Exploring the Omegaverse: Dynamics, Tropes, and Illustrative Dive into A/B/O Fanfiction

Defining sustainability as a socio-cultural concept: Citizen panels visiting dairy farms in the Netherlands

Public university campuses in Bangladesh have been historically significant sites of negotiating with social and political orders. Based on in-depth interviews with male and female students from three public universities in Dhaka, conducted between 2022 and 2023, this article identifies the ways in which formal and informal structures of power on campus reproduce patriarchal norms and gendered inequities. The students’ narratives shed light on how the culture of residential halls, and practices of policing and surveillance, interact with patriarchal norms to limit women’s agency and mobility. They also show the ways in which masculine practices which draw from hypersexual views on women and glorify violence become enabled and sustained by institutional power dynamics, wherein harassment and policing become instruments to negotiate power. The article provides new insights into the ways in which patriarchal power dynamics and gender norms promoted and practised within an institutional space create drivers of anti‑feminist backlash.

Work Floor Experiences of Supply Chain Partnering in the Dutch Housing Sector

Reviewed by: Worlds Enough: The Invention of Realism in the Victorian Novel by Elaine Freedgood John O. Jordan Elaine Freedgood. Worlds Enough: The Invention of Realism in the Victorian Novel. Princeton UP, 2019. Pp. xxii + 152. $35.00. ISBN 978-0-691-19330-4. The 19th-century realist novel, it seems, has ragged edges that open up onto a multitude of alternate universes. Or so Elaine Freedgood argues in her provocative and important new book on Victorian fiction. These alternate universes – "worlds enough," as the title of her book calls them – are not exactly the stuff of science fiction. Rather, they are the result of ruptures in the supposedly coherent and stable narrative surface that many readers and critics have for at least the past half century taken for granted as the normative and dominant form of the 19th-century English novel. "Realism," Freedgood contends, is a critical construct, invented by late 20th-century critics in order to sustain a literary history that views the novels of George Eliot and her contemporaries as "the point of representational plenitude to which early novels aspire and the point of representational exhaustion from which modernist and postmodernist novels flee" (xii). In constructing this history, its proponents have overlooked the many ways in which Victorian novels interrupt and subvert central conventions of "realistic" representation: denotation, omniscience, diegetic consistency, and ontological unity. The Victorian novel, she maintains, is always already metafictional. In her influential earlier study, The Ideas in Things (2006), Freedgood struck out in this direction, but without overtly challenging the assumptions of "classical realism." In The Ideas in Things, she adopted a "literalist" approach ("strong metonymy," she also called it) in order to explore the material history of "things" like mahogany furniture and calico curtains, before bringing those histories and their accumulated meanings back into the Victorian novels where such things figure. In Worlds Enough, she tackles Realism head on. Her key trope here is metalepsis, which she defines (following Genette) as the intrusion of one diegetic or ontological level into another. Where other critics ignore or fail to notice these intrusions, or treat them as flaws and inconsistencies in a novel's diegesis, Freedgood finds them everywhere and delights in the instabilities they produce. She locates these ruptures and intrusions at points where the boundary between what is "inside" and what is "outside" a text begins to blur. They emerge in literary allusions; in epigraphs, footnotes, and other paratexts; in the presence of actual historical persons inside works of fiction; in authorial intrusions; in slippages between third- and first-person narration; and in the simultaneous presence of incompatible geographies. She notes the prevalence of ghosts in supposedly realistic stories and asks, did Victorians [End Page 198] "believe"? do we? These and other destabilizing formal elements cause the purportedly coherent story world of Victorian fiction to splinter, she says, into "a seemingly infinite number of worlds" (xiii). Despite the ultimate seriousness of the arguments it makes, Worlds Enough often adopts a playful, teasing tone toward its subject and toward the critics with whom it disagrees, including some major figures (J. Hillis Miller, Fredric Jameson, and Franco Moretti, for example) who might be surprised to find themselves positioned as they are. Readily acknowledging that her account is incomplete and provisional, Freedgood nevertheless aims to help critics "unthink novel history and restore the full oddness of the nineteenth-century novel, putting aside 'classical realism' in favor of a novel full of self-reflexivity and formal hijinks" (x). Worlds Enough consists of a preface that summarizes Freedgood's argument, a short historical and theoretical introduction, and five "case studies" that demonstrate the workings of metalepsis in selected Victorian novels by, among others, Eliot and Elizabeth Gaskell. It concludes with a chapter entitled "Decolonizing the Novel," in which she expands her argument to include ways in which some critics have, she believes, imposed an "imperial" model on the relationship between the Victorian novel and works of non-Western fiction. The five case studies deal, respectively, with questions of denotation; with omniscience and its discontents; with the uncertain status of paratexts; with what Freedgood self-mockingly calls "hetero-ontologicality"; and with the vagaries of reference in several Victorian...

