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This paper reports on the effects of laundering on physical properties (pilling and edge abrasion) of washed denim fabrics.

Garment washed denim blue jeans were subjected to repeated launderings; the effects of the cycles on pilling and edge abrasion were determined. Data were collected by means of a laboratory experimental factorial design. Analysis of variance was used to determine significant differences in the three garment washed treatments; pre‐washed, stone washed and enzyme treated blue jeans. Duncan's test of multiple range determined the source of significance.

The pre‐washed jeans were more prone to pilling than the enzyme and stone washed jeans. On the other hand, the pre‐washed jeans experienced the least amount of edge abrasion while the stone washed experienced the most.

The results can be used by the denim garment manufacturers to design and engineer their products to suit the customer demands.

Jeans are an important part of a consumer's wardrobe and a large portion of denim garments are manufactured with some type of garment wash treatment. Results of this study will provide denim garment manufacturers with pilling and abrasion information regarding garment washing treatments to allow them to utilize the garment treatment that best meets their needs.

Educational achievement gaps between Indigenous and non-Indigenous peoples exist as a critical issue and a policy challenge in most countries. This chapter examines contemporary schooling issues and inequalities experienced by Canadian Indigenous students in order to further understand the challenges that impact their schooling experiences.

This chapter draws on interviews with 50 participants (26 educators and 24 parents) within four southern Ontario school boards. Of those interviewees, 20 teachers and 20 parents identify as Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis). Four non-Indigenous parent interviewees have children with Indigenous ancestry and six non-Indigenous teachers have Indigenous education as an area of specialization.

Findings suggest that Indigenous students encounter schooling challenges associated with: racial discrimination, feelings of not fitting in, and desires to blend in with the majority student population, as well as inequalities in Indigenous-focused programs and initiatives.

Given the historical context of discrimination against Indigenous Canadians in schooling, Indigenous students are challenged with distinct barriers that shape educational experiences as they advance in their academic careers. Interviewees described how embedding content based on Indigenous cultures, perspectives, and histories into public schools can not only counter negative experiences for Indigenous students, but also facilitate respect for cultural diversity among non-Indigenous students, and serves as a mechanism to combat racism and prejudice in the school community.

While technologies are often packaged as solutions to long-standing social ills, scholars of digital economies have raised the alarm that, far from liberatory, technologies often further entrench social inequities and in fact automate structures of oppression. This literature has been revelatory but tends to replicate a methodological nationalism that erases global racial hierarchies. We argue that digital economies rely on colonial pathways and in turn serve to replicate a racialized and neocolonial world order. To make this case, we draw on W.E.B. Du Bois' writings on capitalism's historical development through colonization and the global color line. Drawing specifically on The World and Africa as a global historical framework of racism, we develop heuristics that make visible how colonial logics operated historically and continue to this day, thus embedding digital economies in this longer history of capitalism, colonialism, and racism. Applying a Du Boisian framework to the production and propagation of digital technologies shows how the development of such technology not only relies on preexisting racial colonial production pathways and the denial of racially and colonially rooted exploitation but also replicates these global structures further.