Search Results (79)

Climate change constitutes a growing challenge for high-Andean communities worldwide, whose livelihoods depend directly on agriculture, livestock farming, and the stability of local ecosystems. In this context, the study seeks to understand the construction of social imaginaries among agricultural producers regarding the dynamics of climate variability, with the aim of analyzing both the vulnerabilities and adaptive capacities that emerge in their everyday practices. Based on a qualitative approach, supported by 32 interviews with key informants from 16 communities, 04 focus groups, and documentary analysis, field data were collected and processed using Atlas.ti software. The testimonies of community members from Cojata, Puno–Peru, revealed social imaginaries and collective responses linked to this phenomenon. The findings show feelings of concern and uncertainty, diverse interpretations of climate change dynamics, reconfiguration of cultural meanings, and the deployment of hybrid adaptation strategies that combine ancestral knowledge with contemporary resources. Overall, these findings show that social imaginaries play a central role in how communities face the climate crisis, revealing both the persistence of structural inequalities and the need to strengthen intercultural territorial policies that recognize local knowledge, promote communal cooperation, and foster a horizon of resilience and climate justice. Full article

The vitality of public space in traditional villages has emerged as a crucial issue central to both rural revitalization and cultural heritage preservation. This study applied a theoretical analysis grounded in Scene Theory to reveal the specific issues and propose spatial strategies. With a mixed-methods approach combining quantitative surveys and field investigations in Shen’ao Village, China, this study developed a spatial perception evaluation index which contains three dimensions of scene value and 15 specific indicators. The evaluation results indicate generally low satisfaction and vitality in public space, primarily due to deficiency in normalization and planning of spatial construction, disconnection between cultural preservation and utilization, inequality of functional supply and spatial distribution, and decoupling of spatial design and users’ emotional resonance. We propose targeted spatial strategies including experience enhancement through digital technology, mixed-use design, and an all-age suitable optimization approach. This study contributes theoretically by adapting Scene Theory to reveal the reasons for vitality decline in rural public spaces, and methodologically by offering a structured evaluation index that quantitatively assesses subjective feelings. This study also offers new perspectives and technical support for the rural public space development policy of village committees and local governments, thereby enhancing rural revitalization efficiency. Full article

This study explores how theatre activities can stimulate the social engagement of adolescents based on data collected in a survey carried out within the ForesTEEN project. Drawing on the responses of 144 participants (i.e., adolescents, theatre professionals, teachers, project partners, parents, and audience members), this article compares multi-perspective views of the work of theatre, adolescents’ motivation to participate, perceived barriers, and successful strategies to encourage adolescents’ participation. It has been found that active theatre participation can lead to the improvement of communication skills, empathy, and self-esteem of adolescents. Most significantly, engaging teens in theatre provides a key avenue for social integration. By offering adolescents with different cultures and ethnic identities a platform to be heard, co-create stories, and feel connected to others, theatre is a space of belonging and shared humanity. Theatre is utilised in reducing social and cultural inequalities to allow adolescents to be actively involved in society and develop interpersonal and civic skills. Several recommendations are provided in the study, which illuminate how theatre can be more participatory, accessible, and inclusive, and how it is to be recognised as a strategic tool enabling adolescent social engagement. Full article

This study validates an empirical model of attitudinal indicators to assess the inclusion of students with physical motor disabilities in higher education. Grounded in the tripartite model of attitude and framed within the social model of disability, the research employed the SACIE-R scale to measure emotional, cognitive, and behavioral predispositions among 384 faculty members from private universities in El Salvador, selected through stratified sampling. Exploratory factor analysis (EFA) identified three latent dimensions—concerns and general attitudes, inclusive feelings, and cognitive–affective tension—explaining 56.36% of the variance, with strong reliability (Cronbach’s α = 0.876). Chi-square tests revealed significant attitudinal differences by age, sex, training, and institutional affiliation. The resulting model translates latent predispositions into observable indicators of inclusive teaching competencies, providing a diagnostic and evaluative tool for higher education institutions. Beyond the Salvadoran context, the framework demonstrates potential scalability across Latin American systems with comparable socio-educational conditions. Importantly, the model contributes to the Sustainable Development Goals (SDG 4, SDG 10, and SDG 16) by supporting inclusive and equitable quality education, reducing structural inequalities, and informing governance policies grounded in human rights. Findings highlight persistent attitudinal barriers and limited faculty preparedness, underscoring the need for sustainable institutional strategies. This research advances the debate on educational sustainability by linking faculty attitudes to long-term policy development, capacity-building, and institutional accountability. Full article