Influencer regulations, governance and sociocultural issues in Asia

What role does power dynamics play in public sector coordination? Reflecting on this puzzle, the chapter first elaborates on the turbulent properties of its case study - EU multisector and multilevel coordination on antimicrobial resistance (AMR). Secondly, the chapter identifies four power dynamics that feature in coordination - influence, domination, inspiration, and empowerment. The chapter contends that EU coordination on AMR depends on the presence of power dynamics that enable everyone involved. The chapter thirdly advances a cognitive framework theorizing how power dynamics in coordination come about. The case study shows the empirical relevance of this framework. Drawing on expert interviews and grey literature, it illustrates how the EU's action on AMR is conditioned by different power dynamics in the health, food and veterinary sectors. The chapter finally concludes with a reflection on the relation between power dynamics and resilience in the coordination on AMR.

ABSTRACTBackground: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. “Defining a Subject: The Rise and Rise of the New Physical Education?” British Journal of Sociology of Education 11: 155–169), sociocultural perspectives and issues (e.g. Cliff, K., J. Wright, and D. Clarke. 2009. “What Does a Sociocultural Perspective Mean in Health and Physical Education?” In Health and Physical Education: Issues for Curriculum in Australia and New Zealand, edited by M. Dinan-Thomson, 165–182. Melbourne: Oxford University Press; Flory, S. B., Tischler, A., and Sanders, S. 2014. Sociocultural issues in physical education: Case studies for teachers. New York: Rowman & Littlefield), and critical pedagogy (e.g. Fernandez-Balboa, J. M. 1997. “Physical Education Teacher Preparation in the Postmodern Era: Toward a Critical Pedagogy.” In Critical Postmodernism in Human Movement, Physical Education, and Sport, edited by J. M. Fernandez-Balboa, 121–138. Albany: State University of New York Press; Philpot, R (2015) Critical pedagogies in PETE: An Antipodean perspective. Journal of Teaching in Physical Education 34(2): 316–332). Despite this advocacy, we would argue that there are significant differences in how faculty teach about sociocultural issues, and for, social justice. The pedagogical actions through which PETEs do this work is the focus of this paper.Purpose: We investigated the pedagogical approaches and strategies used by PETE faculty to address and educate PSTs about social justice and sociocultural issues related to gender, race, sexuality, (dis)ability, socioeconomic status and religion in their individual PETE programs. In this study, we draw on transformational pedagogy (Ukpokodu, O. 2009. “Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection.” Journal of Praxis in Multicultural Education 4 (1), Article 4; Ovens, A. 2017. “Transformative Aspirations and Realities in Physical Education Teacher Education (PETE).” In The Routledge Handbook of Physical Education Pedagogies, edited by C. Ennis, 295–306. New York: Taylor and Francis) as a framework for theorizing the data. Through this study, we highlight the pedagogical practices espoused as those that engender transformative learning.Data collection and analysis: Data for this interpretive qualitative research study was collected primarily through in-depth semi-structured interviews with over 70 PETEs who work in 48 PETE programs across Australia, Canada, England, Ireland New Zealand, Sweden, and the United States. Furthermore, an informational survey was used to gather demographic data of the participants. The participants, all current PETEs, had a wide range of professional experiences, which included the length of time in the profession, the type of institution employed, educational backgrounds and courses taught. Data analysis was completed using the processes of content analysis and the constant comparative method (Corbin, J., and A. Strauss. 2008. Basics of Qualitative Research. London: Sage).Findings: Three major themes represent the findings. In the first theme, ‘Intentional and Explicit Pedagogies,’ we provide descriptions of the approaches and strategies used by PETEs in this study that were planned in advance of the learning experiences. In the second theme, ‘Teachable Moments,’ we provide examples of how PETEs utilized ‘teachable moments’ in implicit and explicit ways to educate PSTs about sociocultural issues. The third theme, ‘Resistance and Constraints’ captures the individual challenges PETE faculty faced within their courses if, and when, they teach for equity and social justice. The findings suggest that social justice struggles to find an explicit presence within many PETE programs and that educating PSTs about sociocultural issues and social justice is lacking in many PETE programs.

Power dynamics in organisations and the role of information systems

Food insecurity and the double burden of malnutrition have emerged as prevailing global health challenges of the twenty-first century. These have been influenced by trade policy decisions, particularly in relation to agriculture, which are highly political and can have large effects on global, national, and local food systems. The aim of this study was to analyse two multilateral trade policy decisions relevant to food and nutrition security, to understand the political and power dynamics in the spaces in which these decisions are being made at the global level, in order to strengthen trade-related food systems governance to improve population nutrition. This qualitative policy analysis drew on data from a targeted literature and policy review, as well as in-depth interviews with eight individuals with expert knowledge and/or involvement in the case studies. The analysis focussed on policy processes and power dynamics, drawing on two frameworks from political science. This study found that power dynamics were shifting, such that developing countries had more of a voice at these multilateral negotiations, and decisions reflected growing resistance from developing countries who were unable to protect their most vulnerable. Contextual factors such as level of food insecurity, socio-economic situation, and historical institutional processes at the World Trade Organisation, were influential in shaping actor agendas. The study suggests that engagement with the historical context of agricultural trade policy, the global spaces in which these policy decisions take place, and creating strong coalitions will be essential to create sustainable and equitable future food systems.

