Search Results (1,695)

This study examines how regional newspapers in Norway portray schools and the teaching profession, and how such representations may influence teacher recruitment. Drawing on theories of mediatization and discursive power, the analysis reveals that media narratives are ideologically charged and contribute to shaping public perceptions of teaching as a profession in crisis. Structural changes, such as school centralization and free school choice, further complicate recruitment, particularly in rural areas. While negative portrayals may deter potential applicants, they also highlight systemic issues that warrant political attention. The study concludes that media representations might play a significant role in influencing attitudes toward teacher education and recruitment. Full article

Kang Youwei (1858–1927) reimagined Confucius as the founding religious leader of Confucianism, a conceptual framework underpinning his entire ideological system of Confucian thought. Yet existing scholarship has largely overlooked systematic analysis of this theoretical reconstruction. Influenced by the impact–response paradigm, many studies have also neglected Kang’s core intention to pursue cross-civilizational dialogue and establish a universalist Confucianism through such interpretive innovation. Faced with the late-Qing predicament of the imbalance between a dominant Western world and a weakened China, Kang thoroughly redefined Confucius by shifting his image from a sage who transmitted rather than created ancient wisdom to a religious authority who reformed institutions through classical precedents. This paper argues that Kang’s reinterpretation was neither a simplistic religious adaptation nor a conservative defence of traditional culture. His fundamental aim was to correct Western-centric bias, facilitate equal Sino-Western civilizational dialogue, critique inherent structural dilemmas of modern Western civilization, and propose the Confucian Way as a viable solution to these deep-rooted crises. Full article

This is a study of the nun as a queer archetype of femininity across Kate O’Brien’s fiction and non-fiction. Alongside characters who are actual nuns, the fiction includes characters who can be described as ‘nun-like,’ especially in their renunciation of sexual desire. In the fiction, this secular renunciation is aligned with religious celibacy as actively chosen and ethically purposeful and situated as similar to artistic creativity. The study argues that O’Brien’s nuns are paradoxical and queer figures, undermining the temporality, class politics and models of human subjectivity central to O’Brien’s own ideological commitments. Attending to these nun figures prompts significant questions about the liberal feminist politics underpinning contemporary O’Brien studies and the prevailing critical reception of O’Brien as an exemplary Irish woman writer. Full article

The SDGs and the New Urban Agenda both stress the importance of strengthening urban–rural linkages to promote balanced and inclusive development. Taking China as a case, this paper explores the underlying mechanisms driving the evolution of urban–rural relations. Existing studies have primarily periodized China’s urban–rural relations based on institutional changes, with limited attention to their endogenous evolutionary mechanisms. Drawing on New Institutional Economics, this study develops an “institutional–technological–cognitive” framework. It argues that China’s urban–rural relations have evolved through three stages: prior to the Reform and Opening-Up, institution-led governance resulted in urban–rural separation; in the 1980s–2010s, technological change reshaped the constraints and return structures of factor flows, resulting in urban–rural imbalance; in the 2010s–the present, early urban–rural integration was marked by tensions between cognitive reconstruction and existing institutional arrangements. Throughout the three stages, cognition has evolved from ideological cognition to opportunity-driven cognition and further to value-driven cognition, with its agency continuously strengthening and gradually becoming a key variable influencing the effectiveness of institutional operations and the pathways of technological empowerment. Accordingly, urban–rural relations should be understood not only as the outcome of factor allocation shaped by institutions and technology, but also as a dynamic structure embedded in the evolution of cognition. The advancement of urban–rural integration should place greater emphasis on people-centered cognitive transformation, rather than relying on improvements in factor mobility or population urbanization. Full article

This paper reconstructs the archive of Islamic humanism as a cultural resource for Critical Psychologists, addressing the geopolitical double-bind of the global Muslim population caught between Islamophobia and fundamentalism. This living archive spans intellectual contributions to falsafa (rationalism) and tasawwuf (mysticism), from medieval thinkers like Ibn Rushd and al-Ghazali to modern figures like Mourad Wahba and Ali Shariʿati. While primarily philosophical, these contributions offer practical implications for psychosocial liberation. Utilizing a methodology of deconstructive unsilencing, the archive is positioned as both pluriversal and metaphorical. By analyzing the ideological mechanism of virtual internment, the paper proposes a praxis of learned ignorance and decolonial resistance to subvert the panoptic look of anti-humanism through the Real Gaze of Islamic humanism. This retrieval offers a materialist praxis seeking to overturn the (post)colonial triad of fundamentalism, parasitic capitalism, and postmodernism. In sum, the article argues that a genealogical consignation of Islamic humanism facilitates a transmodernity that integrates Totality with Exteriority, effectively negating both coloniality and antimodernity. Full article

