From Data to Decision: How the National Information Platform for Nutrition (NiPN) Bridges the Research-Policy Gap in Ethiopia's Nutrition Sector.

The enrolment and the attendance in public primary schools in Nigeria keep going down every year and the statistics of out-of-school children growing. This led to the introduction of School Feeding Programme (SFP) in all the states of the federation. It is believed that SFP can improve enrolment, attendance as well as completion rate of primary education, if well utilised. However, these can only be achieved through proper implementation of SFP. Hence, this study examines the quality of implementation of SFP in Osun and Oyo states of Nigeria. The study adopted triangulation design of mixed methods. A multi-stage sampling technique was used to select 90 primary school teachers, 75 parents and the State Coordinator of SFP from each state. Three self-designed research instruments were used for data collection namely; Perception of Parents about Quality SFP (0.75); Perception of teachers about SFP (0.71) and State Coordinator of SFP Interview guide. Five research questions were answered. Data collected were analysed using descriptive statistics and thematic analysis. Results show that in Osun State, there is equal access to school meal among all primary classes I to IV pupils while Oyo State feeds primary I to III and some schools are not receiving meal at all. Both states are still struggling with quality and quantity of food for pupils, though report from Osun State shows better quality. There are fair community inputs in SFP in Osun State while this was found low in Oyo State. Qualitative data showed that overall success of the programme is at an average level in Osun State while it is low in Oyo State. It was recommended that Oyo state government should endeavour to improve the quality of implementation of SFP by adopting some of the strategies used in Osun States so as to attract learners and produce the expected results.

This study investigated the impact of the school feeding programme on the attendance of pupils in FCT Abuja Nigeria. The research design adopted for this study was the expo-facto. A total of 385 pupils under the school feeding programme and 217pupils under the non-school feeding schools were used for the study. A checklist was used to obtain the data on attendance of pupils from the daily class register. One research question and a hypothesis were formulated and tested at.05 level of significance. The data were analysed using percentages and bar charts while the hypothesis was tested using t-test. Based on the analysis, these were the findings; 1 the implementation of school feeding programme in the selected primary schools brought about increased annual percentage attendance of pupils under the school feeding Schools. Attendance of pupils in school feeding schools was significantly different from the attendance of pupils without the school feeding schools, in favour of the pupils under the school feeding programme; Based on the findings; one of the recommendations made was that; The Federal Government of Nigeria should promulgate policies that will focus on how the school feeding programme can be effectively implemented in all the states of the country.

An analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis. Data on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies. School feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes. School feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.

This decade has marked a rise in social movement-originating political parties, many of which have gained considerable political power and achieved surprising electoral success. In doing so, these parties have challenged traditional definitions and conceptualizations of party institutionalization. One such party is the Aam Aadmi Party in India, formed in the wake of the massively viral 2011 India Against Corruption (IAC) movement. Through interviews and observations, as well as digital artefact analysis, we trace the process of the Aam Aadmi Party’s institutionalization through an analysis of its media and communication practices. We argue that party workers’ drive to institutionalize into a durable electoral force has pushed AAP into projecting contradictory images and embracing conflicting narratives, both online and offline. However, the durability of the party and recent electoral successes point to the ways AAP can nonetheless inform conceptions of institutionalization.

