Articles In Issue Research Articles

As the boundaries of ‘work’ extend to include work that adapts to or brings about new organization, social value and alternative futures, it intersects with entrepreneurship studies in intriguing yet under-developed ways. This special issue focuses on developing this intersection by advancing process and practice theory research on entrepreneuring. Entrepreneuring is a concept that captures the processuality and relationality of entrepreneurship, and its emancipatory potential, that occurs amidst existing organizational conditions of work. Entrepreneuring thus poses hitherto missing questions relating to how new forms of work are actually enacted in concrete practices, the tensions from which it emerges and that it triggers, the ambivalence it conveys, and the metamorphoses it goes through. In turn, entrepreneuring conceives of work as fluid and permeated by open-ended possibility, providing space for scholars of entrepreneurship, work and organization to come together to ‘imagining-with’ practitioners alternative political, social, technological and ecological futures that have yet to come into being. The articles in this special issue illuminate the various processes and practices of entrepreneuring at work and provide novel conceptualizations, vocabularies and methodologies that can advance this budding but increasingly important domain of research and practice.

In this response to the articles in the special issue, I highlight themes that are particularly salient, related to educational equity and sustainability for refugee students. I focus specifically on Asset-based Approaches, Culturally Responsive (and/or Sustaining) Teaching, Macro-level considerations. I conclude by picking up on the theme of Self-Reflexivity as a final theme, as well as a frame to help us understand the particular contributions of this collection of research to both scholar and practitioners’ work in refugee education.

Abstract For two decades, real wage comparisons have been centre stage in global socio-economic history studies of comparative development, offering a tractable – if oversimplified – gauge of living standards. But critics argue that these studies have leaned too heavily on the earnings of male, urban, unskilled, daily wage labourers, overlooking wage disparities between social groups and the mechanics of how wages were paid. This Special Issue attempts to shift the focus to overlooked groups and “wage systems” – the methods behind pay determination – and their role in deepening or mitigating inequality. This introduction attempts a global overview of the long-term developments in real wage studies, highlighting methodological innovations and challenges over recent decades. It also explains how the various articles in this Special Issue, spanning topics from medieval Europe to colonial India, contribute to this field. We argue that wage systems – and the inequalities they breed – played out in ways as varied as history itself, so comparing material living standards across time and space remains a complex calculation. We plead for a two-pronged approach: the continued study of all types of income of all working people, alongside a new focus on the social norms, institutions, and systems that determine the opportunities for individuals to acquire an income. A consolidated bibliography of all references in this Special Issue may help future research.

ABSTRACT The articles in this special issue are products of their time. They give an account of a period, more than a decade, that marks the entry of the events known as the Arab revolutions into the time of history. They are captured in an aftermath, a transformation of the present that we are trying to understand using memories and traces. This shared present of the aftermaths of the revolutions brings historical perspectives that are still very much shaped by the emotions experienced during the events of 2010-2013 in the region. They put at the center of activists' experience the rememberance of victories, defeats, joy and grief that they have been carrying with them since. In these concluding remarks, building on a collective research on the postcolonial revolts and revolutions in the Arab Mediterranean, I recall the framework within which we can think about and grasp these events, reflecting on some salient features. I chose to focus on time, emotions and meaning.

The aim of the theme issue is to provide analysis of intersections of historical and democratic consciousness expressed in official curriculum documents such as syllabuses that focus on history in eleven countries. Each of the nation states were selected for their diverse trajectories of democratic developments and political cultures. Drawing on comparative education, policy enactment, and critical discourse analysis the content in the official curriculum documents is approached as texts that are informed by historical ideas of the purposes of education that influence present and future orientations and actions. The articles in this theme issue address the following key questions: 1. How is the intersection between historical consciousness and democratic consciousness described in curriculum and/or syllabus documents regarding the history subject in the selected countries?; 2. What kind of consequences for history education do the descriptions in the curriculum and/or syllabus entail?; and 3. How are the democracy traditions of each selected country reflected in the official knowledge of the various curriculum documents?

Medical artificial intelligence (AI) is a cross-disciplinary field focused on developing advanced computing and AI technologies to benefit medicine and healthcare. Globally, medical AI has tremendous potential to support the United Nations’ sustainable development goals pertaining to health and well-being. In particular, large language models (LLMs) afford opportunities for positively disrupting medical AI-related research and practice. We present a research framework for LLMs in medical AI. Our framework considers the interplay between health and well-being goals, disease lifecycle stages, and the important emerging role of LLMs in medical AI processes related to various lifecycle stages. As part of our framework, we describe the LLM multiplex—important multimodal, multi-model, multicultural, and multi-responsibility considerations for LLMs in medical AI. We discuss how the five articles in the special issue relate to this framework and are helping us learn about the opportunities and challenges for LLMs in medical AI.