Teaching in a globalised world offers opportunities to reduce barriers, enhance understanding, and expand access for diverse learners. Blended approaches, combining in-person and online delivery, can encourage learning communities across geographical boundaries. However, disparities in access to technology, internet reliability, and conducive study environments highlight inequalities and varied learner experiences. While digital networks may support identity and belonging, some students report feeling distracted or disengaged in online settings. This study explores the experiences of first-year doctoral candidates completing the final taught module of their Doctorate in Business Administration (DBA) at the University of Gloucestershire, UK. Participants, mostly international students now based in the UK, are engaged in both in-person classes and online staff-led webinars. Data was gathered through four in-person focus groups. Engeström’s Cultural-Historical Activity Theory was applied as an analytical framework, conceptualising teaching and learning as an activity system mediated by Tools, Rules, Community, and Division of Labour. This enabled a comparison of students’ experiences in online and in-person contexts. The findings revealed contradictions within the system, identifying barriers to engagement and adaptation, and offering insights into the evolving pedagogical demands of blended doctoral education. Full article

Background/Objectives: Childhood obesity remains a critical public health concern in Greece, particularly among socioeconomically vulnerable groups. This study conducted a secondary analysis of five large-scale epidemiological datasets to examine the association between energy balance-related behaviours (EBRBs) and obesity in children in need. Methods: Data were compiled from five nationally or regionally representative studies (Genesis, ToyBox, Healthy Growth, ENERGY, and Feel4Diabetes) involving children aged 1–12 years. Stratified and subgroup analyses were performed to examine associations between weight status and EBRBs, including dietary habits, physical activity, and sedentary behaviour. Determinants of EBRBs were also analysed using the socio-ecological model framework. Results: Children in need demonstrated a higher prevalence of overweight and obesity compared to the general child population. Key risk factors for EBRBs included frequent consumption of sugar-sweetened beverages, sweet snacks, and high screen time. Protective behaviours associated with lower obesity risk included regular breakfast consumption, adequate sleep duration, and physical activity. Determinants of high-risk EBRBs were primarily interpersonal and, to a lesser extent, individual and community-level factors. Conclusions: These findings highlight the disproportionate burden of childhood obesity among vulnerable populations and identify modifiable behaviours and determinants that can inform targeted interventions. These results provide a robust evidence base to guide national public health policies, including the development of school- and community-based obesity prevention programmes aligned with the goals of Greece’s National Action Against Childhood Obesity. Prioritising children in need in such initiatives is essential to reduce health inequities and improve long-term health outcomes. Full article

Remote work has become a prevalent work model in Canada but there is limited research on how immigrants experience this type of work. This paper shares thematic findings from an instrumental case study that explored such experiences in two of Canada’s largest immigrant-receiving provinces. We interviewed 21 highly educated remote workers from the Global South who had immigrated to Canada in the last 10 years. We generated three themes from a reflexive thematic analysis of interview transcripts. (1) Shifting labour market value: despite enhancing their skillsets, many participants still faced labour market devaluation, which led to feelings of insecurity. (2) Occupational flexibility: participants enjoyed the flexibility remote work provided but often could not draw distinct boundaries between work and home. (3) Socialization and belonging: being physically removed from the workplace affected participants’ connections with others within and outside of the workplace. Participants viewed hybrid work as a possible solution for achieving better balance. Using a Bourdieusian lens, we conceptualize the Canadian job market as a site where social inequalities are reproduced by employers and immigrants. We suggest that greater governmental and workplace support systems for socialization, integration, mentorship and building cultural awareness could help immigrants better achieve their career goals. Full article

Despite decades of research, major gaps remain in understanding the Impostor Phenomenon (IP), particularly regarding its social stratification and structural implications. While traditionally viewed through a merely psychological lens, the IP is increasingly recognized as being shaped by broader contexts such as structural inequalities and discrimination. This study aims to provide a concise, cross-nationally validated instrument for measuring IP feelings in large-scale surveys. We validate the Impostor Phenomenon Short Scale (IPSS-3), a brief self-report instrument suitable for surveys with limited assessment time. Using data from 424 German- and 477 Hebrew-speaking adolescents and young adults (aged 16–28), the factor structure, internal consistency, and construct validity of the IPSS-3 are examined via its correlations with the external locus of control and self-esteem. These analyses confirm high reliability and consistent validity across both samples. The IPSS-3 enables researchers to explore the intersection of IP-related self-doubt and perceived lack of belonging with opportunities for social participation, workplace belonging, career development, and social mobility. By providing a reliable and efficient measure of the IP, this study promotes interdisciplinary research on the IP and enhances a nuanced understanding of how subjective self-perceptions intersect with structural opportunities and social stratification. Full article

