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With increased globalization, travel and mobility, international student education has become an academically and economically important part of tertiary education around the world. The increased commodification and marketization of higher education complicate the present challenges in ensuring culturally sensitive and competent pedagogies and enabling international students' educational rights and equal access to opportunities and knowledge. Linking the multifaceted concept of educational rights to international student education and pedagogy, we explore issues related to cultural diversity, safety, vulnerability, welfare, peaceful coexistence in a changing global environment. Opening up further discussions on inclusive, culturally competent and accountable teaching in an unstable and frequently vexed geopolitical space, this introduction argues for an inclusive education that puts learning and social justice at its centre.

The end of the nineteenth century in Britain saw a range of "newnesses"; New Unionism signified a boom in trade unionism, while the New Woman figure symbolized women's struggle for independence. However, both as literary figures and as real-life writers, such New Women were largely middle class and educated. Where are the working women within the sphere of literary and cultural production, and how are they represented within the New Unionism? Against a dominant trade unionism that argued for a "family wage" and considered women's organizing as a threat, the Women's Trade Union League (1874), the National Federation of Women Workers (1906), the 1888 Match Girls strike, and writers and labor activists such as Annie Besant and Clementina Black noted women's roles within labor. Attempting to locate a working New Woman in the trade union movement, this paper is a reflective work-in-progress, an exploration rather than a finished argument. Written by a precariously employed woman trade unionist in the twenty-first century, struggling to find time to write, examining the works of precariously employed women workers one hundred years earlier, the essay poses questions about what happens to politically engaged scholarship in a time of increasingly precarious working conditions and knowledges. [ABSTRACT FROM AUTHOR]

As feminist and anti-racist scholars and activists have long known, which stories predominate and which are marginalised is always a question of power and authority--about who is entitled to speak, and who has the authority to decide the meanings of words and actions. Storytelling can be used as a tool for social justice, as exemplified by the international feminist movement Hollaback! and its regional and worldwide struggle to end street harassment and make public spaces accessible for everyone. This article examines the practice of sharing stories within one specific Hollaback! group, highlighting the timeliness of the online storytelling technologies promoted by the movement and considering this work as an example of extra-academic feminist education. The article concludes by questioning to what extent feminists manage to formulate their own localised struggles through storytelling within the feminist movement as a whole.

Malawi is a landlocked country in Southern Africa with a population of 17.5 million. It has taken great strides in addressing disability inequality in recent years. Despite this, Malawian trade unions, educators and disability activists report wide‐reaching disability discrimination at an infrastructural and individual level. Situated at the intersections between disability studies and medical sociology, alongside work of postcolonial and Global South scholars, this article highlights how neo‐colonial and Anglocentric dominant framings of disability do not necessarily fit the Malawian workforce, as they ignore cultural and structural differences in the causes and maintenance of ill health and disability. Building on interviews with workers with disabilities, trade unionists, educators, government representatives and disability activists in Malawi's two biggest cities, the article emphasises the need to address specific local contexts; while policy asserts a model of social oppression, in practice, disability inclusion requires recognition of the social determinants of disability and inequality, and the economic, political and cultural context within which disability resides. Sharing co‐designed approaches to engaging with disability definitions, stigma, language, infrastructure and resources, this article highlights the necessity of grounding disability and medical sociological theory in localised framings and lived experiences. [ABSTRACT FROM AUTHOR]

Despite scholarly recovery of many nineteenth-century women writers, especially those publishing mainly in periodicals, the fiction, travel writing and journalism of Fanny Van de Grift Stevenson (1840–1914) are still neglected. Situating Van de Grift Stevenson in the context of late nineteenth-century US periodical culture, this article considers how many of the author's periodical writings cross not only geographical but also generic boundaries. Van de Grift Stevenson's periodical publishing appears in a variety of modes and genres, at times with journalistic material entering her fiction, domestic life including recipes inserted in her journalism, and autobiography glimpsed in both fiction and journalism. The article examines this author's transatlantic periodical writings in the context of gender and genre, noting the ways in which these categories intersect throughout her authorship. Focusing especially on the author's regional writing as seen in her non-fiction 'cookbook articles' Ramblings of a Housewife and the short story 'The Warlock's Shadow', the article argues that Van de Grift Stevenson's blending of regional and domestic modes of writing presents a specific interrogation of cultural and geographical identities. [ABSTRACT FROM AUTHOR]

With increased globalization, travel and mobility, international student education has become an academically and economically important part of tertiary education around the world. The increased commodification and marketization of higher education complicate the present challenges in ensuring culturally sensitive and competent pedagogies and enabling international students' educational rights and equal access to opportunities and knowledge. Linking the multifaceted concept of educational rights to international student education and pedagogy, we explore issues related to cultural diversity, safety, vulnerability, welfare, peaceful coexistence in a changing global environment. Opening up further discussions on inclusive, culturally competent and accountable teaching in an unstable and frequently vexed geopolitical space, this introduction argues for an inclusive education that puts learning and social justice at its centre. [ABSTRACT FROM AUTHOR]