Purpose This paper aims to describe how narratives emerged across coursework from a semester-long young adult literature class for preservice secondary English teachers (PSETs). Eco-narratives storied characters, conflicts and opportunities for agency regarding climate justice. Design/methodology/approach The study uses a case study approach and eco-linguistic discourse analysis to situate the work of three PSETs among class trends in reading responses, discussion posts and final unit plans. Findings The eco-narratives that emerged in PSETs’ coursework centered young adults as climate justice change agents in collaboration with their communities through relevant, timely and persuasive multimedia communication. Research limitations/implications What constituted community (beyond family and friends) remained largely undefined in PSETs’ instructional narratives. PSETs also did not invoke existing local organizations or movements connected to specific members of the more-than-human community. Along with relevant climate literature for young adults (CLYA), ELA teachers and English teacher educators might offer connections to local resources to support involvement in community activism for climate justice. Practical implications ELA teachers and English teacher educators may wish to consider including CLYA in their coursework as a means to inspire advocacy for climate justice. To confront the pitfalls of eco-heroism and climate anxiety, they might offer opportunities for communal activism. Social implications Climate justice narratives themselves often call out inequities and disparities in resources, especially for systemically marginalized communities, making the inclusion of CLYA in ELA curricula an act of resistance in itself. Grounding inquiry in the local community is a way for ELA teachers to safely enact eco-justice goals. Student choice also provides a safe way for educators to have students engage in climate advocacy as educators can encourage students to select and research a topic of their choosing relevant to their local environment. Originality/value This study shows how using CLYA in English teaching methods courses can help PSETs to envision climate justice education for secondary ELA students.

ABSTRACT Race and racism are contested narratives in white settler nations; within teacher education programs these narratives play out in different ways. Dominant social practices tend to present racism as a practice of the past, drawing on sanitised understandings of multiculturalism and cultural diversity as proof. This paper contests these narratives and practices by drawing on our lived experiences as racially minoritised teacher educators within the white Australian setting. We use collaborative autoethnography to develop a set of narratives linked to our teaching of socio-political contexts of education. These narratives are analysed using critical whiteness studies as a theoretical framework, focusing on everyday pedagogical practices. Our analysis shows that these practices simultaneously encounter opposition and speak back to dominant narratives about race, equity, and social justice. This analysis demonstrates how white normativity as reflected in dominant forms of multiculturalism and diversity work may produce discomfort for both staff and preservice teachers in our courses, engendering responses bathed in fragility, fatigue, disgust, and fear. We conclude that speaking back to hegemonic whiteness, particularly as racially minoritised educators, is simultaneously fraught with paradoxes and possibilities; however, the emotional discomfort inherent in antiracist work, for both educators and students, is absolutely necessary.

ABSTRACT This Special Issue argues that contemporary education policy can no longer be grounded in the ontological, epistemological and axiological assumptions of modernity. In a context marked by deepening global inequalities, ecological degradation and the erosion of democratic institutions, education policies require rethinking their purposes, actors and modes of governance. Drawing on critical policy sociology and recent UNESCO reports, the introduction advances the paradigm of education as a common good as a promising alternative to dominant market-oriented and state-centred approaches. The commons perspective challenges long-standing dichotomies that have structured education policy debates, such as public-private, individual-collective, and global-local, and calls for new institutional arrangements based on participation, shared responsibility and collective use. The Special Issue contributes to the emerging field of educational commons by exploring how education can be conceived, governed and practised beyond enclosure, commodification and instrumentalism. It brings theoretical and empirical contributions that examine commons-based educational initiatives across diverse contexts, highlighting their potential to foster democratic participation, social justice and new forms of subjectivity. Overall, it seeks to advance education policy research by moving beyond modern paradigms and engaging with the commons as a transformative framework for reshaping education, societies and citizenship in troubled times.