The inception of Jamaica’s education system was built based on European settler colonial ideologies and White supremacist logic. Almost two centuries after the abolition of slavery and over six decades after independence from British rule, colonial vestiges pervade Jamaican education policy and practice, resulting in the continued marginalisation of Black students from low-income backgrounds. Despite the commissioning of multiple reports on the state of the education system, these racist and classist injustices persist. In this article, we examine social justice issues at the nexus of national education policy and school leadership practice in Jamaican public schools based on our reflexive thematic analysis of semi-structured interviews conducted with two Jamaican education policymakers, five education researchers and four public school leaders, alongside Jamaica’s National Student Dress and Grooming Policy Guidelines 2018. Our findings highlight a hierarchical relationship among stakeholder groups in the creation and implementation of Jamaican education policy. Our findings also highlight four themes suggesting that this results from deeply ingrained valorisation of Eurocentric values in policy design that leads to heightened tensions between the Ministry of Education and Youth (MOEY) and school administrators at the level of policy implementation, distraction of school staff from teaching and learning, and disproportionate exclusion of Black students from low-income backgrounds. Implications from our study are the need for stronger cohesion among education policy stakeholders, the incorporation of social justice in teacher and leader preparation and the integration of critical pedagogies at all levels of the Jamaican education system. Full article

Mediterranean forests are increasingly exposed to climate-related risks, including large wildfires, prolonged droughts and rural abandonment, making sustainable forest management (SFM) a key element for climate adaptation and territorial resilience. However, despite its recognised importance, the social acceptance of SFM remains insufficiently understood, particularly in relation to how public perceptions are shaped by media narratives and information ecosystems. This study addresses this gap by analysing the relationship between media framing and social acceptance of SFM in a Mediterranean context. A mixed-methods approach was applied in the Valencian region (Spain), combining (i) a systematic analysis of conventional and digital media, (ii) a system mapping exercise to identify dominant narratives and communication dynamics, and (iii) a population survey (n = 1070) focused on perceptions of forests, climate change and forest management. The results reveal a high level of environmental concern and climate awareness, coexisting with limited knowledge of SFM and simplified or distorted perceptions of forest dynamics. Media coverage is predominantly reactive and event-driven, strongly focused on wildfire events, while preventive and adaptive forest management practices remain largely invisible. In this context, support for SFM increases significantly when management practices are clearly explained and contextualised, indicating that resistance is more closely related to communication gaps than to ideological opposition. These findings highlight the critical role of media framing and communication processes in shaping the social acceptance of SFM. The study contributes to the literature by integrating media analysis and social perception within a forest governance perspective, and provides empirical insights to support more effective communication strategies and policy design in Mediterranean regions facing increasing climate pressures. Full article

In responding to the special issue’s call to examine the shifting space of materiality, this article uses creative writing, hand-drawn comics, and speculative fiction/design as a form of research by practice to critique changes in UK Higher Arts Education in relation to art materials. It shows how embedded neoliberal structures that have been documented to negatively impact HE staff and the arts in general, also now extend to prioritising and excluding some art materials over others. A speculative vision is offered as an alternative in which a nomadic higher arts education is put forward, one that encourages the use of hybrid art materials. The means chosen to make the arguments presented are analogue methods of drawing, cutting, printing, sewing and writing to strengthen the point that digital materials are currently prioritised in UK arts education due to HE’s entanglement with agendas entwinned with Big Tech and most recently the military. The format is also deliberately experimental to move away from common ways of presenting research and theory that have become formulaic as academics are pushed to meet the ideals of the Research Excellence Framework, another neoliberal rubric. Full article

The ambition of policymakers to ‘raise aspirations’ among young people from disadvantaged backgrounds as a means for improving social mobility in Britain has been a mainstay of political rhetoric for the last three decades. Reports such as Higher Education in the Learning Society in 1997, Unleashing Aspiration in 2009, and Success as a Knowledge Economy in 2016 are all underpinned by an ideology of neoliberal meritocracy that has transcended political parties and governments since the Thatcher administration. Even those who lean more to the left of the Labour Party within contemporary Britain have perpetuated this narrative by reframing it as ‘working-class ambition’. This paper advances an alternative view which reconceptualises the way in which young people from non-privileged backgrounds experience and perceive the world, and their place within it. Drawing upon our work on Connected Belonging in 2025 and our research on the From the Centre to the Periphery project in 2025, we suggest that ‘hopeful optimism’ offers a more realistic lens through which to understand what is needed to address the ‘personal troubles and public issues’ that young people face. Unlike aspiration, which has an inherently individualistic and future-orientated framing, with value systems directed by dominant hegemonic notions of ‘success’ that are commonly positioned in economic terms, we recognise optimism as being a holistic and relational process that resides in the present as well as looks to the future. Optimism, grounded within principles of hope, allows young people the freedom to be and to dream; by celebrating who they are and their interconnectedness, it protects them from fears of failure; by reimaging what success might mean, it liberates them as creators. Full article

Depression is notable for high rates of disability. The medical model typically characterizes depression as a physiological dysfunction or psychological disorder. However, both views fail to appreciate the phenomenology of depressed experience. Drawing on the existential phenomenology of Merleau-Ponty, this article contends that the lived experience of chronic depression is marked by a disturbance between the body-subject and the world. More specifically, the experience of depression is characterized by alienation from the world, self and others. While anti-depressants have long been the first line of treatment of depression, many governments subsidize cognitive behavioral therapy (CBT) as an adjunct treatment. CBT is said to be the gold standard psychotherapeutic treatment given that it is evidence-based, cost-effective, and short in duration. However, not only are these justifications questionable, but the theoretical underpinnings of CBT have ideological significance. Rather than approaching depressed persons as body-subjects, CBT casts service users as neo-liberal subjects, insofar as depression is characterized as disordered thinking that is independent of a person’s situated life. The emphasis on quickly returning people to work to reduce strain on welfare systems, while a valid economic concern, is not a valid therapeutic concern. The limited choice of subsidized psychotherapeutic options fails to recognize that depression is a heterogenous phenomenon, meaning that the CBT model of disordered thinking is not necessarily representative of the way in which depression manifests. Full article

In a globalised and interconnected world, transnational families must navigate heritage language (HL) practices within dominant majority languages (ML), often with limited institutional support. Focusing on a small and understudied community of Hungarian-speaking transnational families in Israel, this study explores how HL development is maintained and negotiated within the framework of family language policy in a dynamic multilingual environment. Fifteen Hungarian-speaking parents from bilingual Hungarian-Hebrew families participated in semi-structured sociolinguistic interviews conducted in Hungarian. A mixed-methods approach was used to analyze the interview data. Quantitative analysis was used to identify the distribution and relative frequency of language use across families. At the same time, qualitative analyses show how parental ideologies and strategies relate to HL development. The findings show that while HL input remains central in parental speech, children frequently respond using both HL and ML, indicating a dynamic bilingual repertoire and a translanguaging orientation. Overall, HL development is negotiated, maintained through cultural and emotional ties, flexible bilingual practices and dynamic family language policies. Full article

Background/Objectives: The implementation of COVID-19 vaccination in the United States has revealed substantial disparities driven by geography, socioeconomic conditions, and political ideology. This study examines the association between these factors and COVID-19 vaccination uptake across 360 counties in four U.S.–Mexico border states, characterized by distinct socio-political traits. Methods: Using county-level data, this study employed multivariable regression analysis and GIS mapping to assess the effects of income, education, employment, age, race, ethnicity, occupation, metropolitan status, border status, and political affiliation on Dose 1, Dose 2, and booster vaccination rates. Results: The analysis showed that Dose 1 vaccination rates were significantly higher in border counties and metropolitan areas. Democratic population share and per capita income were positively associated with vaccination uptake. Dose 2 vaccination rates exhibited patterns similar to those observed for Dose 1. Booster vaccination rates were positively associated with Democratic affiliation, the proportion of the population with at least a high school education, and the share of individuals aged 65 years and older. In contrast, unemployment rates were negatively associated with booster uptake. Racial and ethnic composition was also associated with vaccination outcomes: higher Black population shares were associated with lower Dose 1 vaccination rates, whereas higher Native American population shares were associated with higher vaccination rates. Booster uptake was higher with larger shares of the Asian population but slightly lower with larger shares of the White population. Conclusions: COVID-19 vaccination uptake in U.S.–Mexico border counties was associated with a complex interaction of geographic, socioeconomic, demographic, and political factors. These findings underscore the importance of targeted, context-specific public health strategies to reduce vaccination disparities and improve booster coverage in border regions. Full article

This study investigates Estonian home language (HL) teachers’ perceptions of caregivers’ language beliefs and the factors contributing to low participation in HL classes among Estonian-speaking students in Finland. Data were collected through semi-structured thematic interviews with nine qualified HL teachers, whose extensive experience provided insights into a broad and diverse population of diaspora families, including those with limited motivation for HL learning. Content analysis, guided by Spolsky’s family language policy FLP model and Epstein’s framework of family–school–community involvement, revealed that caregivers typically value HL as a symbolic link to family and cultural heritage but often assume that oral communication at home is sufficient for children’s linguistic development. Teachers reported that caregivers generally support multilingualism yet underestimate the need for structured HL instruction. Low attendance of HL classes was attributed to a combination of family-, child-, and school-related factors: permissive parenting, limited language awareness, identity issues, scheduling conflicts, long school days, fatigue, and constraints within school timetables and institutional structures. A marked discrepancy was identified between teachers’ perceptions of attendance and official statistics, indicating that teachers predominantly interact with families that are already motivated and tend to overestimate the participation activity. The findings highlight the complexity of FLP in diaspora contexts and the importance of strengthening school–family communication and institutional support for HL education. Implications for policy, teacher education, and future research on low-motivation families are discussed. Full article

This paper examines the political dimension of architecture in developing and post-conflict economies by shifting the focus from representational aesthetics to the organisation of production. Drawing on critical theory and political economy, it contends that architecture is political not through explicit ideology but through its impact on relationships among labour, knowledge, material systems, and institutional authority. The paper challenges the historic divide between thinker and maker, rooted in Alberti’s ideas, and examines how frameworks such as critical regionalism often aestheticise marginality while overlooking construction labour and political economy. Empirically, the study analyses six architectural projects in post-war Sri Lanka from 2013 to 2023, employing a qualitative, practice-based case study approach. These projects are viewed as social processes, emphasising labour organisation, knowledge exchange, material choices, procurement, and tectonics. The results show how small architectural interventions can serve as civic and pedagogical infrastructures, revealing labour, redistributing expertise, and strategically engaging with state and donor systems. A normative framework is proposed to redirect architectural politics towards production rather than mere representation. Full article

Intergenerational memories, migration histories, and the lasting influence of colonial linguistic systems profoundly shape heritage language maintenance in Afro-descendant communities of Central America. This study examines how genealogy functions as a pedagogical tool for sustaining English-based Creole languages among Afro-descendant populations in Costa Rica, Panama, and Belize, three nations linked by Afro-Caribbean migration yet shaped by distinct colonial and educational systems. Drawing on scholarship documenting oral histories, family narratives, and community-based linguistic practices, the study advances a genealogy-as-pedagogy framework to explain how families transmit language, identity, and belonging across generations through ancestral memory, positioning family-based knowledge transmission as curriculum. In Costa Rica and Panama, where Spanish colonial and post-independence language ideologies marginalize English-based Creole varieties, genealogical practices operate as primary mechanisms of linguistic continuity in the absence of sustained institutional support. In Belize, by contrast, British colonial legacies and the national recognition of Belizean Kriol create a distinct sociolinguistic environment in which state institutions, the media, and educational policy reinforce genealogical memory. Through comparative analysis, the study argues for integrating genealogical knowledge into multilingual education, community revitalization initiatives, and heritage language policy to strengthen Afro-descendant linguistic continuity in Costa Rica, Panama, and Belize. Full article