AI in Academia – Balancing between Effectiveness and Responsibility

Issues of social justice have become increasingly important as an area for academic research in recent decades. This has also been the case for researchers operating in disciplines such as leisure. The purpose of this bibliometric analysis is to review, analyze and synthesize the current state of research focusing on issues of social justice in leisure studies and, in doing so, draw together a more coherent understanding of the different strands of social justice research that are currently being undertaken. Through a quantitative process of bibliometric analysis, emergent and existing trends in research patterns, authorship, and article or journal performance were analyzed to generate greater understanding of the emergence, development and intellectual structure of social justice research over time within leisure studies. A quantitative process of bibliometric analysis was therefore undertaken to generate and analyze a nascent dataset of peer reviewed journal articles that have examined issues of social justice within leisure studies. Analysis of this dataset provided opportunities to outline recommendations for future research directions and research agendas linked to issues of social justice and leisure. This includes recommendations for expansion of research agendas within leisure studies in areas linked to: (a) ‘race’, gender and human rights; (b) a ‘broadening’ of social justice research into other socio-cultural areas of investigation; (c) initiation and/or expansion of research agendas relating to the global south; (d) business, organisations and social justice within the leisure industry; (e) issues of policy, politics and social justice in leisure.

Given that there is a general need for college students to learn about social justice and equity issues, and since college is a developmentally meaningful time for students, it is important for colleges and universities to adopt practices and provide opportunities that address power and inequality issues. This paper provides examples of social justice programs and practices in four areas (administrative, academic, co-curricular, and assessment) at a mid-size Midwestern institution, discusses how these practices are important and valuable to challenging power, and how they can be replicated or adapted at other institutions. Examples of everyday administrative programs/practices include creating a diversity/inclusion statement, programs sponsored by university administrators, and dedicating staff to support and advocate for equity and inclusion. Examples of everyday academic programs/practices include incorporating courses that focus on social justice issues into the general academic curriculum, training instructors on teaching and/or facilitating discussions about social justice issues, and creating centers on campus that can be the “academic home” for academic programs and research that focus on social justice issues. Examples of everyday co-curricular programs/practices include creating both reactive (in response to a current event or issue) and proactive/continuing (focusing on social justice issues in general throughout the year) programming and including students in the planning and execution of those programs. Examples of everyday assessment practices include multiple methods of collecting data that allow for a holistic “picture” of what students are learning with regard to social justice issues during their time in college. This paper also discusses how these programs and practices are important for encouraging awareness and challenging power and provides important lessons learned from social justice work in higher education.

Fisheries and Aquaculture Development in Sabah: implications for Society, Culture and Ecology builds on a trend in studies of social change of taking the environment seriously. Coming from the disciplines of sociology, economics and marine science the authors deal with issues of sustainability in economic, social and ecological terms. The overall political ecology approach of the book diversifies into sub themes as the chapters engage with frameworks on the ecological limits of economic development, entitlements and well-being, participatory development, gender and knowledge production, science and citizenship as well as the symbolic and material value of national and international borders. Ecological aquaculture introduces new livelihood opportunities as well as losses. And it has a degree of ecological costs depending on environmental conditions and power relations that affect local production. We argue in this book that social and environmental justice issues are connected so that effective solutions to environmental problems can only be devised if the social justice issues are paid attention to. This general thrust in placing centre stage social and environmental justice issues is not unique to Sabah since these are issues experienced by developing countries similarly positioned in their dependence on natural resources for economic development. Fisheries and Aquaculture Development in Sabah: implications for Society, Culture and Ecology should, therefore, be of interest to development practitioners (those involved in management and policy implementation) and researchers alike. For managers and policy implementers, the book confirms how, implementation at the local level are not smooth but are in fact, unruly practices. For researchers, the book provides an example of viewing social and environmental justice issues together.

