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This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.

As the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.

LLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.

This article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.

To critically analyse how Latin American migrant women entrepreneurs living in Ireland and the UK negotiate their entrepreneurial and motherhood identities in transnational settings. The paper explores (1) how motherhood influences the choices of becoming entrepreneurs; (2) how women reconcile the social imaginaries of motherhood from their country of origin in the new contexts of settlement; and (3) the impact of these transformations on their businesses.

This paper draws on six biographical case studies (three in Ireland and three in the UK) and employs the theoretical lens of translocational positionality to analyse entrepreneurship as context-specific and relational processes that bring together a multiplicity of social and geographical locales.

Latin American women entrepreneurs navigate their roles as “good mothers” and “good businesswomen” by simultaneously (1) complying with core values of marianismo that confine them to traditional gender roles and (2) renegotiating these values in ways that empower them through entrepreneurship. Finally, juxtaposing these two contexts (Ireland and the UK), this study (3) illuminates the similarities of the ever-continuing gender power struggles of egalitarianism for Latin American migrant women in both contexts.

Despite the agreed need for exploring motherhood as one of the critical aspects shaping family and business cycles, this area needs to be sufficiently analysed in its intersection with ethnicity or migratory status, particularly with participants from the global South. This article aims at bridging that gap.

Social media platforms are a pervasive technology that continues to define the modern world. While social media has brought many benefits to society in terms of connection and content sharing, numerous concerns remain for the governance of social media platforms going forward, including (but not limited to) the spread of misinformation, hate speech and online surveillance. However, the voice of citizens and other non-experts is often missing from such conversations in information systems literature, which has led to an alleged gap between research and the everyday life of citizens.

The authors address this gap by presenting findings from 16 h of online dialog with 25 citizens on social media platform governance. The online dialog was undertaken as part of a worldwide consultation project called “We, the internet”, which sought to provide citizens with a voice on a range of topics such as “Digitalization and Me,” “My Data, Your Data, Our Data” and “A Strong Digital Public Sphere.” Five phases of thematic analysis were undertaken by the authors to code the corpus of qualitative data.

Drawing on the Theory of Communicative Action, the authors discuss three dialogical processes critical to citizen discourse: lifeworld reasoning, rationalization and moral action. The findings point toward citizens’ perspectives of current and future issues associated with social media platform governance, including concerns around the multiplicity of digital identities, consent for vulnerable groups and transparency in content moderation. The findings also reveal citizens’ rationalization of the dilemmas faced in addressing these issues going forward, including tensions such as digital accountability vs data privacy, protection vs inclusion and algorithmic censorship vs free speech.

Based on outcomes from this dialogical process, moral actions in the form of policy recommendations are proposed by citizens and for citizens. The authors find that tackling these dark sides of digitalization is something too important to be left to “Big Tech” and equally requires an understanding of citizens’ perspectives to ensure an informed and positive imprint for change.

The purpose of this paper is to interrogate and develop the conceptualisation of discriminatory abuse in safeguarding adults policy and practice beyond the current interpersonal definition. The paper draws on Safeguarding Adults Reviews (SARs) that refer to discriminatory abuse or safeguarding practice with adults who have care and support needs and protected characteristics.

A search of the national network repository of SARs identified 27 published reviews for inclusion. The contents were thematically analysed to understand how discrimination was experienced in these cases. Fricker’s “Epistemic Injustice” theory was adopted as a conceptual framework, informing the analysis of findings.

Evidence from SARs provides a challenge to the interpersonal emphasis on language and behaviour in national policy. Although the reviews acknowledge that interpersonal abuse occurs, a close reading spotlights practitioner and institutional bias, and inattention to social, structural and contextual factors. The silence on these matters in policy provides a narrow frame for interpreting such abuse. This suggests significant potential for epistemic injustice and signals a need to acknowledge these social, structural and contextual factors in safeguarding practice.

Discriminatory abuse is an under-researched and under-utilised category of abuse in safeguarding adults practice. The paper adopts Fricker’s theory of “Epistemic Injustice” to highlight the silencing potential of current policy approaches to discriminatory abuse to suggest a more inclusive and structural framing for safeguarding practice with those targeted due to their protected characteristics.

The purpose of this paper is to update the core data set of self-neglect safeguarding adult reviews (SARs) and accompanying thematic analysis. The initial data set was published in this journal in 2015 and has since been updated annually. The complete data set is available from the author. The second purpose is to reflect on the narratives about adult safeguarding and self-neglect by focusing on the stories that are told and untold in the reviews.

Further published reviews are added to the core data set, drawn from the national SAR library and the websites of Safeguarding Adults Boards (SABs). Thematic analysis is updated using the domains used previously, direct work, the team around the person, organisational support and governance. SAR findings and recommendations are also critiqued using three further domains: knowledge production, explanation and aesthetics.

Familiar findings emerge from the thematic analysis and reinforce the evidence-base of good practice with individuals who self-neglect and for policies and procedures with which to support those practitioners working with such cases. SAR findings emphasise the knowledge domain, namely, what is actually found, rather than the explanatory domain that seeks to answer the question “why?” Findings and recommendations appear to assume that learning can be implemented within the existing architecture of services rather than challenging taken-for-granted assumptions about the context within which adult safeguarding is situated.

A national database of reviews completed by SABs has been established (www.nationalnetwork.org.uk), but this data set remains incomplete. Drawing together the findings from the reviews nonetheless reinforces what is known about the components of effective practice, and effective policy and organisational arrangements for practice. Although individual reviews might comment on good practice alongside shortfalls, there is little analysis that seeks to explain rather than just report findings.

Answering the question “why?” remains a significant challenge for SARs, where concerns about how agencies worked together prompted review but also where positive outcomes have been achieved. The findings confirm the relevance of the evidence-base for effective practice, but SARs are limited in their analysis of what enables and what obstructs the components of best practice. The challenge for SAR authors and for partners within SABs is to reflect on the stories that are told and those that remain untold or untellable. This is an exercise of power and of ethical and political decision-making.

The paper extends the thematic analysis of available reviews that focus on work with adults who self-neglect, further reinforcing the evidence base for practice. The paper analyses the degree to which SARs answer the question “why?” as opposed simply to answering the question “what?” It also explores the degree to which SARs appear to accept or challenge the context for adult safeguarding. The paper suggests that SABs and SAR authors should focus explicitly on what enables and what obstructs the realisation of best practice, and on the choices they make about the stories that are told.

Digital technologies can enable engagement online as well as in physical infrastructures like large lecture theatres. Avoiding a tech-first approach to curriculum design, this article reviews a key resource for the use of a pedagogy-first, co-design approach in a specific instance of developing curriculum for connected learning at scale.

This article summarises key guidance for applying a co-design approach to a large educational transformation project (connected learning at scale) and reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies).

The guidance is found to reflect similar co-development processes in the UK and Vietnam, but adds additional layers of infrastructure and support to enable rich co-design processes. These are seen as proportionate given the impact of large-scale curricula.

This is the first time a review has been conducted from the perspective of different countries.