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In this article, we examined the impact of COVID-19 on international students' experience and highlighted the importance of supporting this student group. We drew on findings from a mixed methods study in North Queensland, Australia. First, we discussed mental well-being and analysed how the COVID-19 pandemic has impacted individuals' mental health and well-being. We linked our analysis to international students' vulnerability and well-being, looking specifically at the impact of financial and emotional distress. The findings of our study provided knowledge regarding the challenges international students face in North Queensland. In order to better meet the needs of international students, we argue that higher education institutions must provide tailored programs and services, including nurturing, supportive, responsive, and needs-orientated environments, to address the challenges international students face, and the mental health needs posed by the pandemic and beyond.

Inclusive education (IE) in the early years enhances young children's learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, engagement, and social opportunities for children, especially those with disability. The findings also identify that effective teacher qualities and professional development enhance the provision of quality inclusive early childhood education. The study reinforces the need for improved support for teachers and to make sure that they are placed at the center of IE policy and practice.

This article explores the lived experiences of some Indian migrant workers (MW) during the first COVID-19 pandemic nationwide lockdown, investigating their plights from a social identity perspective. It analyses crises associated with the COVID-19 pandemic, and with hunger and starvation. Drawing on a qualitative study conducted with twelve participants in the city of Pune in the Western Indian state of Maharashtra, the findings suggest that the participants' plights have been exacerbated by the COVID-19 pandemic. The findings indicate the need for policy responses to focus on addressing conditions of work, terms of employment and access to necessities for Indian MW, including ensuring conditions for a prompt job-ready recovery and mental health care after the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Africans have become firmly part of Australian society. They account for an increasing proportion of its total population. This article draws from empirical data generated via in-depth semi-structured interviews with 30 participants in South East Queensland. The findings suggest that the discursive constructions of Africans in everyday language and social relations in Australia work to construct their lived reality of being; becoming and being positioned as a racialized subject, leading to objectification, marginalization, exclusion and disadvantage. The article advocates for systemic changes that will end the problems of everyday racism at both state and national levels, and for the introduction of programs that will encourage the inclusion, belonging and full participation of visible and ethnically marked immigrants to Australia. [ABSTRACT FROM AUTHOR]

This article explores Achille Mbembe's notion of necropolitics in conjunction with Avery Gordon's figures of spectres and the haunting of ghosts. These concepts are applied to consider different acts of subversion and resistance, performed in the face of dominant discourses and practices in the realm of refugee governance, which work to silence certain experiences; and in the knowledge that breaking such silences can have deadly consequences. The article is constructed around a single case study, the story of a survivor of Rwanda's 1994 genocide and its aftermath. This story is contextualized historically to illuminate important continuities, from Rwanda's colonization and colonial governance to contemporary refugee governance regimes. It also highlights some of the particular ways in which women were affected by this history. Against the deadly and silencing effects of contemporary discourses and practices discussed, the article contemplates, following Rosi Braidotti, more affirmative alternatives. These entail questioning the notion of individual identities and being guided by an ethos of engagement, operating in the awareness of the entanglement of space and time, of life and death, and seeking to overcome the binaries of us/them, truth/lie, fact/fiction, deserving/undeserving, perpetrator/victim, and genuine/bogus refugee that have traditionally shaped global refugee governance regimes. [ABSTRACT FROM AUTHOR]

In the face of the increasing migration of black Africans to Australia, this paper seeks to raise conversations about the meta-discourses of Otherness in the Australian society. The paper aims to provide insights into black Africans' experience of othering and being othered in Australia. The paper draws from a broader study which examined the lived experiences of Africans in South East Queensland and highlights that the presentation of white as norm in Australia, one of or the institutional and social contexts that create conditions reinforcing othering practices, is perpetuated, especially, when the racial order in society is not acknowledged and challenged. The paper proposes that the condition of Africans in Australia may not just be explained by their immigration status or their lack of skills but linked to how they are positioned and constructed in Australia as visible 'Others.' [ABSTRACT FROM AUTHOR]