Background Systemic Inflammatory Response Syndrome (SIRS) is an often-emergent condition, which lacks specific diagnostic tools. Personalised therapy could fill this gap but as every new technology, it raises issues of social justice. Our report aims at identification and analysis of social justice implications within the bigger ERA PerMed funded project of development of tailored immunotherapy for paediatric SIRS patients (TIPS) coordinated by Prof. Catharina Schütz from Technic University Dresden. Methods Qualitative research methodology thought 10 semi-structured interviews. Systematic literature review grounded the interview questionnaire. Transcripts were subjected to thematic analysis by two independent researchers. Results Social justice was seen as equal chances of inclusion of different population groups in research. Socioeconomic differences were perceived as a challenge to ensure justice across various populations (N = 7). Two interviewees saw discrimination as inherent to precision medicine, which is focused on personalised treatment. Two experts viewed the exclusion of specific patients’ groups as an unsolvable problem, that only advocates for the inclusion of as many patients as possible. On the opinion of six experts individual and ethnocultural factors may influence outcomes in personalised treatment, especially considering the small sample size and the diverse populations. One medical expert, on the contrary, perceived no significant challenges associated with the heterogeneity of patients. Whether socioeconomic injustices should be addressed by guidelines and how these correspond to the rights of the patient were further discussed. Conclusions The issues of social justice accompany research in personalised medicine, including SIRS. In general, there is sensitivity to this issue, but current guidelines are too vague. As with other ethical problems, so with social justice we seem to have a rethinking of the concept, that needs further study. Key messages • In the context of SIRS personalised therapy research, there is a sensitivity to the issue of social justice, but no consensus how to ensure it. • Issues of social justice are often boiled down to equal chances of inclusion in research and equal access to treatment. In the case of personalised therapy, there seems to be more to it.

Diversity and Social Justice: Applying Theory and Adapting Practices Bengü Ergüner-Tekinalp, Guest Editor, Leigh Johnson-Migalski, Guest Editor, and Susan E. Belangee, Guest Editor This special issue was born over a luncheon during the NASAP Annual Conference in Minneapolis in 2016. As we three coeditors talked about Adler’s theory and underrepresented individuals, we realized that not much had been published recently (or ever, with regard to certain populations) and that the theoretical tenets were highly relevant to multiple aspects of diversity and social justice. Discussion brought out questions of how well the theory, techniques, and assessment tools captured those experiences of diverse populations and how those needed adaptation to be more sensitive and relevant. Practitioners of Individual Psychology cannot ignore how social and political realities affect their clients’ and students’ lives. Social justice and diversity issues are not at the margins of our work; they are very much at the center. A recent example of how the larger cultural and sociopolitical climate might have an impact on our clients’ well-being is that one of the editors of this special issue, Dr. Bengu Erguner-Tekinalp, decided not to attend the 2017 NASAP conference in Canada, as she did not want to take a risk in her international travel as a noncitizen and immigrant from a majority-Muslim country. Although her country was not an identified country in the United States travel ban, she did not feel safe to travel. A simple policy change affects individuals in many unexpected ways. A person with many privileges such as skin color, gender and sexual identity, and socioeconomic status may still feel marginalized, unsafe, or not belonging because of one part of identity. Even an identity that is not as salient for an individual may become a marker for a sense of marginalization. As belonging is one of the core tenets of Individual Psychology, Adlerians do not have the luxury to ignore the social, cultural, and political realities that make belonging difficult. [End Page 1] As a constructivist, humanistic, existential, postmodern, feminist, systemic, and culturally sensitive theory, Individual Psychology is strongly positioned to provide a theoretical framework for understanding, identifying, and addressing diversity and social justice issues. The articles in this special issue discuss various multicultural, diversity, and/or social justice topics from an Adlerian perspective and examine the practices and concepts in a cultural context. The special issue took the position of intersectionality and had an inclusive viewpoint on the definition of culture. Chavez, Moore, and McDowell educate readers on the distinctive experiences of Mexican American communities and show us how to tailor treatment of parenting-reorientation using Adlerian theory. Chatters and Zalaquett’s empirical study demonstrates success in integrating acceptance of others on the basis of social interest with bullying and prejudice reduction in pre- and postoutcome analyses. Johnson-Migalski and O’Connor Drout use a case study of a White rural woman facing shoulder injury to illustrate how Adlerian theory integrates into the World Health Organization’s International Classification of Functioning, Disability, and Health for treatment recommendations and social justice practice. Day’s article provides a case of a coaching relationship using early recollections as metaphors with an African American woman. The coaching process described in the article focuses on both individual and systemic dynamics, providing practical applications to coaches as well as therapists working with marginalized populations. Lemberger-Truelove presents the results of a phenomenological study exploring belonging, striving, and lifestyle among Black women. Intersectionality of identities is at the core of her research, and as such, the article discusses the ways Black women deal with gendered racism and how Adlerian theory can promote resilience. In their empirical study, Akdogan, Aydın, and Eken explore the contributions of inferiority feelings on attachment styles of college students in Turkey. They discuss the research results in the cultural context and gender role expectations in the Adlerian perspective. Their article offers evidence for the cross-cultural applicability of Adlerian theory and provides future research directions for cross-cultural explorations of inferiority feelings. Harless and Stoltz present a case study showing the utility of early recollections in career counseling with a high school student from a low-socioeconomic-status family. Because...