Providing school meals is not just vital in nourishing the children, but also keeps them stronger and healthier as well as sustains the desire for quality education. The study investigated the implementation of Home-Grown School Feeding Programme in UBE schools in North Central Nigeria. Three research questions guided the study, and three hypotheses were tested. Descriptive survey design was adopted for the study. The population of the study comprised 169 respondents; (49 state officials and 120 local government desk officers from the 120 local government areas) in six states and FCT Abuja. The Census sampling technique was used to collect data from all the 169 respondents. Implementation of Home-Grown School Feeding Programme Questionnaire (IHGSFPQ) and Key Informant Interview were developed by the researchers and used for data collection. The instruments were validated by three experts in the Faculties of Education in Benue State University, Makurdi and Nasarawa State University, Keffi and the questionnaire was subjected to a pilot testing and analyzed using Cronbach Alpha to determine the internal consistency and reliability co-efficient which yielded 0.85. The data collected were analyzed using Mean and Standard Deviation to answer the research questions while Chi-square test of goodness-of-fit was used to test the hypotheses at 0.05 level of significance. To collaborate the findings from the questionnaire, the qualitative data were analyzed using simple percentages, tables, and bar charts. The study’s findings revealed that the amount of funds provided for Home-Grown School Feeding Programme is significant for its implementation in UBE schools in North Central Nigeria. The finding also revealed a significant number of food vendors recruited to implement the Home-Grown School Feeding Programme in UBE schools. Furthermore, the finding indicated that there is a significant level of monitoring and evaluation of the success of the Home-Grown School Feeding Programme in UBE schools. It was recommended among others that stakeholders including government agencies and international donors should prioritise increasing funding for the HGSFP to ensure sufficient provision of nutritious meals and necessary resources for its effective implementation.

The study investigated the impact of school feeding programme on primary school pupils’ enrolment, retention and motivation. The study was guided by three objectives from which three research questions converted to three null hypotheses were generated and analyzed. A simple random sampling technique was used to select 333 participants (313 teachers, 10 Head teachers and 10 parents) from the total population of 2,582. A four-point Likert scaled Impact of School feeding on enrolment, motivation and retention of Pupils Questionnaire (ISFEMRPQ). Split-half method was used to establish the reliability of the instrument which yielded reliability co-efficient of section A (r = 0.809), section B (r =0.703) and Section C (r = 0.810) for the three (3) sections of the questionnaire. The research questions were answered using frequency count and percentage while the hypotheses were tested using Mann-Whitney u-test and chi-square test at 0.05level of significance. Results of the study revealed that, , there is significant impact of the School Feeding Programme and Retention of Primary School Pupils in Katsina Local Education Authority with p-value of 0.000. Based on these findings, it was concluded that, pupils’ retention significantly improve due to the impact of school feeding programme in Katsina Local Education Authority Katsina State Nigeria. Based on the findings it was recommended among others that, School feeding programme should be sustained in all the public primary schools in Katsina Local Education Authority. The study also recommended that efforts should also be intensified in the continuation of the school feeding programme to motivate pupil’s participation and facilitate pupils’ enrolment in public primary schools in Katsina State, Nigeria.

This study assessed government feeding programme on improved nutritional health status of secondary school students in Maiduguri, Borno state, Nigeria. Objectives and corresponding research questions were used in the study. The research design adopted for this study was survey research method. The target population for this study comprised of day public secondary schools in Maiduguri, Borno state, with a total population of nine thousand three hundred and thirty eight (9,338) students. Five public secondary schools were selected using purposive sampling technique. The sample of 934 students was selected using simple and stratified random sampling techniques. A self- developed questionnaire on government feeding programme among students in Maiduguri, Borno State was the instrument of data collection. The response mode for the instrument was a modified four(4) points Likert type scale with a response mode of strongly agree, agree, disagree and strongly disagree. Descriptive statistics of frequency counts, and percentage scores were used to answer the research question, while Chi-square was used to test the hypotheses at 0.05 level of significance. The results showed that the school feeding programme improved the nutritional health status of the students. Based on the findings of the study, it was recommended that Government should employ qualified food scientists, nutritionists, dieticians and caterers to assist in running the programme and to make them responsible for the purchase of needed food items to be cooked in schools. Furthermore, Government should also encourage more international donor agencies like the International Non-governmental organizations to come in with more improved varieties of school meals to increase the nutritional health status of the internally displaced students in the society. School feeding programmes should encompass both public and private primary and secondary educational institutions across the country. Feeding should be well guided by a menu which reflects the nutritional need for energy and micronutrients body requirements of the particular geographical area.

