time 1) exerted a significantly negative prediction effect on subsequent school bullying victimization (Time 3); (2) the sense of school belonging (Time 2) played a key mediating role in the association between perceived teacher unfairness (Time 1) and school bullying victimization (Time 3); (3) compared to girls, the predictive effect of the sense of school belonging (Time 2) on school bullying victimization (Time 3) was stronger for boys. The results demonstrated the importance of ensuring teacher fairness and cultivating pupils' sense of belonging to the school as a method of preventing school bullying, and also explained the gender differences between boys and girls; thus, the study provided a theoretical and practical basis for preventing bullying in schools.

Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and 'paths' through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, 'teacher responsibility' was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher.

Background: Knowledge about how disability professionals understand ableism may provide insight into the production of inequalities. The aim of this study was to examine how disability professionals understand ableism. Methods: We asked 347 disability professionals, all of whom worked with people with intellectual and developmental disabilities, among other populations, to define ableism and then analysed those definitions using content analysis. Results: The themes about how participants understood ableism were--discrimination; differential treatment; individualization; norms and othering; ableist language; microaggressions; and systems and environments. It was also not uncommon for participants to say ableist things, and express misconceptions in their definitions. This included these themes: avoiding disability; using ableist language; framing disability as in/ability; centring people without disabilities; ignoring invisible disabilities; believing only people without disabilities have bias; and believing ableism does not exist. Conclusions: Knowing disability professionals' understandings of ableism is necessary to intervene biased attitudes and reduce ableism.

The influence of Michigan leadership behaviors in organizational variables has been conducted in the Western context. However, limited studies have been conducted in the Vietnam context, particularly in the primary school sector. This study aims to examine the impact of Michigan leadership behaviors on organizational citizenship behaviors (OCBs) in Vietnamese primary schools. In addition, this research aims to challenge the mediating role of organizational justice (OJ) and person-organization fit (POF) in the relationship between Michigan leadership behaviors and OCBs. A total of 282 responses were collected from various primary schools in Vietnam. Exploratory factor analysis, confirmatory factor analysis, and linear regression analysis were used to answer the research question. Findings partially supported our hypotheses as two Michigan leadership dimensions significantly influence OCBs, and OJ mediates the relationship between relationship-oriented leadership behavior (ROL) and OCBs. This study opens the main gaps in the current leadership studies, including the influence of Michigan leadership behaviors on OCB, its role in promoting OJ, and the underlying mechanism through which Michigan leadership behaviors contribute to OCB with the mediation of OJ.

Primary and secondary education under capitalism serves as an ideological apparatus to construct productive workers who will participate in the extractive economy and consent to their own exploitation. However, some school children are marked as deficient--impaired, disabled, and mad--incapable of being good workers who facilitate capitalist accumulation. Just as capital banishes incapacitated workers to the reserve army of labor, so too do school children learn to "surplus" and "disable" their peers who do not meet school norms. In this paper, I use a revolutionary Marxist perspective to analyze empirical data from a grade 1 United States classroom where students were teasing a neurodivergent classmate and excluding her from participation. I explore how the teacher intervened by using critical literacy to design a curricular unit on hidden disabilities that would engage her students in transformative, disability justice, and how students built a community around their disabled peers. Along the way, I explore how disability is a relation under capitalism rather than an identity; how nature gives us diverse bodyminds but it is capitalism that disables us; how the education system in capitalist societies is a vehicle for the dissemination of ruling class ideologies of productivity; how some school children are surplused and labeled as incapable of being good workers who facilitate capitalist accumulation; and possible solutions--what educators, parents, caregivers, and others can do about it.

This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser's model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.

The Australian Outdoor Health (OH) sector provides diverse practices that support an interconnected human and ecological approach to health and wellbeing. There is an urgent need for the OH sector to develop a comprehensive ethical practice framework, to enable professional recognition and other initiatives to progress. This would bring the sector in line with similar health and wellbeing occupations including social work, psychology, and counselling that have established professional recognition. A key feature of professional recognition is the acceptance of a Code of Ethics or Ethical Framework to guide practice and enhance standing in the field. This scoping review of the literature is undertaken to aid in developing an OH ethical practice framework. Findings suggest the framework should incorporate two overarching themes of beneficence and nonmaleficence, and contain six guiding principles: diversity, equity, advocacy, justice, accountability, and competence. We discuss these findings, situate them within broader OH community and health sector discourses, and make recommendations for establishing an Australian ethical practice framework to assist the move towards professional recognition and drive ethical OH practice.