This article explores ethical issues raised by generative conversational AI systems like ChatGPT. It applies established approaches for analysing ethics of emerging technologies to undertake a systematic review of possible benefits and concerns. The methodology combines ethical issues identified by Anticipatory Technology Ethics, Ethical Impact Assessment, and Ethical Issues of Emerging ICT Applications with AI-specific issues from the literature. These are applied to analyse ChatGPT's capabilities to produce humanlike text and interact seamlessly. The analysis finds ChatGPT could provide high-level societal and ethical benefits. However, it also raises significant ethical concerns across social justice, individual autonomy, cultural identity, and environmental issues. Key high-impact concerns include responsibility, inclusion, social cohesion, autonomy, safety, bias, accountability, and environmental impacts. While the current discourse focuses narrowly on specific issues such as authorship, this analysis systematically uncovers a broader, more balanced range of ethical issues worthy of attention. Findings are consistent with emerging research and industry priorities on ethics of generative AI. Implications include the need for diverse stakeholder engagement, considering benefits and risks holistically when developing applications, and multi-level policy interventions to promote positive outcomes. Overall, the analysis demonstrates that applying established ethics of technology methodologies can produce a rigorous, comprehensive foundation to guide discourse and action around impactful emerging technologies like ChatGPT. The paper advocates sustaining this broad, balanced ethics perspective as use cases unfold to realize benefits while addressing ethical downsides.

Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy

This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.

This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.

Reviewed by: Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts ed. by Beth Wassell and Cassandra Glynn Diana Ruggiero Wassell, Beth, and Cassandra Glynn, editors. Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts. Multilingual Matters, 2022. Pp. 202. ISBN 978-1-78892-650-8. In Transforming World Language Teaching and Teacher Education, editors Beth Wassell and Cassandra Glynn alongside contributing authors to this edited volume illuminate the ways in which educators are working toward greater social equity and justice in the world language classroom. In the process, they also critically reflect on how the structural and institutional dynamics of the field as well as their own respective backgrounds are complicit in upholding and perpetuating systemic injustice and inequity in world language education. Consciously drawing on a diverse range of perspectives from scholars on the margins of the field, many of them first-time authors, the chapters provide a snapshot of world language education in a state of transformation as scholars rethink the assumptions that inform how educators think about and approach world language teaching today. Introspective, critical, and bold in its honest assessment of and efforts to reform world language education, this book and its conclusions are both timely and relevant for a field in need of such critical reassessment and transformation. The volume consists of ten chapters, including an introduction, and is divided into two main sections. The introduction provides the premise for and approach to the book as well as a brief synopsis of the book’s contents relative to the major arguments. The remainder of the chapters are divided into two equal parts, the first part addressing systemic challenges to equity and social justice in world language programs as well as responses to them by educators, presenting theoretical frameworks and curricular models based on authors experiences and [End Page 164] research along the way. The second part similarly addresses more directly ways in which world language educators on the margins of world language education are addressing curricular reform. For instance, Dorie Conlon Perugini and Manuela Wagner present a model for integrating and foregrounding intercultural citizenship in world language education as a way of moving beyond a focus on vocabulary and grammar and engaging issues of social justice in the classroom. Similarly, Mary Curan and Joan Clifford in their respective chapters discuss the significance of community engagement in redressing issues of social justice in world education; Curran through a presentation of her pre-service Urban Social Justice Teacher Education Program at Rutgers University, and Clifford through the presentation of a curricular model that blends community-based language learning and global health to likewise enact greater equity and social justice in the world language curriculum. Though there are many books and edited volumes now calling for change and transformation in world language education, this book is unique in its call for and focus on critical self-reflection. Indeed, as a framing device for the book’s contents and approach, Wassell and Glynn use the tropes of “calling out” and “calling in.” By “calling out,” they mean looking at how educators themselves may be complicit in the process of maintaining and perpetuating systemic racism and social inequities in the classroom. This could include biases and unquestioned standards and norms in teaching world languages stemming from one’s own privilege (stemming from gender, race, ethnicity, etc.). By “calling in” they mean similarly reflecting on the ways in which the field itself is likewise complicit in perpetuating systemic racism, social inequity, and injustice. This includes an assessment of the field as a whole as well as the curriculum, standards, and approaches at the local, state, and national levels of world language teaching. While this level of critical self-reflection is not new in the field, Wassell and Glynn remind us that a positive first step in redressing these problems begins with recognizing that there is indeed a problem and that we, as educators trained within a field founded and situated within a specific historical context worth examining for its shortcomings, have much to rethink in order to and as we move forward. While the book presents...