In this editorial we introduce the thematic issue “Public Participation Amidst Hostility: When the Uninvited Shape Matters of Collective Concern.” The aim of this issue is twofold. First, it takes stock of various ways in which public participation can be hindered, directly and indirectly. Second, it investigates different kinds of participatory practices that emerge in situations of hostility towards public participation. Given that participation in such situations often involves working around formal procedures and public spaces and depends on remaining hidden, particular attention is paid to de‐publicised participatory practices. Overall, the articles in this thematic issue show how hostilities co‐develop with specific participatory practices that, in turn, attune to, navigate, and resist the particular (hostile) circumstances in which they arise. The articles draw attention to the ambivalence and, in some cases, agonistic quality of participatory processes in contemporary societies, where mutually constitutive relations between participation and hostilities towards it shape matters of collective concern, political agendas, and possible futures.

There are 18 articles in the current issue. The Annual Review of Phytopathology, in publication since 1963, covers significant developments in the field of plant pathology, including plant disease diagnosis, pathogens, host-pathogen interactions, epidemiology and ecology, breeding for resistance and plant disease management, and includes a special section on the development of concepts

ABSTRACTThe modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis‐ and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis‐ and disinformation in the classroom were synthesized. These strategies include: acknowledging the social nature of knowledge and building epistemic networks, addressing mis‐ and disinformation directly, building Nature of Science (NOS) knowledge, ensuring topics are socially relevant and meaningful, modeling critical evaluation of how power and privilege influence information, offering multiple sources of information, offering opportunities for students to reflect, providing explicit instruction on how to evaluate information, supporting the development of scientific reasoning skills, and supporting student perspective‐taking. In addition, areas for future research were identified. In particular, more foundational research is needed to understand the complex interactions between social identities and information processing. From this knowledge base, more applied research is needed to create effective educational interventions to address mis‐ and disinformation.

The field of school psychology has long been committed to advocating for socially just and equitable practices that foster the holistic development of children and youth. Nonetheless, substantial efforts are still needed to bridge the disconnect between the social justice lens and its practical application in educational settings. The contemporary articles in the current issue highlight practices aimed at enhancing equitable and culturally responsive practices within educational systems and school psychology training to address the diverse needs of students, educators, and school communities. This compilation of articles provides actionable strategies in school psychology practices for meaningful changes within education systems. Furthermore, these articles present critical reflection on existing practices by revisiting established practices, prioritizing the experiences and perspectives of historically marginalized groups, and employing an ecological framework. Impact Statement There is a critical need for research focused on enhancing equitable and socially just practices within the contexts in which school psychologists operate. This line of investigation is essential to translating the profession’s commitment to social justice into tangible changes that effectively address longstanding educational inequities. This article highlights both the challenges and opportunities present in advancing this endeavor.

This special issue is dedicated to research that contributes to understanding, improving, and critiquing the policing of vulnerable people in island contexts. Democratic policing values emphasise a human rights approach that protects all persons equally. Ideally, police are attentive to the potential for vulnerabilities in their interactions with all community members. For island jurisdictions, which are often culturally rich and beautiful places, various challenges can exist, such as resourcing limitations, relative isolation, and the legacies of colonisation and slavery, which impact approaches to policing. Reflecting southern criminology, islands are on the peripheries relative to the metropole. The articles of the special issue are drawn from islands of the Caribbean, the Pacific, Europe, and Southeast Asia. They contribute to island criminology by providing context-rich accounts of research on policing initiatives and critical analysis of harmful practices. They share new knowledge and raise important questions about policing vulnerable people in island contexts.

The three articles in this issue each problematize, if in different ways, common narratives about French trajectories after World War II. Directly or indirectly, they each call into question the expansive, linear mythology that Jean Fourastié coined as France's Thirty Glorious Years in his 1979 book.1 As part of a growing body of scholarship that questions Fourastié’s periodization, Drew Fedorka, Brooke Durham, and Amelia Lyons expose how his chronology papered over France's decline as an international power during the polarized Cold War, its role in brutal colonial wars, the coup that ended one republic and ushered in another, the long road to economic recovery that thirty-year statistical averages belied, and the social and economic stagnation that the younger generation felt even at the supposed crest of postwar growth.2 All three articles explore questions related to France's effort to rebuild the nation's reputation and influence, particularly through the construction of a new generation trained to look to the future without fixating on the past, or even the shadowy corners of the present. The articles in this special issue highlight that postwar challenges—consumer shortages, the housing crisis, the Fourth Republic's revolving cabinets, the violence on the ground in Algeria, the problems associated with implementing development schemes in newly independent Africa—could not be hidden from view and reminded those who lived through this period of traumas in their nation's past and present. The historians contributing to this issue demonstrate how France's interest in creating a new sense of the nation, innocent of the dark years and all their baggage, as well as its obsession with maintaining its influence on the world stage as its empire crumbled, weighed heavily on the next generation of leaders.