This paper examines the concept of human vulnerability within the context of the current environmental crisis, with particular attention to older adults as one of the population groups most exposed to the differentiated effects of climate change and extreme events. The study adopts a multidimensional understanding of vulnerability, in which natural and social phenomena are closely interconnected, so that environmental risks cannot be separated from socioeconomic, political, cultural, and institutional factors that shape the unequal distribution of impacts across society. From a qualitative and documentary perspective, the analysis is based on the systematization and interpretation of normative frameworks applicable to the human rights of older persons, incorporating dogmatic and systemic-structural methods of legal analysis. In this context, vulnerability is understood as being configured through dimensions such as exposure, sensitivity, and adaptive capacity, which acquire particular relevance in aging processes marked by inequality, poverty, exclusion, and limitations in support networks. Furthermore, the environmental crisis is highlighted as a central challenge to the effective guarantee of fundamental rights, including the right to a healthy environment, health, adequate housing, accessibility, and non-discrimination. Consequently, the study emphasizes the need to strengthen comprehensive public policies, differentiated civil protection protocols, and accessible mechanisms for rights enforcement, guided by principles of dignity, social justice, and inclusion. The paper concludes that reducing the vulnerability of older adults in the face of environmental crisis requires structural transformations that articulate sustainability, human rights, and intersectional approaches to protection.

ABSTRACT In culturally and linguistically diverse school settings, English as an Additional Language or Dialect (EAL/D) specialist teachers play a critical role in fostering equitable, socially just, and responsive learning environments. In Australia, EAL/D learners are students whose first language is not Standard Australian English (SAE) and who require targeted support to develop proficiency in SAE. This paper reports on a study examining EAL/D teachers’ reported pedagogical practices that nurture multilingual students’ plurilingual repertoires as acts of social justice. Framed through pedagogical judgement—encompassing action, reasoning, and responsibility—the study explored how teachers leveraged students’ cultural and linguistic resources as learning assets. Data were generated through in-depth semi-structured interviews with five EAL/D specialist teachers working with newly arrived Ezidi refugee-background students in a regional town in New South Wales. Findings indicate that teachers enacted inclusive, plurilingual practices grounded in strong pedagogical reasoning and a moral commitment to equity. Despite recognising persistent monolingual and deficit discourses, teachers actively challenged these narratives by affirming students’ linguistic and cultural identities.

Security remains a fundamental pillar of any progressive society. In Nigeria, a nation blessed with diversity, natural resources, and vibrant human capital, the persistent wave of insecurity has continued to cast a long shadow over its developmental aspirations. While military and policing strategies are often prioritized, education, particularly the education of future teachers, holds untapped potential in the promotion of peace and national cohesion. This paper delves into the role of preservice teacher education in addressing Nigeria’s security challenges. It explores the ways in which the curriculum can foster critical thinking, peacebuilding, tolerance, civic responsibility, and social justice. Ultimately, it proposes a bold reimagination of teacher education to position educators not just as transmitters of knowledge, but as builders of a more secure, just, and peaceful Nigerian society.

ABSTRACT This paper presents social work educators’ exploration of the intersection of social work education and practice, cultural responsiveness, and the impact of Korean cultural values, particularly through Korean dramas (K-dramas), in promoting social justice and enhancing cross-cultural understanding. As the U.S. population becomes increasingly diverse, social work education must adapt to equip future practitioners and educators with the skills necessary to engage with individuals from a wide range of cultural backgrounds. Korean Americans are a significant subgroup within the Asian American community and offer a unique perspective on the challenges of maintaining cultural identity while navigating social oppression as immigrants. The global popularity of K-dramas has created an opportunity to integrate these narratives into social work education, providing a platform for exploring mental health resilience, community connections, and systemic issues faced by marginalized groups. This paper discusses the innovative use of K-dramas in a Philadelphia-based workshop aimed at decentralizing Eurocentric social work frameworks. By exploring the role of K-dramas in promoting cultural responsiveness and addressing mental health issues, this paper highlights the potential for using multimedia storytelling as a powerful tool in social work education, particularly for engaging with the Korean American community and beyond.

This article analyzes the compliance of fiscal reforms implemented within the framework of the “Uzbekistan – 2030” strategy with the principles of inclusiveness. The study examines the role of tax policy in ensuring a balance between economic efficiency and social justice based on James Mirrlees’ optimal taxation theory and contemporary empirical data. The article evaluates the macroeconomic impact of changes in the 2025 Tax Code, particularly the progressive social tax rates and mechanisms for legalizing the shadow economy. The results indicate that Uzbekistan’s tax system, while maintaining fiscal stability, is transitioning toward an inclusive model aimed at developing human capital and mitigating income inequality

This paper examines ways to integrate social justice and human rights education into international university courses taught through English as a foreign language (EFL) and content and language integrated learning (CLIL) in Japanese universities. Grounded in the Sustainable Development Goals (SDGs), this study connects these goals to human rights issues to create culturally relevant, student-centered lessons that develop intercultural and linguistic competence while raising awareness of diversity, equity, and social justice. Drawing on classroom observations, material trials, and surveys, this paper proposes a framework for designing curricula that link global social justice themes, such as gender equality and climate justice, with local contexts and student experiences.