Whilst there has been an increasing trend of women holding academic positions in European Higher Tertiary Institutions (HTIs), leadership positions are held predominantly by men. The study draws on radical feminism theory with which its methodology is aligned by investigating the perceptions of both genders. To that end, the study categorizes the impediments holding women back from breaking the glass ceiling into endogenous and exogenous factors. By doing so, the authors are in a better position to recommend the implementation of policies and procedures to address this inequality and navigate towards achieving sustainable gender equality. The research was conducted using an online survey questionnaire administered among all academic and administrative staff of universities in the Republic of Cyprus, the country with the highest glass ceiling in the EU. The authors found that the binary genders differ in their perceptions of what keeps women from breaking the glass ceiling and that this is attributable to exogenous factors, namely, (a) the walls created by male leaders, reinforcing a feeling of marginalization and mansplaining; and (b) family obligations enhancing women’s experiencing a lack of time and burnout. Furthermore, the exogenous factors and the extremely gendered higher echelons of HTIs underpin the endogenous factor of self-sabotage, making women feel they would rather avoid the toxic leadership environment with its lack of professional credit, a view supported by radical feminism theory. The authors suggest practical policy implications to rectify the gender imbalance in leadership in HTIs and suggest directions for future research. Full article

People with migration backgrounds (PwM) and their loved ones living with dementia often encounter multiple disparities for appropriate care and support. Simultaneously, care professionals may feel inadequately prepared to address the needs of PwM effectively. As a response to these concerns, research and practice have increasingly emphasized the importance of culturally sensitive care. These efforts center on understanding the cultural norms and beliefs of migrant communities and developing professional strategies tailored to these cultural factors. However, while cultural factors clearly play a role in the care experiences of PwM, the emphasis on culture in research and practice has drawn criticism from various scholars. In our contribution to this debate, we highlight the shortcomings of the concept of culturally sensitive care within the context of dementia and propose a perspective that responds to these shortcomings. We present the following arguments: (1) The prevailing discourse, which treats culture and culturally sensitive care as fixed concepts and relies on separate tools for addressing the needs of PwM, fails to offer comprehensive guidance for inclusive care. (2) Instead of attributing care-related obstacles to cultural differences, we must shift our focus to understanding individual experiences of inequality as well as the systemic structures that perpetuate inequality. (3) To address the diverse needs of PwM and the challenges of ongoing diversity within Western societies, dementia care services should embrace diversity as the norm rather than an exception requiring separate tools. This requires a paradigm shift in which professionals are trained to navigate relationships in ways that minimize reliance on rigid (ethnic and cultural) categorizations. Full article

Background: The provision of education, health, and social care for children with special educational needs and disabilities (SEND) in England has long been criticised for its inequities and chronic underfunding. These systemic issues were further exacerbated by the onset of the COVID-19 pandemic and the accompanying restrictions, which disrupted essential services and resulted in widespread unmet needs and infringements on the rights of many children with SEND. This study aimed to use a three-phase consensus-building approach with 1353 participants across five stakeholder groups to collaboratively develop evidence-informed priorities for policy and practice. The priorities sought to help address the longstanding disparities and respond to the intensified challenges brought about by the pandemic. Methods: A total of 55 children with SEND (aged 5–16), 893 parents/carers, and 307 professionals working in SEND-related services participated in the first phase through online surveys. This was followed by semi-structured interviews with four children and young people, ten parents/carers, and 15 professionals, allowing for deeper exploration of lived experiences and priorities. The data were analysed, synthesised, and structured into five overarching areas of priority. These were subsequently discussed and refined in a series of activity-based group workshops involving 20 children with SEND, 11 parents/carers, and 38 professionals. Results and Conclusions: The consensus-building process led to the identification of key priorities for both pandemic response and longer-term recovery, highlighting the responsibilities of central Government and statutory services to consider and meet the needs of children with SEND. These priorities are framed within a children’s rights context and considered against the rights and duties set out in the United Nations Convention on the Rights of the Child (1989). Priorities include protecting and promoting children with SEND’s rights to (1) play, socialise, and be part of a community, (2) receive support for their social and emotional wellbeing and mental health, (3) feel safe, belong, and learn in school, (4) “access health and social care services and therapies”, and (5) receive support for their parents/carers and families. Together, they highlight the urgent need for structural reform to ensure that children with SEND receive the support they are entitled to—not only in times of crisis but as a matter of routine practice and policy. Full article