The research is on bridging the gap in school attendance between riverine and non-riverine areas: the home-grown school feeding. This survey-based study used an ex-pose-facto research approach to collect data from primary/elementary school teachers in the Ethiope-West and Warri-South-West senatorial zones of Delta State. The respondents were 489 primary 1–3 teachers spread across two LGAs. A questionnaire titled “School Attendance in Riverine and Non-Riverine (SARNA) was the instrument used to collect data. The instrument’s reliability was tested using the test re-test method on 20 teachers from other local government areas. Pearson r coefficient of .80 was obtained, thereby making the instrument reliable. Descriptive statistics were employed to address the research questions, while a t-test was utilised to test the hypotheses at a 0.5 significant level. The findings showed that school attendance improved with the school feeding programme. Therefore, the study recommended that the programme be continued through government funding, publicised, and improved feeding quality. It is also recommended that parents be encouraged to send their children to public primary schools so that they can benefit from the school feeding programme.

EDUCATIONAL OUTCOMES OF SCHOOL FEEDING INTERVENTION: EVIDENCE FROM RURAL NORTHERN GHANA Oloruntoba Abayomi, Musah, Bukari, Researchers Department of Agricultural Extension, Rural Development and Gender Studies University for Development Studies, Tamale, Ghana E-mail: yomitoba@hotmail.com; oabayomi@uds.edu.gh ABSTRACT The study investigated how policy intervention could have significant impact on beneficiaries. Using quasi-experimental design, 360 pupils from participating and non-participating schools in a feeding program were selected from a rural setting. Instrument for data collection was validated, pre-tested and administered on cross-section of respondents. Data were analyzed using descriptive statistics, t-test and regression analyses. Findings show that significant differences existed in educational outcomes as participating pupils performed better in core subjects of English Language, Mathematics and Integrated Science. In terms of socio-economic determinants, findings show that selected variables such as sex of pupils and number of dependents in the family had directly impacted on the performance of pupils. The study also found causal link between the school feeding intervention and others as one of the multiplier effects was not only an increased enrolments by almost a quarter, but reduced dropout and absenteeism rates. This implied that the policy environments was sufficiently pro-poor and effective since it has strengthened the standard of foundational primary school and completion rate envisaged in the educational policy. It is recommended that further policy options that would facilitate the scaling-up of the program in the entire intervention area be formulated. KEY WORDS Educational outcomes; Academic performance; School feeding program; Ghana. Over the last decade the high rates of pupil’s dropout, absenteeism and low enrolments has been the bane of problems hindering the completion of primary schooling in vastly food insecure and disadvantaged communities in developing countries. Food security is the access by all people at all times to enough food for an active, healthy life, while on the contrary, the food-insecure households do not consume an adequate diet to maintain a healthy life. Therefore, when viewed against access to primary education, schooling of children of poor households could lead to unsavoury consequences. More worrisome is the trend in enrolment for girls which has continued to reduce unabated relative to boys which seems to be the order of the day especially among children from poorer households. The scenario painted a gloomy picture necessitating policy intervention from regional and national governments. The United Nations Millennium Development Goals (MDGs) and the Comprehensive African Agricultural Development Program (CAADP) Pillar-3 of the New Partnership for Africa Development (NEPAD) Program formulated policies for achieving universal primary education, food security and the reduction of hunger among the poor and vulnerable children in African countries. The Goal 2 of the UN-MDG seeks to achieve universal primary education with a target of ensuring that children, boys and girls alike will be able to complete a full course of primary schooling. In Ghana, formal education remains the core pillar of human development with 18, 579 primary schools (GoG, 2010). The Universal Basic Education (UBE) which has become a right, mandatory and free for all pupils culminated into a dramatic improved access to primary education without corresponding attention to quality. For instance, Okyerefo et al., (2011) citing GoG (2008) and Etsey (2005) reported that there has been evidence of significant drop in the academic performance of pupils during the Basic Education Certificate Examinations in public schools between 2007 and 2010. In 2007, approximately 39 per cent that sat for the examination had aggregate 31-60 and the overall pass rate of 63 per cent. Again, Sarah et al., (2010) posited that despite the numerous efforts to improve the quality of primary

The trend of development of environmental institutions in the third world has experienced a considerable lag since 1970s compared to the pace and scale of environmental threats; and mainly challenged by poor autonomy, weak regulatory capacity, and inadequate political support. Ethiopia, being prone to recurrent droughts and environmental maladies, has been grappled with policy responses towards building green and environmentally benign economy. The objective of this study was to explore the trends of institutionalization in environment sector and the challenges that hamper their regulatory performances in Ethiopia. Based on evidences from federal to local levels, the study has indicated that Ethiopia has made its late debut in institutionalization of environmental mandates in early 1990s and introduced three waves of institutional reforms so far. The institutionalization process both at the center and regional levels has got some arduous challenges, most of which were akin to the experiences of other developing countries. However, there were some distinct challenges in Ethiopian context such as sustained influence from agriculture sector coupled with parochialism in mandate allocation, recurrence of droughts that mostly caught the wits of policy makers, and resource laden economic growth which utterly undermined environmental regulations. Therefore, redefining institutional mandates to avoid role conflict, elevating their status and autonomy, and working towards filling the environmental knowledge deficit could be amicable solutions.

