Inclusions In Spaces Research Articles

Language ideologies and language teaching in the global world: An introduction to the special issue

Aims: This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners’ experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals’ experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues’ examination of objections to linguistic pluralism and Mendoza’s exploration of stylization in English-medium instruction enrich the discourse. The collection encourages scholars to engage with plurilingualism as a theoretically robust alternative to late translanguaging theory, promoting empirical grounding and fostering a deeper understanding of language ideologies.

Navigating the gap: Unveiling the hidden minority stressors faced by trans and nonbinary clients in gender affirming pathways

Background Minority Stress Theory (MST) explains health outcome disparities among trans and gender diverse (TGD) individuals as compared to the general population, emphasizing the impact of both distal and proximal stressors on well-being. TGD individuals may encounter additional stressors when seeking access to accessing services for their gender affirming pathway (GAP), particularly in Italy where the pathway maintains a strong gatekeeping approach. Methods This research explores the experiences of 45 TGD individuals aged between 18 and 38, with the majority identifying as nonbinary (77.8%) and within the context of the institutional Italian GAP. Participants are either currently on a waiting list in an institutional GAP, or they are still questioning if the GAP is suitable for them. Through a semi-structured interview, the study investigates how TGD individuals perceive the institutional GAP and whether it acts as a source of minority stress. The research employs Codebook Thematic Analysis, informed by MST. Results Findings reveal that the Italian GAP replicate both distal and proximal stressors. Distal stressors encompass manifest aggressions, invalidation, gatekeeping, and burdening, while proximal stressors involve vicarious stress, expectations of rejections, forced concealment, gender dysphoria, and self-gatekeeping. Results indicate a greater difficulty for nonbinary individuals due to the structural negation of their identity within the GAP. Conclusion The research underlines that the current institutional GAP exacerbates stress rather than promoting well-being. It underscores the necessity for reframing the GAP to provide a tailored and inclusive space to support the many manners of affirming TGD persons without a transnormative approach.

Race Talk: Assessing Awareness and Mood After a Difficult Dialogue

Facilitating racial dialogue in higher education is challenging and taxing for instructors and students. Race, racism, implicit bias, and microaggressions are all topics that evoke strong emotions in a classroom. This can be especially challenging at a predominantly white institution. Facilitators must develop and assess pedagogical approaches for navigating these contentious spaces. This paper assesses an implicit bias lesson plan designed to educate, foster dialogue, and cultivate inclusive spaces. The lesson plan, Association Awareness, utilizes the Harvard Implicit Association Test to measure implicit attitudes. We use the Bias Awareness Scale to measure the effectiveness of the lesson plan and present findings on mood, bias awareness, explicitly stated racial preferences, and implicit racial associations. Results suggest that participation in the Association Awareness lesson significantly increased bias awareness in predominantly white undergraduates without negatively impacting their mood. Implications for action and future research are discussed.

CURRENT STATE AND PROBLEMS OF FORMING INCLUSIVE SPACES IN THE WORLD AND NATIONAL ARCHITECTURE

The article analyses the current state and problems of forming inclusive spaces in the world and national architecture. The International and Ukrainian regulatory documents that regulate the inclusiveness and barrier-free accessibility for all the population groups are analysed. The concedcpts of "inclusion", "disabled person", "disability", "people with limited mobility", "barrier-free space" are defined. The main organising elements of a quality inclusive environment in all the social spheres are identified. An urgent task is to provide the availability of residential and public buildings for all the citizens, regardless of their physical capabilities. Inclusive spaces of modern architectural development are not only about creating the appropriate infrastructure, but also about transforming the existing one. The purpose of this research is to identify the main elements of the organisation of a high-quality inclusive environment in all social spheres. The necessary analysis of the current trends in the architectural development of inclusive spaces in large cities, as well as the peculiarities of accessibility for people with disabilities and people with limited mobility, has been carried out. Main research methods are comparative and historical analysis; visual and analytical method; monitoring method; analysis of statistical data and qualitative indicators; collection, analysis, presentation, and interpretation of the information on theoretical and practical issues of organising an inclusive environment, which is reflected in the works of foreign and Ukrainian researchers. The findings of the study showed that the developments aimed at solving the problems of creating inclusive spaces are relevant and timely. An important aspect of a barrier-free environment is the development of inclusive spaces in modern cities. The different types of barrier-free environment, including physical barrier-free, digital, educational and economic, social and civic, as well as the information barrier-free, are very important for the development of inclusive spaces in the world and national architecture. Persons with disabilities and people with limited mobility have extremely limited opportunities to realise their rights.