PK-12 Equity Directors (EDs) are tasked with addressing systemic inequities. The scope of their responsibilities is influenced by role configuration or placement within the organizational structure and the authority they are granted. Limited research has explored how role stress stemming from ambiguous or conflicting directives linked to role configuration affects EDs’ capacity to address systemic inequities. This organizational autoethnographic study examines how role stress because of my role configuration influenced my ability to address systemic inequities over 26 months, using reflective journal entries triangulated with artifacts and documents. The findings demonstrate that I experienced role ambiguity as my position had substantive unstructured time that sometimes made me feel I was not contributing to district goals of addressing systemic inequities. However, after recognizing my authority in different ways, this unstructured time allowed me to pursue projects aligned with my expertise and interests. I also encountered role conflict when leading employee teams who volunteered outside their contracted hours. The voluntary nature of their involvement limited consistent collaboration and forced me to be strategic about employee involvement in equity initiatives. The implications of this study suggest that supervisors should carefully balance EDs’ autonomy with structured support to foster sustainable equity efforts. Furthermore, district leaders must align volunteer committee members’ time commitments and expectations with the scope and demands of equity initiatives to ensure effective collaboration. Full article

This autoethnographic study intertwines personal experience with scholarly inquiry, inviting a deep exploration of the lived experiences and realities of a female physical education (PE) teacher. Wonderings about identities, conformity to masculine norms, and proving oneself to staff and students led to a review of relevant literature, journal entries, and meaningful conversations with critical friends. Through analysis and coding of emotions and reoccurring events, five themes emerged: male teaching partners and colleagues; student interactions; interactions with parents; administrative and peer support; and outside organizations. The results acknowledge the intricate interplay between self, society, PE environments, and culture. It is our hope that these reflections and realizations will connect with other women (and men) in the PE field and ignite further contemplation, conversation, and action. This, with the goal of contributing to necessary efforts to strive towards more inclusive and empowering experiences for female PE teachers. Full article

Economic inequality has been linked to changes in individual risk-taking behavior, yet the underlying mechanisms remain underexplored. In this study, I examine whether feelings of relative deprivation from upward social comparisons influence risk preferences. In the randomized experiments, participants were exposed to false information feedback designed to evoke feelings of relative deprivation, and their risk aversion was assessed through hypothetical and incentivized gambles. The results indicate that exposure to relative deprivation reduced risk aversion among men in incentivized lottery experiments, while it had no significant association with risk aversion for either gender in hypothetical gambles. Additionally, relative deprivation lowered perceived social standing and increased anxiety and concerns about personal deservingness—emotional outcomes commonly associated with experiences of relative deprivation. This study provides suggestive evidence that social comparison may influence risk preferences among men through emotional changes and offers insights into how societal inequality affects individual preferences. These findings have important implications for policy interventions aimed at addressing economic disparities and their behavioral consequences. Full article

Climate action represents the most comprehensive of the 2015 United Nations 17 Sustainable Development Goals (SDGs) in that climate change impacts all other goals. Urban overpopulation is a primary cause, as energy consumption is a significant source of carbon dioxide emissions directing climate change. The population increase origin is attributable to the agricultural/urban developments that became geographically widespread approximately 6000 years ago. Simultaneously, religious belief stressed multiple children, with women obligated to produce them. This female duty created gender inequality and reduced the health and well-being of women, as pregnancy is a noted risk factor for decreased lifetime health. Regardless of the detrimental risk to their health and well-being, the gender inequality, and the adverse effects of birthing multiple children regarding climate action, women today continue to feel obliged to reproduce appropriately. This burden requires change to meet the three sustainable development goals of good health and well-being (SDG 3), gender equality (SDG 5), and climate action (SDG 13). An author-developed mindfulness-based psychoanalytic narrative research method presents a means for promoting such change based on a qualitative narrative analysis of the responses of several participants regarding its success in clarifying the values of these women in overcoming career-related burnout. Full article