The article is devoted to a comprehensive analysis of the development of relations between the Republic of Kazakhstan and the People's Republic of China in political, economic, and humanitarian spheres. Special attention is paid to the formation of the regulatory and legal framework for educational cooperation and its role in strengthening the strategic partnership between the two countries. The work examines key stages of diplomatic relations, the expansion of economic interaction, Kazakhstan's participation in China's initiatives, as well as the dynamics of cultural and educational exchange. The processes of institutionalizing cooperation in the field of education are studied in detail, including the establishment of Confucius Institutes, mutual student exchanges, and the mutual recognition of educational documents. The article's issues lie in identifying contradictions in bilateral relations: from trade imbalance and dependence on Chinese investments to environmental challenges and public concerns regarding China's influence on Kazakhstan. The research employs comparative-historical and institutional approaches, as well as the analysis of the regulatory and legal framework and statistical data, which allows for the identification of development patterns and the assessment of cooperation prospects. The scientific novelty of the work lies in the comprehensive examination of educational cooperation between Kazakhstan and China as a crucial element of strategic partnership, complementing economic and political aspects of interaction. It is established that the humanitarian and educational components serve as a tool for building trust between the countries and forming the human resource potential necessary for the implementation of long-term joint projects. At the same time, risks associated with trade imbalances, migration processes, environmental issues, and potential credit dependency on China have been identified. It is concluded that the further development of bilateral relations requires maintaining a balance of interests, increasing transparency in cooperation, and focusing on mutually beneficial outcomes. Educational diplomacy is of particular importance, as it contributes to the formation of a new generation of specialists and strengthens the foundations of sustainable strategic partnership.

Abstract The articles of the special issue bring together studies of children and socio-environmental change in lowland South America, charting a new and timely field of research. I trace the history of studies of children and the environment in the region and the place of these themes in different theoretical traditions. I conclude by considering some of the effects of this pioneering approach on anthropological theories developed for the region, some of which have had a significant impact on the discipline more widely. Résumé Les articles de ce dossier rassemblent des études d'enfants et de changement socio-environnemental dans les basses-terres de l'Amérique du Sud, et présentent un champ de recherche à la fois nouveau et opportun. Nous traçons l'histoire des études d'enfants et de ‘l'environnement’ dans la région, et la position de ces thèmes dans diverses traditions théoriques. Nous concluons en considérant quelques conséquences de cette approche novatrice pour les théories d'anthropologie concernant la région, dont quelques-unes ont eu un impact important et plus global pour la discipline. Resumo Este posfácio se concentra em como os artigos desse número especial reúnem estudos sobre crianças e mudanças socioambientais nas terras baixas da América do Sul, delineando um campo de pesquisa novo e oportuno. Traço a história dos estudos sobre crianças e o “meio ambiente” e o lugar desses temas em diferentes tradições teóricas. O posfácio conclui com considerações de alguns dos efeitos dessa abordagem pioneira em certas teorias regionais que tiveram um impacto significativo na antropologia de forma mais ampla.

Abstract Drawing on scholarly discussions on bureaucracy and the anthropology of the state as a relational setting, alongside scholarship that positions affect as central to understanding the political realm, this special issue examines the state as a simultaneous focal point of affective and imaginative investment. We do so by looking at how a variety of documents – whether produced, concealed, kept on hold, discarded, recycled, demanded, missed, lost, found, or circulated within and beyond public and private bureaucracies – both crystallise and evoke (non)citizens’ imaginings of the state and affective investments in it. Expanding their ethnographic scope beyond state bureaucracies, the articles in this special issue offer ethnographically nuanced accounts of how the non-linear workings of private and public bureaucracies – and their ambiguous relations to the state and their fragmented temporalities – create political, affective, temporal and imaginative reorientations in both bureaucrats and (non)citizens vis-à-vis states. We show how affects and imaginings of the state typically emerge from ‘bureaucratic impasses’: temporary stalemates in which both users and bureaucrats strive to understand and interpret, adjust and attune to bureaucratic rules and demands.