Reflecting the World: A Guide to Incorporating Equity in Mathematics Teacher Education is a guide for mathematics teacher educators interested in incorporating equity concerns into their teaching. The book draws on the authors’ research and experience integrating issues of equity, diversity, and social justice into their work as mathematics teacher educators of preservice and inservice preK-9 teachers. Reflecting the World includes both a framework for integrating issues of equity into mathematics teacher education courses and professional development and example lessons. The lessons are organized by content area and include guidance for using them effectively.Elementary and middle grades pre-service teachers are often uncomfortable with mathematics, uncertain about their ability to teach it, and unsure of how it connects to the real world. For many preservice teachers a focus on the real world—and in particular on issues of equity, diversity, and social justice—is more engaging than their past experiences with mathematics and can help lessen their mathematical anxieties.Reflecting the World will assist teacher educators in designing and teaching mathematics content and methods courses in ways that support future teachers to see the relevance of mathematics to our world and in becoming critical, questioning citizens in an increasingly mathematical world. The book provides a set of tools for helping future teachers connect mathematics to the lives, interests, and political realities of an increasingly diverse student body, and in doing so it provides a meaningful answer to the question, “when will I ever use this?”

In today's society there is evidence of a culture of the 'empowered consumer' -- an image of the consumer as a citizen rather than a subordinate. In fact, human rights language is increasingly coming to the fore in the consumption debate. The consumer has been allocated rights by the United Nations whereby all human beings are born free and equal and have civil, political, economic and social rights (McGregor 44). However, as citizens we also have responsibilities of an environmental and social concern. Food retailing and equality of shopping provision is one such concern. Food is a basic right. According to the Universal Declaration of Human Rights everyone has a fundamental right to be free from hunger and have access to safe and nutritious food. Social exclusion refers to those in the population who are unable to participate in economic, political, social and cultural life. Social exclusion is different from, but related to, poverty since it further marginalises the most disadvantaged -- for example, those who cannot access a large supermarket. In keeping with the rights/responsibilities language, the consumer has a basic right to food and the retailer has the social responsibility to supply the needs of the consumer. It is in this respect that food is an ethical issue and has social justice implications. Inability to consume, or have access to, sufficient food of nutritional quality is a global concern. In North America the issue is one of 'food insecurity' or 'food poverty' due to inadequate finance to purchase sufficient food. In the United Kingdom the same problem arises within the context of access to food stores. This is identified as a 'food (shopping) desert', where due to restricted access social exclusion can arise. The term 'food deserts' was first used by the Low Income Project Team of the Nutrition Task Force in 1996 and was succinctly defined by Tessa Jowell (Government Health Minister) in 1997 when she stated that a food desert was an area "where people do not have easy access to healthy, fresh foods particularly if they are poor and have limited mobility". The term 'food desert' is an emotive one referring to a unique tool of social polarisation and exclusion (Lang 5). The issues compounding the problem include low income, locational policy of supermarkets with the acquisition of edge-of-town / out-of-town sites, consumer mobility, car ownership levels and food availability. This research study focuses on Northern Ireland -- a region of the UK on the periphery of Europe. The Province of Northern Ireland (Ulster) is a sparsely populated (122 people per km²), predominantly rural area with the highest unemployment and poverty statistics in the United Kingdom. Similarly, Northern Ireland has a proportionately high degree of non-car ownership (35%) which further complicates the equation since shopping is increasingly becoming a car-borne activity necessitating transportation to edge-of-town superstores. Those not able to avail themselves of large edge-of-town superstores are being socially excluded, since inner-city areas are becoming denuded of food stores. Those that do exist usually have a limited range of food items, usually non-perishable, or are specialist shops stocking high priced items. It is the aim of the study to identify the characteristics, extent and location of food deserts in both rural and urban areas of Northern Ireland. It is a particularly apt time to do so since Northern Ireland is experiencing a 'retail revolution' with the arrival of the major UK grocery multiples and subsequent situational policies to locate off-centre. Similarly, there are plans to curtail out-of-town developments which has been viewed by some smaller retailers as "too little, too late". With the above in mind, it is a timely study for Northern Ireland. Multiple research tools of both a qualitative and a quantitative nature have been employed including consumer focus groups, shopping diaries, comparative shopping exercises, consumer questionnaires and retail interviews. This will enable sufficient validation