This paper focus on how Information and Communication Technologies (ICTs) are a crucial aspect in the configuration of new communication processes and practices among transnational families in the context of international migration. I highlight three dimensions of how ICTs offer new possibilities for communicative practices among immigrants and their relatives at home: as a way to maintain family ties and interactions, strengthen cultural values and forms of expression, and provide affective support to the family. Within the academic literature there are few studies that take into consideration the perspective of how ICTs are used by immigrants′ relatives in their home countries. In this sense, the perspectives of transnationalism and transnational family are useful to understand the communication practices that are taking place across national borders. I evaluate some of these elements through case-studies of Salvadoran families who maintain regular communication with their relatives abroad. I address three main research questions: how Salvadoran families who have relatives living in different countries experience transformations in their communication practices; how Salvadoran families use ICTs as a way to maintain affective support with their relatives; and how the implications of ICT usage among transnational families can influence public policies in the new digital age.

First off, thank you for a great semester. This was honestly my favorite class this semester and one of my favorite classes I’ve had thus far … I truly appreciate the real talks you had with us and the open conversations that took place.—Student 1 (2020)When we love, we can let our hearts speak—bell hooks, All about Love: New Visions (2000)I open this essay with unsolicited praise in the spring of 2020 from a student from the first History of the English Language course I ever taught. Some who know me say they are not surprised by it because I feel my responsibility goes beyond teaching the material. I do my best and then I try again. However, this time was different for many reasons. The professor who had taught this course for many years, including nearly fifteen years prior when I was his student, had to retire abruptly. I had expressed an interest in teaching the course – eventually. I figured I would get an opportunity to explore my research ideas on the rhetorical agency of Black students who identify as African American in language and other nationalities and ethnic groups (Nigerian, Anglophone Caribbean) in a few years. Being asked to teach this course in the second semester of my first year at my university was only the beginning of the adjustments I would have to make in a small window time. After a few hiccups in the book purchasing for the first weeks and the inability to meet with my predecessor – one of my earliest linguistic champions – I could not understand how my department chair remained so confident in my ability to deliver. I planned to teach them historical linguistics through an African American rhetorical perspective to make their foray into language studies culturally relevant. At best, I hoped to persuade them to see the scholarly merit of the language practices that informed their lives but I was willing to settle for a few students who read the material and wrote interesting research papers with the hopes of making an impact on future iterations of the course. How was I supposed to know that our learning community would become more than a space for intellectual exercise? How would I know that we would embody the African American rhetorical practices to enact a beloved community? While the circumstances were not ideal, the opportunity was welcomed. As an alumna of this department, I recall when I took the course from my former professor. When I earned an A, he pulled me aside and said in his rich Sudanese accent, “Kendra, you need to study linguistics.” After a couple of years of working as administrative support in our writing center, I decided to pursue rhetoric and composition studies with an interest in African American language study and received a glowing letter of support from him. From the time I earned my doctorate during Fall 2015 and my Fulbright in 2016, I could not imagine I would be able to circle back to my alma mater, my first academic love, and the department and more specifically the course that laid the foundation for my love of Black peoples’ translanguaging practices and epistemologies in the U.S. and abroad.However, as a new tenure-earning assistant professor of English at one of the largest public historically black universities (HBCUs), I had to tread softly. This course had been taught for over a decade with the nuanced values of most HBCUs’ curriculum as its purview. Standardized English is privileged as the lingua franca of the classroom and workplace, even in a course dedicated to exploring its complicated origin. Though the course recognizes English as having plural forms, the connotation of the course follows a prescriptivist approach to English. Students have been taught that anything else is for less serious scholars or recreation: never to be explored for serious pursuit. To ignore this was at a high cost for me and my students. These students had a sharp understanding