Audre Lorde's poetry, especially "Who Said It Was Simple", vividly illustrates her lived experiences as an African American lesbian woman navigating intersecting prejudices of racism, sexism, and homophobia. This study aims to analyze how Lorde's poem reflects and critiques societal norms that perpetuate inequality, particularly for Black women, and explores the poem's role in feminist discourse. The research employs a qualitative descriptive analysis with a focus on textual analysis. Using a qualitative content analysis approach, the study interprets the thematic elements of Lorde’s poem, examining how linguistic elements and symbols convey Lorde's experiences and societal critiques. The analysis reveals that Lorde’s poem addresses the systemic barriers faced by Black women, emphasizing how these barriers stem from the interplay of race, gender, and sexuality. The poem illustrates the isolation and marginalization Lorde experiences, both within her own community and in broader society. It concludes by highlighting the persistent divide in societal acceptance of diverse identities. This study contributes to the understanding of intersectional feminism by illustrating how Lorde’s poetry encapsulates the complexities of identity and resistance. It enhances the discourse on Black feminism by highlighting the unique struggles faced by Black lesbian women and how these struggles are articulated through poetic expression.

The vulnerability of women to climate change in coastal regions of Nigeria: A case of the Ilaje community in Ondo State

This article delves into the intricate world of educational discourse, highlighting its multifaceted nature and pivotal role in contemporary education. Educational discourse encompasses a broad range of conversations, debates, and discussions surrounding education, spanning topics such as pedagogy, educational policies, sociocultural issues, and more. Drawing from various disciplines like psychology, sociology, philosophy, linguistics, and beyond, it offers a comprehensive understanding of the intricacies of modern education. The article explores the practical applications of educational discourse, providing evidence from studies that demonstrate how meaningful dialogues, including Socratic questioning and dialogic interactions, enhance learning outcomes and critical thinking skills. This article employs a mixedmethods research approach to examine the impact of educational discourse on various aspects of education. The qualitative component involves in-depth case studies, such as the exploration of dialogic interactions in science education. These case studies employ qualitative data collection methods, including participant observations, interviews, and content analysis of educational discourse.

Sociocultural Issues in Physical Education: Case Studies for Teachers is useful to a wide range of individuals interested in increasing their sociocultural awareness and knowledge in order to consider how students’ experiences are shaped in and through physical education classes. This book may be especially useful to teacher candidates and as a professional development tool. What happens in physical activity learning spaces is of great significance to the learners that occupy those spaces. Broadly speaking, one cannot deny that education is rife with error, nor can one ignore the presence of global-level issues in physical education. Using a case study approach, this book addresses social and cultural issues that can and do arise in physical education. This book offers a tool for studying and better understanding how social and cultural issues impact student learning in physical education. Chapter authors point toward possibilities for better understanding sociocultural issues in physical education settings.

Despite evidence of women’s roles and expertise in the management of water, energy, food, and the environment (WEFE), the WEFE literature is almost silent on gender issues. In the context of climate change, achieving more inclusive management of natural resources is vital; yet women continue to be underrepresented as professionals in WEFE sectors, and largely absent in leadership positions. Using Nepal as a case study, this paper explores the enduring barriers to their exclusion, and entry points for greater equity among professionals in these sectors. To do so, we draw on key informant interviews with 34 male and 31 women professionals from government, civil society, non-governmental organizations and consultants, as well as a roundtable discussion with 20 women professionals specifically focused on gender barriers in these sectors in Nepal. Drawing on Gaventa (2006)’s power cube, this paper examines how power dynamics within and between the public and the private spheres create a web of barriers that conflate to sideline women professionals. While women have reached the “closed space” as defined by Gaventa (i.e., are recruited to professional positions in WEFE sectors), different sources of “hidden” and “invisible” power at play in the public and private spheres continue to limit their participation, influence and decision-making. We argue that the continued marginalization of women professionals calls for a focus on understanding the power and intersectionality dynamics that sustain exclusion. This focus is critical for the development of strategies to increase the voice and leadership of women professionals in WEFE decision-making.

Child sexual abuse (CSA) in Indonesia is a critical issue shaped by the dynamics of power abuse. This study examines how perpetrators, often trusted figures such as family members, educators, or community leaders, exploit their authority to commit sexual abuse against children. Using a multiple case study approach, the research analyzes 15 cases from various regions in Indonesia. The findings reveal that CSA frequently involves the manipulation of power through threats, inducements, and the exploitation of cultural or religious norms. Contributing factors such as patriarchal norms, social stigma, and institutional weaknesses exacerbate the vulnerability of victims and hinder their access to justice. Framed within Michel Foucault’s theory, the power dynamics in these cases encompass hierarchies, normalization of violence, and discursive control. Perpetrators leverage their authority to instill fear and silence victims, while gaps in legal systems and patriarchal cultural values reinforce impunity. The long-term impact on victims includes psychological trauma, social stigma, and diminished quality of life. The study recommends strengthening child protection systems through public awareness campaigns, responsive reporting mechanisms, psychosocial support, and stricter oversight of educational and religious institutions to prevent and address CSA holistically.