Let’s Talk About Writing Support for Plurilingual Graduate Students

Academic writing is an inseparable aspect of graduate school (Holmes et al., 2018) as students’ academic writing is the primary basis for assessment (Turner, 2011). The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English medium universities is growing exponentially (Fenton-Smith & Humphreys, 2017). However, there is a scarcity of research that addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography (Anderson, 2006; Kempny, 2022) this research uses polyvocal conversations among seven researcher/practitioners to consider the question of how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality (Crenshaw, 2017; Hankivsky, 2014), these conversations illuminate the ways both educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the socio-political contexts of Canadian and Australian universities where systems of inequality act to marginalise plurilingual writers. These contextualised conversations then aim to problematise and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognisant of their power and place, to generate alternative practices to support plurilingual graduate writers in service of more asset-orientated and inclusive spaces that take advantage of students’ plurilingual repertoires in English-dominant universities.

Nature sport’s ism problem

ABSTRACT Nature sports have been touted for their value “as ways of pursuing excellence and relating to the environment” (Krein 2014, 207). This value, however, is not widely available, in large part due to structural features that create barriers to access for all but able-bodied white men possessing substantial disposable income. In this paper, we will analyse four ‘isms’ that are prominent in nature sport: ableism, classism/elitism, racism, and sexism/heterosexism. Through an examination of nature sports like surfing, skiing, snowboarding, and climbing, we argue that the current culture of nature sports contains institutionalized isms. If we are to create spaces for inclusion and authentic participation and experiences in nature sports, then change needs to occur. To that end, we will address counterculture(s) and programs that challenge the ism-saturated established norms of nature sports, removing barriers to access and opening value-laden opportunities for all.

The Inclusion Paradox: Why Inclusive Space Excludes Migrant Children, and Vice Versa

What characteristics of space predict exclusive policies? Intuitively, socioeconomically exclusive spaces – such as wealthy urban centers in China – would also be exclusive in welfare provision. Drawing from cross-district comparisons within a Chinese metropolis, we identify a counterintuitive pattern where the urban center had easier migrant school access policies than the urban fringe. This pattern has existed in both the 2010s and 2020s, surviving a major school admissions policy reform. We call this pattern the inclusion paradox. The inclusion paradox can be attributed to two causes: a compartmentalization of school access along urban district boundaries, and a tendency of fringe districts to carry more migrant population with less fiscal capacity. As a result of the inclusion paradox, migrant children were more likely excluded from school access precisely where they were more likely to live. The inclusion paradox implies that policy exclusion and spatial exclusion substitute each other, a pattern that brings migrant school access in China in conversation with unequal school access in other contexts.

대화의 장으로서 기념박물관 역할과 시민참여적 공공기억 만들기

This study aims to reexamine the role of memorial museums as forums for dialogue where diverse perspectives converge in the context of a globalized modern society, where conflicting views and beliefs are inevitable, and to explore strategies for civic participation in this context. It investigates the changing role of memorial museums within the context of expanding memory spaces and examines theories related to civic participation. The case of the United States Holocaust Memorial Museum (USHMM), one of today's most innovative memorial museums that fosters extensive public engagement, was analyzed from the perspectives of transcultural memory theory and civic participation. Museums are places where public discourse occurs, and memorial museums, in particular, move beyond housing memories of the past to actively creating public memory with citizens. It was found that individual multi-layered and multifaceted memories are not only in competition but can also interact, show solidarity, and create a combined voice. This process of active civic participation does not bury certain memories within universal values but, rather, helps these memories gain sensitivity and contributes to the creation of new global memory landscapes. The methods by which USHMM facilitates civic participation reveal several strategies: 1) the organic arrangement of permanent and special exhibitions for varied narrative variations, 2) ways of connecting with the present, and 3) co-creation through the use of digital technology. These features suggest practical ways in which museums, including today's participatory memorial museums, can engage visitors in exhibitions, education, and social dialogue. In conclusion, this study demonstrates that memorial museums can play a central role in forming new public memories and fostering cultural dialogue through the participation of diverse citizens. This suggests that memorial museums can contribute to promoting understanding and solidarity within communities as more inclusive spaces for social dialogue.