of the negative consequences of the casual display of their Southern drawl, afros, and use of too many “ain’ts” and “finnas.” They had yet to learn of the value contribution understanding this language variation could offer. I believe HBCU administrators and faculty wrestle with a heightened double consciousness because of their commitment to classical education and their African heritage, which manifests in unique curricula that, with intentional rhetorical excavation, prepares students to benefit from all of the languages they speak. Even if I could not provide my students with an African American Rhetoric course, I knew the importance of teaching the grammar and history of English while juxtaposing these narratives within the global and contemporary contexts. I chose required readings by Black women language scholars, such as Anne H. Charity Hudley and Christine Mallinson (2011), who would introduce culturally relevant topics that clearly align with their lives. We discussed how this language without a singular origin rose to dominance and at whose expense. Despite having to move to remote instruction in March due to the rise of U.S. COVID-19 cases, my students doubled-downed on the lessons and our classroom community online.Their response to these new lessons in the midst of global distress led me to examine my teaching practices through the lens of four classical African communicative practices, which serve as the foundation of the African American rhetorical framework for my teaching: the dignity and rights of the human person, the well-being and flourishing of community, the integrity and value of the environment, and the reciprocal solidarity and cooperation of humanity. This framework, I posit, helped establish my beloved community, as Martin Luther King, Jr. envisioned in his Beloved Community treatise for those surviving the trifecta of racism, poverty, and militarism. I undergird this reinterpretation of King’s treatise by drawing parallels to the gathering place in Toni Morrison’s (1987) fictional community of former enslaved Black people in Beloved: A Novel and bell hooks’ analysis of love. The centering of these African and African American rhetorical practices in my pedagogy provides insight into the nuances of teaching in these marginalized institutions and expands our understanding of the power of centering pedagogies on nondominant rhetorical practices.To understand the timeliness of my approach and of the multiple consciousnesses Black students and faculty at HBCUs experience, I must provide a context for historically Black colleges and/or universities. As Keaton-Jackson and Howard (2019) explain: HCBUs were founded after the Civil War when slaves were free, yet still unable to attend PWIs [Predominantly White Institutions]. The first Tribal College was founded in 1968 on the Navajo Reservation in Arizona. Thus, the curriculum, co-curricular and extra-curricular activities all cater to the culture of their student populations. They exhibit what Gloria Ladson-Billings would call a “culturally relevant curriculum,” for the students’ identities are not at the periphery of the curriculum, but rather fully and consistently integrated.HBCUs could also be considered the “academic ghettos” of U.S. higher education, a term used by Alexandria Lockett (2019) to describes writing centers, where “this metaphor of the ‘academic ghetto’ playfully (or shamefully?) invites readers to understand the potential of this place as a route to success or detour to failure, depending on who runs it and the extent to which that director recognizes and leverages the power of the space.” Perhaps Wonderful Faison’s (2019) explanation of her experiences at her HBCU writing center truly captures my teaching context best: To be frank: many of the students we worked with were dealing with and spoke openly of these struggles and asked how they might be able to correlate the ways writing could help them – if it could – find a way out of their individual and social ghettoization. In other words, they asked how writing could free them, when writing and learning to write had done nothing but oppress them. Thus, our tutors had to find connections with former gang members’ literacy “issues” by walking them through assignment sheets, helping them dissect and then understand what assignments were asking them to accomplish, with how that assignment (or broadly a general education writing course) could give them an opportunity – a way out of the circumstances they knew so well – circumstances and situations that, while suspect, had somehow provided for them and landed them here in our institution and in our writing center space.These contemporary understandings of HBCUs reveal the remnants of ancient African rhetorical frameworks. These institutions “were created with the sole historical purpose of educating African Americans who, post-Civil War, were not admitted to PWIs … [and are places] where the African American experience … is fully integrated and part of the curriculum and campus life itself” (Keaton-Jackson, Jackson, and Hicks Tafari 2019, 187–88). And even in the centering of “the African American experience,” we sometimes, like any institution, have to make room to challenge the perceived singular experience.At any