of results. The focus groups provide qualitative depth (Colquhoun 39) and serve to highlight the issues of shopping inequality from the point of view of different consumer groups which could be identified as potentially vulnerable in the food poverty stakes; the elderly, the disabled, the unemployed or low income families, lone-parent families and females in general; to whom falls the responsibility for provisioning the household, organising the kitchen and doing the household's cooking (Murcott 11). Basically, food is gendered -- women are mainly in charge (Vaines 13). The respondents in this study demonstrate exactly that point since 77% of the sample were female and reported that they were responsible for household shopping. This point is particularly prevalent with regard to access to cars. In fact over 50% of women in 1991-1993 either lived in households without a car or were non-drivers in a household with a car. Similarly, although there is a rising proportion of women who work they still do most of the shopping and spend twice as much time as men provisioning the household (Piachaud & Webb 18). Ultimately, anything that affects the purchaser also affects the purchasing experience -- in this case physical access to the foodstore. Comparative shopping exercises illustrate the availability and price indices of food and reiterate the price differences between the smaller independents, the local corner shops and the supermarkets. Initial research using the British Ministry of Agriculture, Fisheries and Food's "Low Cost, Healthy Diet" (Leather 75) provides evidence of a cost differential of £1.41, or a 26% cost penalty by shopping at a corner store rather than a superstore. Availability among corner shops similarly compared unfavourably with the supermarkets, with the smallest stores offering minimal fresh fruit and vegetables and regularly offering no 'economy' branded equivalent to an established manufacturer's brand. This supports previous research which found that in areas where small shops do exist they offer only a limited overpriced range of processed foods (Elliott 5), and it is generally accepted that those who can shop at supermarkets can generally benefit from lower prices and more choice (Piachaud & Webb 32). The benefits of supermarkets are not therefore available to all. Shopping diaries further illustrate this point with the dichotomy existing where the lower-income consumer shops more frequently and locally than does her higher-income counterpart and it is these same consumers who patronise the smaller, often more expensive corner shop. Many consumers like the convenience of large supermarkets where they have access to a vast range of items and do not mind paying premium prices on some items for this convenience. Supermarkets do not offer low prices on all items, but do stock economy lines as well as premium priced items. The consumer questionnaire provides some quantitative analysis and statistical weight to the data and was analysed using the χ-square test on SPSS for Windows Version 8. With the χ-square test the important detail is the significance level (reported as a p-value). A p-value of less than 0.05 indicates that the two groups are significantly different at a confidence level of 95% -- in other words, it can be concluded that the author is 95% certain that the result is statistically significant and free from error. Four areas of the Province were sampled -- two rural and two urban. The sample was 77% female and the median age group fell between 45 to 54 years. The social class status was skewed towards the lower socio-economic classes and only 12% fell into social classes A or B. The mean household income was £151 to £200 per week. The survey was interviewer-assisted and pointed to some interesting correlations between levels of satisfaction with store location and distance travelled, product choice and the decision to continue shopping in the town centre. Thirty percent of the sample stated that they shop at off-centre complexes and 70% of the sampled households shop in the town centre or closer to home. This sample also provides evidence that shopping is largely a car-borne activity with 58% of the sample using the family car. Journey distance is significantly influenced by degree of satisfaction with locality: p<0.01 and is supported with the evidence that 64% of the respondents stated that they shop less than fifteen minutes from home. Similar relationships exist between reported satisfaction with locality and differing degrees of satisfaction for product choice: p<0.01. A significant bias similarly exists between those who continue to shop in the town centre after the advent of the UK multiples into Northern Ireland in 1996 and those who do not: p<0.05 with a bias towards those continuing to shop in the town centre reporting high satisfaction levels. Ultimately, perceived adequacy of shopping provision influences satisfaction with store locality: p<0.05. Although the majority of respondents' weekly shopping is conducted at a multiple there is still an identified need for the local corner shops and independents since approximately 29% of respondents buy essentials like bread, milk and other basic grocery provision there. In fact, 98% of those surveyed reported that every town centre should have a food store, and 82% noticed a reduction in the number of food stores locally in recent years. In a concluding open question in the survey attitudes towards off-centre supermarkets were gauged. Responses ranged from positive in nature ("better parking facilities") to indifferent ("I never bother with them") to negative ("they [out-of-town supermarkets] only suit people with cars" and "they h