ABSTRACTIn this special issue, we feature scholarship focused on understanding the organizational context of science teacher learning. The special issue grew out of discussions among professional learning researchers and practitioners over the last several years that highlighted the following concerns: (a) that teacher learning in professional development showed up in vastly different ways in teachers' instructional practice; (b) that traditional research on the role of individual teacher traits (existing knowledge, skills, and beliefs) did not fully explain this variation; (c) that simply listing organizational features as barriers to teacher learning did not allow for a theoretical understanding of the interplay of teacher learning within organizations; and that (d) the existing literature that took up this interplay was not yet well known in the science education community. Together, these concerns signaled a need for a repertoire of work to support research and design practices that situate teacher learning within their organizations. The 14 original empirical and conceptual pieces that compose the special issue examine the ways teacher learning is shaped by the sociocultural and historical institutions of schooling that teachers work within and navigate as part of their daily practice. Teachers are positioned, not solely as conduits of reform nor as constrained actors within their organizational environment, but rather as agentive learners situated in complex contexts.The work of this special issue mirrors the kinds of design features championed within the issue's articles. It began in scholarly relationships that were developed through mutual admiration, and germinated on a kayak trip during a conference in San Diego. The special issue grew and flourished through group gatherings at the National Association for Research in Science Teaching (NARST), culminating in a NARST invited poster session. Similar to the resources noted across many of the included studies, the collective learning featured in these articles was fostered through infrastructure (support from Science Education and NARST), a culture of collaboration (zoom sessions, group discussions of theory and methods), and relationships (mentoring, happy hours, laughing). This emergent process has culminated in a set of articles that examine, unpack, and challenge the concerns that sparked the special issue, providing new and innovative understandings. Enjoy!

Abstract This Afterword concludes the special issue on Religious Populism in Hybrid Media Environments. The three perspectives of how religious populism re-sacralizes politics – mythologizing tradition, exalting charismatic leadership and ritualizing political life – are used to explain how the properties, affordances and logics of contemporary hybrid communication and related media environment intertwine, enable and enhance religious populism on a global scale. The Afterword argues that the articles of the special issue provide noteworthy conceptual and theoretical contributions for the development of populism studies with their focus on religious populism and media.

PurposeThe purpose of this paper is to highlight and compare insights from research conducted in the field of accounting and reporting for Sustainable Development Goals (SDGs) in the public, not-for-profit and hybrid sectors. It is also an introduction to the special issue on “Sustainability Accounting and Reporting for Sustainable Development Goals (SDGs): Progress, Challenges, and Future Research Agenda”.Design/methodology/approachThis paper reviews the findings and reflections in the academic literature on developments in the SDG accounting and reporting practices across public, not-for-profit and hybrid sectors globally.FindingsThe findings of the review indicate that SDG accounting and reporting practices of public, not-for-profit and hybrid sectors are still in their infancy. Considerable political and organisational barriers hinder the achievement of SDGs. Nonetheless, aligning local and global goals, engaging stakeholders effectively and implementing robust progress monitoring and review systems can facilitate a meaningful engagement with the SDGs. The special issue articles offer decision-makers valuable insights on the factors enabling the adoption and implementation of SDGs.Originality/valueThis paper contributes to the ongoing discussions on the role of accounting and reporting processes within public, not-for-profit and hybrid sectors in advancing the achievement of SDGs.

On January 9, 2025, Emeritus Clinical Professor Patchrin Pekanan, the first author of the first article in the first issue of The ASEAN Journal of Radiology, passed away at the age of 74 years. She was born on June 14, 1951 and graduated from the Faculty of Medicine Ramathibodi Hospital, Mahidol University in Bangkok, Thailand. To the Radiological Society of Thailand, Professor Patchrin is remembered as a practical and active member. When the executive committee decided to transform the “Thai Journal of Radiology”, the society’s official journal in Thai language, to be the English version titled “The ASEAN Journal of Radiology", her work was featured on the first page of the first inaugural issue of the first volume.

ABSTRACTThis article summarizes the articles in this special issue of New Directions for Adult and Continuing Education, “Global Trends in Adult Education.” It also examines two contextual areas key to understanding the Marrakech Framework for Action (MFA): the history of international adult education conferences known as CONFINTEA and the work of the International Coalition for Adult Education (ICAE), the largest civil society organization dedicated to adult learning and education (ALE) and an influential partner in CONFINTEA planning and MFA drafting and ratification.