rate, HBCUs have always already been in a constant state of emergency and yet they draw from their loco parentis, which fosters a sense of fictive kinship that bolsters their resilience through external opposition. If I were having this conversation with fellow alumni of my institution – and most proud HBCU alumni – they would define HBCUs in the context of their love for it. Our alumni “bleed orange and green.” Other HBCUs have their common affirmations of love. We love our alma maters. We “rep” (represent) our alma matters by wearing our school colors in the community and in the workplace. We also rep our Black languages socially and sometimes, when the classroom is a beloved community, academically. This fictive kinship is intensified during our celebratory gatherings. Homecomings are the embodiment of the sacred-secular continuum Geneva Smitherman (1986) articulates. We socialize together and we gather in worship spaces together as a culminating event. With the same vigor, we rally behind our institutions during the hardest hit times. For good or ill, we place our grievances on the shelf for the greater good of the institution to demonstrate our love for our institutional family. HBCUs are Beloved Communities: physical spaces that function as countercultures for the marginalized to excel in academics in the margins of higher education while discovering and defining revolutionary love.Teaching through COVID-19 put our institution and myself through a battery of tests that required a return to a sense of family. And bell hooks (2000, 2009) teaches us to see “home” and “family” are contested spaces, noting these spaces as culturally specific and limited by patriarchal constructs. Consequently, I saw the benefit of interrogating my love for my institution and by extension, teaching. I saw parallels between the undocumented HBCU membership expectations of its family members and the “good” educators. To know someone who teaches for any other motivation than the “love of it” is to know someone who is moments away from being shamed out of the profession. Administrators, colleagues, and students expect teaching and love to intersect in the same ways as HBCU alumni and love. For this reason, these questions drive my proposition of a Beloved Community: What does it mean to love my students? What does it mean to love them through a global pandemic? How does loving myself help me love them?1My use of love in this essay derives from dynamic meanings of love. When we picture love, we are at once picturing a thing that must be performed and a thing we want to possess or give. We give and receive love but we must possess it first to give it. In the context of the classroom, we possess love for our classroom and teaching while we perform actions to express this love. I had to consider Mitchell and Randolph’s (2020, 25) words: “With the specter of death painfully present at every quotidian turn, we must ask: And how exactly do we quantify or qualify student success under such strains?” as the pandemic encroached upon our national and local borders and its death slowly reached our local community. I needed a dynamic understanding of the love that led me to the classroom.There is not much saliency about admonishing an instructor to love their students and their classrooms, for even the exhausted instructors with outdated teaching philosophies will likely have some sense of love for their students and the profession, even if it is buried under exhaustion. What is radical is the practice of self-love in the classroom. Unlike the flight attendant, we rarely tell the instructor to put on the metaphorical mask before trying to mask the more helpless. I am aware that this metaphor takes a new meaning as I am typing in our local grocery store with people adorned with my mask. Whether literal or metaphorical, instructors must wear our masks to protect ourselves. Even if this material mask does not actually keep me safe from COVID-19, the rhetorical act of wearing it is my way of telling others I respect myself and requesting they do the same. This practice stems from my African American rhetorical worldview, which is grounded in the African communicative practices Karenga (2003) outlines.Prior to COVID-19, I had already been living in my personal epidemic. By January 24, 2019, my thirty-ninth birthday, my mother had already had her second stroke and lost her lateral vision, among other functions. After spending months advocating for her healthcare, I began my thirty-ninth birthday sharing cupcakes with my mom’s favorite certified nurse practitioners and helping her distinguish between my birthday balloons and my physical body. When I reflect back to the beginning of this year, I can see how love was driving me. Despite my promise to myself I would not spend another day in a medical facility, that was not the case. By December 25, 2019, she had almost had her third stroke in two years. Within this two-year period, I had returned from my Fulbright without a tenure-earning position (or gainful employment), accepted a non-tenure track administrative position, lost that position, and accepted my current tenure-earning position. Managing my mother’s health while managing my career and well-being became my new reality. Reflecting on these