The Narrative Shelter for Young People with Childhood Experiences of Intimate Partner Violence: A Concept for Creating Opportunities for Storytelling, Storylistening, and Resilience

Objectives: Childhood experiences of intimate partner violence (CEIPV) remain a significant public health issue affecting millions of young people (YP) globally. Although CEIPV has been researched for decades, YP’s voices are often left unheard, their stories relegated to mere research data. Their CEIPV are usually told through adult proxy accounts rather than by YP themselves. Additionally, research shows that YP have limited opportunities to influence domestic violence policies and practices. This theoretical paper proposes a new YP engagement model for CEIPV research and practice.
 Methods: The model is based on a review of relevant literature, including lessons from the women’s shelter movement, child rights, narrative practice, trauma and violence-informed approaches, and selected case studies.
 Results: The Narrative Shelter Model integrates storytelling and storylistening to create a safe space for YP with CEIPV to exercise their voice and choice, and share their stories in a non-retraumatizing way. Moreover, the model invites the storylistener(s) to connect with YP’s stories to influence decision-making.
 Conclusion: The Narrative Shelter Model elicits a path towards creating safe and inclusive spaces for YP with CEIPV to share their stories and be heard as agents of social change. It aims not only to promote their voices but also to empower them to become young advocates and peer supporters in responding to IPV, thereby strengthening their resilience and recovery. The use of this model within domestic violence agencies can continue to position YP as experts in their own lives and pivotal agents in shaping knowledge and effective interventions.

Tiquatira Park, City of São Paulo, Sp, Brazil: Socioeconomic Profile Appropriation of The Territory by The Visitor

Objective: To evaluate the socioeconomic profile and the quality of the park infrastructure from the perception of the visitors, as well as whether the appropriation of the territory and the municipal apparatus takes place. Theoretical Benchmark: The great challenge of the early decades of the 21st century is to make cities more inclusive, safe, resilient and sustainable. Research was conducted on these initiatives that made it possible to compare and cite linear parks that contribute to environmental conservation, leisure, enjoyment and cultural activities. Method: The data collection took place through exploratory field research and used case study considering the purpose and benefits of the infrastructure offered, where socioeconomic aspects and its infrastructure were assessed in the period from 18/05/2022 to 17/06/2022. Results and Conclusion: The presence of all socioeconomic classes that occupy the park in an effective way was noted when considering the possibility of social relations according to their spatial, economic, political and cultural conditions. Thus, we can consider that the Park Tiquatira is an inclusive space and that the population appropriates the municipal apparatus offered. Implications of the research: The study generated information that will influence the management of the Park for activities involving the community and frequenters of the municipal apparatus. Originality/value: The research allowed the assessment of urban green areas to identify the profile of the frequenters, the quality of the green areas, as well as the assessment and appropriation of the territory by the local population and the surrounding area of the municipal apparatus.

The unheard voices of academia: overcoming systemic barriers and fostering inclusive spaces for knowledge exchange

Our paper aims to consider how hybrid academic conferences can create inclusive spaces for knowledge exchange. The paper begins by considering the purpose of academic conferences and identifying the groups of people excluded when conferences are run in an in-person-only format. Reasons for exclusion include being disabled, being a carer, being unable to travel (e.g. in the final trimester of pregnancy), being unable to secure a VISA, or being unable to access funds to cover travel and accommodation costs. Next, we consider the existing challenges that individuals and event organizers face concerning academic conferences. Then, pragmatic opportunities for event organizers are presented, making the case for running conferences in a hybrid format. The paper concludes with a call to action for promoting care democracy in the workplace by addressing the humanity deficit and the unheard voice of academics currently excluded from in-person-only academic conferences.

Assessing the publicness of three streets in ethnically-diverse neighbourhoods

ABSTRACT Public space is the domain of interest for urban designers, and streets represent one of its most significant forms. In multicultural societies, public space users come from diverse social and ethnic backgrounds with varying interests and needs. Therefore, streets should serve as inclusive spaces designed for use by a wide-ranging public. While streets are inherently public, the questions regarding the extent of their publicness and their role in promoting multiculturalism remain significant. This paper aims to evaluate and compare the degree of “publicness” exhibited by streets situated within ethnically diverse neighbourhoods. Drawing upon dimensions of publicness established by previous models and informed by observations and interviews, a set of criteria has been selected. The core dimensions of publicness encompass accessibility, management, and inclusiveness. The study assesses and compares three streets located in diverse neighbourhoods across New Zealand based on these criteria. The findings illuminate varying levels of publicness within the studied streets, providing insights into the key factors that impact the promotion of multiculturalism in urban settings. The results indicate that the publicness of a multicultural street is significantly influenced by the types of businesses clustered in the area, their associated characteristics, and the overall design of the built environment.