Engaging conservation decision‐making with critical aspects of social science can enhance the equitability of conservation practice by recentring issues of social and environmental justice. Using rewilding as a conservation case in point, we identify five foundational questions to ask of rewilding projects to help align rewilding decision‐making with justice principles. We unpack these questions through five rewilding case studies: Yellowstone National Park (USA), Oostvaardersplassen (NL), Knepp Wildland (UK), Alladale Wilderness Reserve (UK) and Carpathia (RO). Applying different social science disciplines—history, anthropology, political ecology, human geography and sociology—we explore rewilding's socio‐cultural and socio‐economic dimensions; aspects that underpin rewilding decision‐making, but that remain under‐represented in the literature as well as in praxis. We show that the decisions made in these rewilding projects not only impact ecosystems but are also deeply connected to people and societies, making them inseparable from issues of social justice. In addition to the ecological goals, we highlight the social motivations driving these projects and consider what society might gain or lose—beyond increased ecological dynamism and species recovery. Bringing in different disciplinary perspectives helps us better understand the key political issues and debates raised by rewilding projects. We argue that this approach is essential for achieving both ecologically effective and socially just biodiversity governance. Read the free Plain Language Summary for this article on the Journal blog.

One response to the coronavirus pandemic has been for educators, public health experts and politicians to emphasise the importance of empathy, compassion, care, or similar human qualities in tackling the crisis. We explore these claims philosophically in regard to education. What moral attributes are relevant to a crisis such as a pandemic? How should they be conceptualised? And, how may they be cultivated? We argue that conceptions of education that aim to promote virtue could make a valuable contribution in responding to global crises. However, revision is needed to ensure that any appeal to virtue also adequately considers issues of social justice. We begin our discussion by offering a critique of the ‘turn to character’ – a heterogenous and wide-ranging movement in public policy and the academy that had considerable impact on educational discourse prior to the pandemic. We then consider how character education may be reconceptualised to address issues of collective action and social justice that inevitably arise from crises such as the pandemic. We conclude virtue is an appropriate response to pandemic, but only insofar as virtues are understood reciprocally and inherently related to practices that are mutually beneficial, as opposed to being conceptualised primarily as the traits of individuals.

This article is a reflection on the use of object memory in creating a collaborative arts-based narrative that explores educator experiences with transformation in higher education. The collaborative arts-based narrative that I present here emerged from my doctoral thesis in which I collaborated with participants to explore how our memories and experiences could help us understand and approach issues of social justice in education. In this article, I reflect on the way in which memory objects guided the creation of a collaborative arts-based narrative of educators' autobiographical experiences, educational encounters, and anti-oppressive education. Memory objects are used to explore educator identity, subjectivity, and experience in relation to issues of social change and social justice in higher education. Through this exploration, I hope to highlight the entanglement of context, experience, and the theoretical understandings of social justice and anti-oppressive education. The aim of this article is to reflect on how objects were used to make new connections and exciting discoveries through a collaborative narrative of memories and experiences of educators working towards social change in higher education.