experiences, I see how my choice to prioritize my mother’s recovery over the love of my career was the embodiment of the African communicative practice of the support of well-being of family and community. Reading my inclusion of my role as caregiver to my mother through this rhetorical lens provides more context for my teaching when read through this communicative practice because, like the authors of the ancient autobiographies, my narrative “reveals how self is called into being and constituted in community and through the communicative practices it elicits and sustains, that is, a practice of discourse and action within a community” (Karenga 2003, 17).While I could see evidence of a communicative practice of well-being for family and community in the way I prioritized my mother’s care, I also saw evidence of self-care as the establishment of dignity and rights of the human person – for this context, the instructor. When I realized my first response to canceled national conferences was a sigh of relief, I knew I had to reconsider how I prioritized my love for my profession over loving myself. I identified with April Baker-Bell’s (2017, 3) reflection of her first few years on as tenure-earning faculty. Her articulation of the myth of the strongblackwoman in academia – one that expects Black women to disproportionately and unwaveringly to divide themselves in ways that are palatable for academia – is amplified in my HBCU context. These spaces are not devoid of this myth, which remains alive under the framework of loco parentis, where the Black woman is celebrated for sacrificing herself to uphold the family. In this context, the unspoken expectation for young, Black women teacher-scholars to shoulder responsibilities without the same compensation of their male counterparts echoes the higher race tax (Baker-Bell 2017, 5). In 2020, this issue is magnified as university presidents public on how they will loving faculty and in to return to the physical and social have been with to the that the a safe way to return to while many have faculty and to their for faculty and in someone as a of the have become to faculty to spend their learning new – other this to the love I want to I began to consider the of Baker-Bell’s I began to into other activities I love but have had to I myself again. I to my about I for my and I actually for some to love myself was a radical one that a to the to instructors new to academics who that self-love more like it at others about their to to To out the and other to an already semester in the midst of a where my mother could not receive health or even to the emergency room if she had another stroke because this could be her I chose to place my before for and my students and family were for and a few I was still unable to consider what I needed to do or say to gather my students who have returned to some to other of the where was nearly it A and began it became my new became than the I was for in I would make about too much and such as must have needed it” or The conversations to sharing he was to move his class which would my some experience I had with the most at the beginning of remote instruction because our campus during our spring By the of the first real of remote I myself my to the individual I had I had already on to write for because it took I had to for my students and my many academics on about writing or teaching. about academic led to a of or to academic as with others wrote to through the of the spring semester without not love, to the it always we and these beyond said in the of and Even this space the I needed most to with my love for teaching the I needed to the of responsibility I had for as someone who of people who see my as an of our community. I was aware that a global was not and like it was not to how this is in the teaching profession as While of her experiences as a tenure-earning assistant professor her does as a become too I was learning how to self-love and the love I had for my students by learning to in my Beloved use Beloved Community in a couple of ways The first sense is an of the term Martin Luther King, Jr. used before his I Martin Luther King, of Beloved which his to use as a to the trifecta of all poverty, racism, and I this community in of my teaching context at my I saw my as an act of to already some who they would not have a For those who not have at they as a For the While writing I also and By the my my some and a few of my under the same sharing of my and For my my surprised me with a with from my and their who are their expectations of my of I had not yet considered for myself. This gathering was also the first time I could recall my under the same for any of and yet they the on my This and not without a of the of love from the to the community they and To this our students the of family members and I recall when I for my from a White The Black saw me in the before and asked about my They my at my HBCU and their when they me. They knew I worked during their in the because I a personal or at I them in my I know my students who worked were not so to make These their for their and put on their I had to reconsider how I could my self-love as a for them, which could only if I ways to them in a conversation with the same and about King’s