Proactive Strategies for Breaking Barriers: Advancing Justice Initiatives in Speech-Language Pathology for Diverse Populations in Voice Management and Upper Airway Disorders

Purpose: This clinical focus article examines the importance of justice, equity, diversity, and inclusion (JEDI) initiatives in the field of speech-language pathology, particularly in the context of voice management and upper airway disorders. Method: We begin by acknowledging the growing focus on JEDI-related strategies, such as supporting students from diverse cultural backgrounds, measuring clinician competence in working with diverse clients, and increasing awareness of cultural and linguistic diversity in patient populations. We emphasize the need for both individual and systemic efforts to develop competence in JEDI initiatives. However, challenges exist in developing culturally responsive materials and documentation at a macro level, including the lack of research and resources in understanding the needs of diverse patient populations in voice and upper airway disorders. The clinical focus article highlights the absence of demographic data related to cultural and linguistic diversity in this field and discusses the challenges in developing language-specific materials, culturally relevant assessment tools, and therapeutic interventions aligned with cultural values and standards. Limited funding and resources further impede progress in JEDI initiatives and the development of tailored intervention models. Recognizing the impossibility of accounting for every unique intersectionality, the clinical focus article offers foundational steps toward creating an inclusive space and providing culturally responsive health care. It specifically focuses on gender-inclusive care, diagnostic considerations for socially linguistically diverse individuals, and addressing issues of clinical ableism. Conclusion: The clinical focus article aims to identify and expand upon current resources for culturally responsive practice in the American Speech-Language-Hearing Association, particularly in the context of voice and upper airway disorders.

Techniques for designing inclusive buildings using the example of theater architecture

In the article, the author examines the use of the concept of "healing architecture" in order to organize inclusive spaces in such facilities, such as cultural and entertainment institutions, as well as methods used in the design of inclusive theaters designed for people with physical or psychological disabilities, the main techniques used to create a comfortable environment in such projects. The main object of this research is inclusive theater spaces. The main purpose of the study is to explore the possibility of organizing inclusive theaters using the methods of the "Healing Architecture" concept used in the organization of medical and rehabilitation institutions. In the course of the work, the method of analyzing research on the topic and existing projects was used, as well as theoretical analysis, identification and consideration of the main techniques for designing inclusive spaces and the possibility of their use in the design process of inclusive theaters. The novelty of this study lies in the consideration of the concept of healing architecture, from the side of using its techniques in the design of cultural and entertainment institutions, such as inclusive theaters. As a result of the research, the main methods of organizing space used to create a "healthy" environment in medical buildings were considered, as well as their benefits in organizing inclusive theatrical institutions designed for multi-group visitors, projects designed for people with physical and psychological health characteristics were selected and studied, and the basic techniques of organizing space in the buildings selected for analysis. The result of the study was a number of proposals for the organization of the theater space, taking into account the concepts of inclusive and rehabilitation architecture, for groups of people with increased needs.

Learning to Unpack the Term Latinx in Higher Education

The term Latinx has received increasing levels of pushback from different entities outside and within higher education. Despite the term’s wide popularity in academic spaces, higher education practitioners often utilize it without understanding whom it simultaneously includes and excludes, and whom the term refers to. Such practice perpetuates the exclusion of many students, often rendered invisible. This case study provides a glimpse into how some students experience exclusion through practitioners’ use of the term Latinx. We offer reflection questions for practitioners to consider in their work to create inclusive spaces for Latin* students on college campuses.

Developmental language disorder and neurodiversity: Surfacing contradictions, tensions and unanswered questions.