The expansion of Chinese foreign direct investment (FDI) in Indonesia, particularly in the nickel downstream sector, has reshaped local political and social dynamics in resource-rich regions. This article critically examines the relationship between Chinese companies and local actors through a case study of Indonesia Morowali Industrial Park (IMIP) in Central Sulawesi. Employing Alvin Camba’s concept of social embeddedness, the study analyzes how Chinese investment is sustained through interactions among firms, state elites, local governments, and civil society. Based on qualitative analysis of policy documents, media reports, and interviews, the findings reveal that IMIP’s operations are strongly embedded within Indonesia’s central government coalition elites, whose political support facilitates regulatory flexibility and minimizes local resistance. This elite alignment enables investment continuity but simultaneously weakens environmental governance and limits meaningful community participation. While IMIP contributes to local economic growth, it also generates social tensions related to labor practices, environmental degradation, and limited technology transfer. Corporate social responsibility and strategic communication are used to manage, rather than resolve, these structural issues. The article argues that Chinese investment in Indonesia is less driven by market efficiency alone than by political embeddedness within a strong regime. This dynamic highlights the asymmetric power relations between investors, the state, and local communities, raising critical questions about the long-term sustainability and social justice of resource-based development under the Belt and Road Initiative.

ABSTRACT Transforming Vocational Education and Training (VET) to address broader social justice and environmental sustainability goals associated with a ‘just transition’ requires reimagining VET beyond traditional orthodoxies. Contributing to this reimagining, this paper reports on research that applies the Theory of Practice Architectures as a site-ontological, practice-theoretical lens to examine the conditions of possibility within vocational practices – understood as the sites where transformations in VET and just transitions unfold. The study draws on a year-long ethnographic case study of the vocation of beekeeping, situated within a work- and study-based context in Aotearoa, New Zealand. By synthesising perspectives on a ‘relevant’ VET through an analysis of beekeeping practices and their associated practice architectures, alongside the suite of apiculture qualifications and programmes, the findings reveal tensions between the strategic priorities and provisional directions of the existing VET system framework and the practice arrangements and traditions shaping beekeeping practices. The paper argues that rendering such tensions visible, while foregrounding the transformative potential inherent in empirical, site-ontological accounts of vocational practice, can inform theoretical, strategic, and practical contributions to VET research, policy, and practice, and support the ongoing double transformation of VET.

ABSTRACT This study explores career guidance practitioners’ understandings of social justice in Poland, Portugal, Denmark and Finland using Laclau and Mouffe’s discourse theory. Interviews and focus groups revealed traces of various theoretical discourses on social justice, including redistributive, recognition-based, justice as fairness, libertarian and utilitarian perspectives in all four countries. Findings show diverse understandings of social justice among practitioners, ranging from concerns about social stratification to individualistic, meritocratic views. Social justice emerges as a “floating signifier” in career guidance, with context-dependent meanings. A strong presence of individualisation and responsibilisation discourses reflects neoliberal influences. The study highlights the complexity of social justice conceptualisations in career guidance practice and emphasises the need for critical reflection on social justice in education and professional development programmes for guidance practitioners.

The article studies the essential characteristics of green business. It is substantiated that the economy of Ukraine has long been characterized by an extensive type of production, which has led to significant depletion of natural resources, environmental burden on the environment, overspending of resources and the use of outdated technologies. It is proven that the modern consumer prefers environmentally friendly products and brands that pursue the principles of sustainable development and are socially conscious, which makes the issue of green business development relevant. The dynamics of the environmental efficiency index of Ukraine are presented, which showed an improvement in the situation regarding the greening of business. It is determined that the characteristics of green business are: profit generation by the enterprise as a result of the production and sale of environmentally friendly products; production of products that improve the well-being of the population and promote social justice; minimization of environmental risks and reduction of eco-destructive burden on the environment; economical use of resources that ensures rational production. The author's vision of green business as a type of economic activity is presented, which is aimed at ensuring a balance of interests between rational production and conscious consumption of environmentally friendly products, which will reduce environmental risks, improve the well-being of the population and obtain an economic effect. The requirements for the development of green business are given, which are: environmental responsibility; efficient use of resources; ensuring social responsibility of business; balance in the "man-nature-production" system; the use of green logistics, which involves the formation and development. It is substantiated that green business is able to balance the economic development of business entities, the environmental orientation of their business and the social component (well-being of the population), and accordingly - to move in the direction of development of the triad model "man-nature-production". It is concluded that green business is a type of activity that is able to preserve the environment, form a green supply chain and develop green logistics, generate social justice and environmental awareness in society.

ABSTRACT Although tourism stimulates economic growth and employment, it often creates challenges in meeting the essential needs of residents, thereby undermining sustainable development. Tourism gentrification-neighborhood transformation driven by tourism-related activities, has become a critical area of enquiry within tourism research. Employing the Themes-Context-Methodology (TCM) framework, this systematic literature review critically synthesizes existing knowledge on tourism gentrification, with particular emphasizes on its impact, underlying processes, and management strategies. A systematic search of the Web of Science and Scopus databases was conducted between 23 July and 5 August 2024, yielding 790 documents, of which 66 studies met the final selection criteria after rigorous screening. Based on the review, a conceptual model of tourism gentrification is proposed. The findings provide valuable insights for policymakers, urban planners, and researchers to develop integrated strategies that reconcile economic benefits with social justice and cultural authenticity, thereby advancing sustainability in line with Sustainable Development Goal (SDG 11).

Abstract Each year untold numbers of land managers and volunteers work individually and collectively to manage invasive plant, animal, and insect species. Whether such efforts are deemed successful depends on ecological and economic outcomes, with limited consideration of the social processes, costs, and benefits. This article provides a critical reflection of dominant approaches to invasive species management that frequently overlook social processes and outcomes in the setting of program goals and metrics of success. Based on our collective experience researching people's engagement with invasive species and conservation more broadly, we propose that future policy and practice need to incorporate three principles: diversity and social justice, learning from failure, and explicit acknowledgement of social relationships as management enablers. Insights from innovations in invasive species management and other natural resource management fields indicate that such re‐envisioning of invasive species management can produce diverse co‐benefits beyond reducing invasive species impacts.

The United Nations (UNO) has emerged as the central platform for advancing the global agenda of sustainable development through its 2030 Agenda and the Sustainable Development Goals (SDGs). While the framework emphasises inclusivity, environmental responsibility, and social justice, its realisation is deeply shaped by political negotiations, power asymmetries, and diverse national interests. This paper critically examines the politics of sustainability within the UNO framework, highlighting both the achievements and challenges in implementing the SDGs. It explores how international cooperation, policy frameworks, and multilateral diplomacy contribute to sustainable futures, while also analysing the gaps between global commitments and local realities. By examining the interplay between global governance and domestic politics, the study highlights the importance of strengthening institutional mechanisms, promoting equity, and fostering accountability to ensure that sustainability is not merely a normative goal but a practical reality. The present paper investigates the role of non-state actors, including civil society, private institutions, and grassroots movements, in complementing the efforts of the UNO. Their participation not only brings legitimacy and inclusiveness to the sustainability discourse but also promotes accountability and innovative approaches in addressing pressing global issues, such as climate change, poverty eradication, and human rights protection. The analysis underscores that achieving sustainable futures requires a collaborative model where the UNO acts as a facilitator. At the same time, states and societies share equal responsibility in translating global aspirations into tangible outcomes.