Beloved he admitted he picturing the community of in Toni Morrison’s Beloved another to the of love I to give myself and in my classroom. By at the of which will call them my which were not my and her which was not I saw the of Toni Morrison’s fictional of the life of a Black mother’s during U.S. one of the most global as a way to my remote These two my approach to the my students in our to our to remote I had already created an for our community I began by them by the to establish a sense of dignity that was not upon their of the or their ability to making As a of the department who also this department, I the multiple consciousness that my students before they ever a They were in analysis and the of They would have to learn to language and from the perspective of the Even more I was learning how to teach them what I and was still understanding about these They or research for of as was the practice of the professor. 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ABSTRACTIn this article, we call for a refocusing of research on citizens’ political engagement with climate change. In doing so, we argue that communication practices not only help create the conditions for political engagement but they also comprise the modes of such engagement. Our argument proceeds in four steps. First, we review the literature on public engagement with climate change, concluding that there is a lack of attention to issues regarding the political. Consequently, we make the case for a refocusing of research on political engagement. Second, we explain how the notion of political subjectivity helps us to understand the relation between communication practices and engagement with the politics of climate change. Third, we discuss examples of dominant communication practices that constrain citizen political engagement by depoliticizing climate change, and alternative communication practices that have the potential to politicize. We end by outlining the many research questions that relate to the study of political engagement with climate change.

While dietary energy supply has improved, diets in Ethiopia remain low in diversity and provide insufficient amounts of protein, vitamin A, and zinc. Poor dietary quality contributes to the multiple burden of malnutrition in the country, with 38% stunting among children under five years and 24% anemia and 8% overweight among adult women. Recent Ethiopian government policies and programs call for sustainable food systems approaches aimed at achieving better nutrition for all. Such food systems approaches imply actions that include but also go beyond agriculture to consider the many processes and actors involved in food production, processing, storage, transportation, trade, transformation, retailing, and consumption. In this paper, we identify research streams to support the operationalizing of such food systems approaches in Ethiopia. To this end, we engaged with stakeholders, reviewed the literature, and applied a food systems framework to research priorities in the Ethiopian context. We develop an initial food systems profile of Ethiopia and identify 25 priority research questions, categorized into three main areas. A first area focuses on diagnosis and foresight research, for example, to further characterize dietary gaps and transitions in the context of the variety of Ethiopian settings, and to understand and anticipate which food system dynamics contribute positively or negatively to those trends. A second area includes implementation research and focuses on building a base of evidence on the dietary impact of combined demand-, market-, and supply-side interventions/innovations that focus on nonstaples; potential trade-offs in terms of economic, social, and environmental outcomes; and interactions between food system actors. A third area focuses on institutional and policy processes and explores enabling factors and private or public anchors that can take food systems approaches for healthier diets to a regional or national scale. The paper contextualizes the case of Ethiopia within global food systems thinking and thereby aims to stimulate in- and cross-country learning.

Grounded in the institutional knowledge perspective, this study explores the mechanisms through which and the conditions under which exposure to high-quality host-country institutional environments can affect emerging market multinational firms’ corporate social responsibility (CSR) performance. In doing so, we propose a three- stage institutional knowledge learning process model, namely institutional knowledge acquisition, assimilation and exploitation. We argue that high quality of host-country institutions will enable the institutional knowledge acquisition process, but may hinder assimilation process, thus exhibiting an inverted U-shape relationship between the quality of host-country institutions and CSR performance of emerging market multinational enterprises. Moreover, we propose that institutional knowledge base of emerging market firms can positively moderate this curvilinear relationship by facilitating the institutional knowledge acquisition, assimilation, and exploitation process. The results of analyzing a longitudinal dataset of listed Chinese firms from 2009 to 2017 support our key arguments.