Neurodiversity is increasingly discussed in relation to autism research and practice. However, there is a lack of scholarship concerning the neurodevelopmental condition of Developmental Language Disorder (DLD) and the neurodiversity movement. While this movement may hold opportunities for the DLD community, the application of the concept of neurodiversity to DLD research and practice needs consideration, as DLD and autism have very different levels of public and professional awareness and understanding. In this article, we discuss what the concept of neurodiversity and the associated neurodiversity movement could mean for DLD research and practice. We aim to critique some assumptions that may arise from the application of neurodiversity principles (or assumed principles) to the field of DLD. This is a discussion paper, drawing on the personal experiences and reflections of the author team. We make the case for why DLD should be included in discussions about neurodivergence and outline considerations for doing so, and why some issues and applications may be particular to DLD. We outline points of similarity and contrast with autism in relation to our understanding of neurodiversity. We consider the issues around diagnosis and terminology and urge practitioners to continue to diagnose DLD using currently agreed terminology, so as not to undermine recent awareness efforts. We note that a neurodiversity-informed perspective challenges us to offer interventions that operate at the level of our environments, not just at the level of an individual. Indeed, neurodiversity offers a platform to argue for better rights and more inclusive spaces in mental health settings, education and work for children and adults with DLD. DLD should be considered from a neurodiversity-informed perspective, and it is our hope that this will lead to neurodiversity-affirming practice that will afford young people with DLD better understanding from members of the public and the professionals who work with them. Further work is needed to better support children, young people and adults with DLD to have a voice in the neurodiversity movement. What is already known on the subject Neurodiversity approaches are increasingly being taken up in research and practice in relation to autism, meaning that our understanding of autism and how autistic people are supported is increasingly drawing on the principles of neurodiversity. However, autism is not the only neurodivergent population. Developmental Language Disorder (DLD) is another neurodevelopmental condition; however, relative to autism, DLD has lower awareness amongst professionals and the public. There has been no scholarship that has examined DLD through the lens of neurodiversity, or considered the application of neurodiversity-affirming approaches to DLD. What this paper adds to existing knowledge In this paper, we examine what the neurodiversity movement means for DLD research and practice. In particular, we consider what neurodiversity in the field of autism might teach us about the application of neurodiversity in the field of DLD, and highlight where we believe there are important differences between the two populations. We reflect on what neurodiversity means for intervention, diagnosis, terminology and championing the need for accessibility, especially with regard to mental health support, education and employment. What are the potential or actual clinical implications of this work? Neurodiversity highlights the need to consider interventions at the level of an individual's environment (e.g., how can we make this space more inclusive?) as well as interventions operating at the level of the individual themselves (e.g., interventions focusing on an individual's language skills). We challenge the notion that neurodiversity-affirming approaches mean not diagnosing DLD or changing DLD's terminology: we argue that this is not in the spirit of the original neurodiversity movement, but also that for a condition with such low public awareness, these actions could do more harm than good for families affected by DLD. We call for more in-depth scholarship and discussion around the application of neurodiversity approaches to DLD and argue that the neurodiversity movement offers an important opportunity to raise better awareness and understanding of DLD in multiple sectors, including (but not limited to) mental health, education and employment.

Assembling Containment at European Union Borders: Between Inclusion and Exclusion

The European Union migration governance is characterised by non-linearity and complexity. Such governance represents the competition of a multitude of actors that compete for power and visibility. The policies designed by its member states - based on the decisions of the European Court of Human Rights - oscillate between an inclusive and an exclusive migration governance approach. A concept that can offer a comprehensive understanding of the social and normative dynamics that transformed the Mediterranean Sea as a space of inclusion and exclusion is assemblage. The article suggests that the EU and its member states design migration governance policies on an instrumental assemblage of borders, territory and human rights. From the discussion of these assemblages, it emerges how the compromise developed by the European Court of Human Rights contributed to further exclusion and human rights violations in the Mediterranean Sea. Thus, assemblage offers a critical perspective on the normative limits of the migration management policies unfolding at EU borders.

Uncovering Whiteness in Academic Library Collections: a Study of Author Identities in Journalism Monographs

Academic library collections have traditionally prioritized and valued white voices, resulting in a lack of representation of authors who have marginalized racial, ethnic, and gender identities. Diversity audits can make the whiteness of collections visible and inform collection development practices that prioritize the work of marginalized scholars to make libraries more inclusive spaces for patrons, workers, students, and scholars. In a diversity audit of author racial, ethnic, and gender identities in an academic library’s journalism monograph collection, the results show that the collection overwhelmingly reflects authors who are white men. Collection development librarians can increase the diversity of authors in their collections by creating a protocol for identifying, purchasing, and marketing works by marginalized authors.

The Characteristics and Causes of the Phenomenon of "Misogyny" in Contemporary Chinese Online Social Platforms: Taking Weibo and Red as Examples

This research paper delves into the causes and consequences of online misogyny in China's social media space, focusing on the popular platforms Weibo and Red. The study investigated the manifestations and effects of online misogyny and focused explicitly on the "Pick Me Girl" phenomenon, reflecting trends in female competition. In it, this research session explores the consequences of online misogyny, with a focus on the impact on feminism and digital culture in general. While adverse effects include division and hostility, the positive aspects are manifested in the increased awareness and mobilization of the feminist movement. The study highlights the importance of tackling online misogyny and suggests measures to mitigate its prevalence, make social media platforms safer, and provide users with more inclusive spaces.

Leading with a Diversity Mindset and the Challenges of Teaching Others to Do So as Well

ABSTRACT This paper is an exploration of the pedagogic challenges experienced in teaching emerging Jewish educational leaders about how to lead with a diversity mindset and create inclusive spaces for teaching and learning. Employing elements of self-study and phenomenology, we identify felt difficulties, examining how those were evident in our planning and teaching of the course and in student work. From those challenges we name lessons to be learned and questions for further study about the professional development of Jewish educational leaders who are responsible for creating cultures of belonging in their institutions.