In India, discussions surrounding the Uniform Civil Code (UCC) have mostly presented it as a legal tool for promoting gender equality by harmonising personal laws. The UCC is often portrayed in constitutional and political discourse as a response to discriminatory practices embedded in religious family laws, with legal uniformity assumed to be a prerequisite for equality. While this perspective has influence national debates, it remains inadequate for understanding regions where civil life is not primarily governed by codified religious or statutory laws. Arunachal Pradesh presents a distinctive and under examined context within the UCC debate. Characterised by extensive tribal diversity, geographic remoteness, and constitutionally recognised customary autonomy, the state operates within a plural legal order where unwritten customary norms regulate marriage, inheritance, property ownership, and dispute resolution. For many communities, customary law is not merely a cultural residue but the primary framework through which social order, authority, and justice are organised. At the same time, Arunachal Pradesh is firmly embedded within the constitutional framework of India, which guarantees equality, dignity, and individual rights. This coexistence of constitutional citizenship and customary governance raises a central question; how are constitutional commitments to gender justice mediated through customary institutions that derive legitimacy from tradition and community authority rather than statutory recognition? This paper examines the relevance of the Uniform Civil Code for gender justice in Arunachal Pradesh by situating it within the everyday operation of customary law. Rather than treating the UCC as an instrument of immediate legal replacement, the paper asks whether it can function as a constitutional reference point for assessing civil practices in plural legal settings. The focus is not on abolishing customary law, but on understanding how its institutional structures shape women’s access to rights and how constitutional principles can meaningfully engage with these realities.

Purpose The purpose of this article is to examine how pre-service leaders enrolled in a district–university leadership preparation program expressed their understandings of culturally responsive school leadership (CRSL). Design/methodology/approach We apply developmental adult learning theory, connecting Drago-Severson's four ways of knowing for social justice to specific CRSL practices, to qualitatively analyze interviews with pre-service leaders. Findings Our findings indicate disproportionate emphasis on instrumental capacities and the infrequent discussion of self-transforming capacities. We also identify an overemphasis on being critically conscious and engaging in critical self-reflection on leadership behaviors, as well as an underemphasis on engaging students, families, and community contexts. Practical implications Based on our findings, we note key program components that were reported as supporting the pre-service leaders' developing understanding of CRSL and suggest program components to support pre-service leaders' growing edges. Social implications During an era of hostility toward programs committed to diversity, equity, and inclusion, our research offers tools to sustain their work within district-university partnerships. Originality/value Currently, culturally responsive leadership frameworks exist for practicing leaders as they envision what mastery looks like. Yet, these frameworks fail to answer the question of how school leaders develop culturally responsive practices. Our research contributes to understanding how CRSL is developed and supported by district-university partnerships. We offer a developmental framework for preparing culturally responsive school leaders that can be applied in future research.

ABSTRACT Critical pedagogy, grounded in Paulo Freire’s practical, experience-based work, is an approach to education focused on social justice and critical consciousness as a tool for liberation and resistance against oppression. In today’s climate, with a growing wave of attacks on democratic values and the deliberate spread of misinformation via social media, critical pedagogy provides educators with a framework to equip citizens to face these challenges. Identifying the key principles of critical pedagogy that remain relevant today is crucial to understand its implementation. This study explored how adult educators successfully implemented critical pedagogy principles in non-formal settings, examining their practices and successful approaches. Twelve adult educators were interviewed, sharing the fundamental principles that guide their current teaching and learning approaches. Findings revealed that social transformation, democracy and focus on inclusion and community were fundamental principles. The study also identified insightful practices, including collaborative lesson planning, community engagement, ongoing critical reflection, and learner-centred approaches that integrate participants’ lived experiences. By amplifying the voices of adult educators, this study inspires critical reflection and innovation among adult educators who wish to implement socially just practices and want to address the challenges of an ever-changing world.

Marginalized groups in India have historically endured multidimensional structural oppression and cultural erasure, which choked agency, access and dignity based on ascribed caste, gender and other identities. Mainstream literature perpetuated singular elite narratives ignoring ‘unheard’ subaltern experiences. However, the emergent graphic novel form opens vital counter-hegemonic space through its democratic appeal, evocative visual storytelling and mass resonance. This article examines how graphic narratives lift up Dalit feminist standpoints to surface injustice while redefining discourse on identity, power and social change. These encompass Bhimayana , depicting frontline Dalit activist B. R. Ambedkar’s inspiring biography; Priya’s Mirror , fictionalizing an oppressed woman’s consciousness-raising; and Gardener in the Wasteland , exploring the catalyst for change Jyotiba Phule’s conviction. This study interlinks Dalit literary and feminist standpoint theories underscoring subaltern epistemic insights gained through navigating systemic violence. Comics bust singular narratives by connecting shared struggles against exploitation based on ascribed differences. Thereby graphic novels’ accessibility and impact rescue radical legacies often erased from mainstream discourse towards raising mass consciousness on dignity deficits that persist despite legal equality promises in the world’s largest democracy.