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

edTPA is a widely used teacher performance assessment. However, studies have raised concerns with its use. We conducted a study of candidates' and faculty members' perceptions of edTPA on their learning and performance. Analysis of responses revealed six themes: confusion about the meaning of "ready to teach"; interference with relationship building; narrowed responsive teaching practices; concern for placements' impact on assessments; mistrust of evaluators' understanding of their contexts; and increased barriers for marginalized candidates. Findings suggest that edTPA can be interpreted as perpetrating forms of "epistemic injustice" and "slow violence" that impede diversity in the profession. To realize the promise of a more diverse teacher workforce--equity for all students and justice for marginalized communities--teacher educators and policymakers must ensure that the ways in which they prepare and evaluate teachers are increasingly more relational, diverse, equitable, and just.

One of the challenges in substantiating deliberative democracy as a normative theory is the educational challenge of how to cultivate civic virtue, especially mutual respect and civility, in children. The cultivation of civic virtue is not limited to school education, but is also an activity related to family education. However, liberal theorists who advocate the theory of deliberative democracy, based on the dualism of public and private, have limited their discussions to the issue of civic development in the field of public education. This article proposes to understand and compare the many competing theories on public-private dualism, particularly in liberal and feminist spaces. Beginning with an analysis of the work of liberal theorists such as David Archard as well as Harry Brighouse and Adam Swift, and moving on to that of feminist theorists such as Susan Okin, this article examines competing theories on education in school and in the family, to whom the responsibility of education belongs, and where feminist and liberal thought enlighten these debates. This article will clarify the theoretical tendencies and principles of liberal arguments aimed at overcoming the public-private dualism in education, and present a strategy for overcoming the challenges that this theory encompasses by seeking reference points in feminist thought, especially with attention to conception of relational autonomy.

The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students' attitudes about community service. Open-ended questions were asked after participation in the experience in addition to the CSAS to gather a deeper reflection of the S-L experience. A total of 62 OTD students participated in the study. There was no statistically significant difference between the CSAS scores between the OTD first-year and third-year students. Students reported that they gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and the impact of occupation-based interventions when asked what they learned from the experience. Through the participation in a S-L experience, the students gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and an awareness of the impact of occupation-based interventions on clients. S-L enables OT educators to provide opportunities for students to gain critical skills that will translate into clinical practice.

Predictive analytics methods in education are seeing widespread use and are producing increasingly accurate predictions of students' outcomes. With the increased use of predictive analytics comes increasing concern about fairness for specific subgroups of the population. One approach that has been proposed to increase fairness is using demographic variables directly in models, as predictors. In this paper we explore issues of fairness in the use of demographic variables as predictors of long-term student outcomes, studying the arguments for and against this practice in the contexts where this literature has been published. We analyze arguments for the inclusion of demographic variables, specifically claims that this approach improves model performance and charges that excluding such variables amounts to a form of 'color-blind' racism. We also consider arguments against including demographic variables as predictors, including reduced actionability of predictions, risk of reinforcing bias, and limits of categorization. We then discuss how contextual factors of predictive models should influence case-specific decisions for the inclusion or exclusion of demographic variables and discuss the role of proxy variables. We conclude that, on balance, there are greater benefits to fairness if demographic variables are used to validate fairness rather than as predictors within models.

In contrast to both behaviourist and cognitive approaches to moral development, neo-Aristotelian virtue ethics has had recent fairly distinctive impact on thought about the practice of moral education. On this view, insofar as moral development is a matter of the cultivation of moral virtues, and virtues are basically qualities of character conducive to good or admirable conduct, virtue formation is reducible neither to behaviour training nor to (mere) intellectual acquaintance with knowledge or principles, and requires essentially practical initiation into the distinctive (Aristotelian) moral wisdom of phronesis. In turn, such focus on the cultivation of practical wisdom has led to large emphasis on the contribution of moral exemplars and role modelling for the moral education of (particularly) young people. This paper argues that such emphasis is seriously overstated, if not wholly misplaced, and that role modelling and exemplification can have only a secondary place at best in any reputable moral educational project or program.

In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I synthesize research to help conceptualize and clarify what CSPs may look like specifically in mathematics classrooms. I offer a framework for CSPs in mathematics comprised of four dimensions: (1) anti-assimilationism; (2) strengths-based teaching; (3) power and justice; and (4) affirming identities.

This article advances an abolitionist reframing of learning analytics (LA) that explores the benefits of productive disorientation, considers potential harms and care made possible by LA, and suggests the abolitionist imagination as an important educational practice. By applying abolitionist concepts to LA, we propose it may be feasible to open new critiques and social futures that build toward equity-oriented LA design and implementation. We introduce speculative methods to advance three vignettes imagining how LA could be weaponized against students or transformed into a justice-directed learning tool. Our speculative methods aim to destabilize where power in LA has been routinely located and contested, thereby opening new lines of inquiry about more equitable educational prospects. Our concluding discussion addresses how speculative design and fiction are complementary methods to the abolitionist imagination and can be pragmatic tools to help build a world with fairer, more equitable, and responsible LA technologies.

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO's recent report "Reimagining Our Futures Together," which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire's vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism.