Month: June 2024

Abstract

Systemic and seismic changes across multiple dimensions of schooling are needed to create equitable schools. We highlight a promising set of intentional and illustrative practices at one university that illustrate how equity can be highlighted across educational systems. While our efforts are ongoing, we explore a commitment to equity and social justice across: (1) A professional development school network. (2) An elementary education program. (3) Focal classrooms committed to equity practices. (4) Teacher education courses embedded in schools. This paper draws on data collected at each systemic level listed above. We use these data to illustrate the importance of intentional and simultaneous efforts to change practices across classrooms, schools, teacher professional development spaces, and teacher education courses. While our efforts are ongoing and inevitably incomplete, we maintain that this systemic confluence contributes to comprehensive and sustainable structures that support more equitable learning experiences for children, teachers, preservice teachers, and university faculty.

Abstract

Interest in food and online communication is growing fast among marketing and business scholars. Nevertheless, this interest has been not exclusive to these areas. Researchers from different disciplines have focused their research on different concepts, target populations, approaches, methodologies, and theoretical backgrounds, making this growing body of knowledge richer, but at the same time difficult to analyze. In order to have a broader overview of this topic, this study analyzes the existent literature regarding food and social media in social sciences in order to identify the main research streams and themes explored. With this purpose, the present paper uses bibliometric methods to analyze 1356 journal articles by means of factor and social network analysis. The study contributes by revealing 4 clusters containing 11 dominant research streams within the social sciences, determining the linkages among the main research discourses, and recommending new future topics of research.

Abstract

Adolescence is a challenging time fraught with developmental changes that influence sociocultural identity, psychosocial and biological development. Integrating a sense of ethnic identity into one’s personal identity is an important task for Black youth during this developmental stage as it impacts aspirations, ideology, and interpersonal identity. Black youth are not only navigating this critical stage but doing so while traversing issues related to a syndemic of injustice rooted in anti-Black racism that permeates the very fabric of our society. This manuscript describes the syndemic of injustice framework as it relates to the ways in which anti-Black racism contributes to experiences of structural, symbolic and interpersonal violence for Black youth and how these experiences of violent oppression ultimately influence the developmental processes involved in identity formation for Black youth. Implications for social work practice are discussed.

Abstract

Island archaeology is a well-established field within the wider discipline, but African contributions to it remain scarce. The Canary Islands are unusual in the broader African context for their relatively long history of occupation (~2000 years) and the intensity with which archaeological research has been, and is, undertaken there. Much of that research, however, has focused on specifically Canarian issues, including efforts to demonstrate connections between the islands’ initial settlement and the Classical Mediterranean world. Relatively little of it has been conducted within the broader comparative framework that an island archaeology perspective provides. Additionally, much of the Canarian literature is not directly accessible to non-Hispanophones. In response, I synthesize what is currently known about the archaeology of the Canary Islands, focusing on determining when, how, and by whom they were first settled; the impacts of human settlement on their environments; inter-island variability in precolonial subsistence, social, and political trajectories; and the record left by European contact and subsequent colonization, which began in the 14th century AD. As well as pointing to further opportunities for research within the archipelago, I simultaneously map out several areas where archaeological work there could contribute to wider debates in island archaeology as a whole.

Abstract

The aim of this study is to contribute to the understanding of culturally responsive care in multicultural Early Years classrooms. Through an exploration of teachers’ narratives in an Indian school, the study highlights the tools and strategies used by teachers to promote an ethic of care among a diverse student population of over 16 languages, 5 religions, and 35 ethnic communities. The study identifies three key categories of care practices: affirming and attuning, diffusing and soothing, and anchoring and building. Overall, the findings suggest that teachers employ a range of relational and aesthetic strategies to promote equality, collaborate with students in inclusive policies, and preserve marginalised cultural heritage. They also narrate folktales and mythology to reject exclusionary discipline and model peaceful responses to conflict. Finally, teachers build a shared classroom identity and cultivate students' capacities for care. This study aims to contribute to the theory and practice of an ethic of care in Early Years education and offer culturally responsive pedagogical tools for inclusive and peace-promoting classrooms.