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Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

This study explores the socioeconomic benefits and challenges of smock dealership in Tamale. Despite the relevance of the African traditional garment sector in the socio-cultural and economic development of local and national economies, the industry is bedeviled with a plethora of challenges. Empirical evidence also confirms that African management practices have been largely dependent on western ideologies without taking cognisance of the unique features of indigenous practices. This case study provides an account of successful indigenous business practices among smock dealers in the Tamale Metropolis of Ghana, employing mainly qualitative descriptive research methods. Manual thematic analysis was utilised on the qualitative data. Findings showed that smock businesses offer economic/financial benefits such as income generation, family up-keep, trade, serves as wedding attires, social networks, projects northern cultures, sources of income and livelihood. We also found various advantages of deploying technology in smock business and these include efficiency, productivity, fraud prevention, financial benefits to the producers, competitiveness and globalisation via social media, and customer relationship building. It is recommended that the government make wearing made-in-Ghana clothing a policy and enforce its use. Also, the Ghanaian government and NGOs should make industrial sewing machines available to encourage the business, thereby increasing smock production.

The objective of this paper is to synthesise the published literature on consumer awareness and acceptance of Sustainable Fashion (SF) and highlight that sustainability decisions taken across procurement, designing, manufacturing and retailing must include the consumer perspective of SF.

Systematic Literature Review (SLR) on sustainable fashion combined with consumer behavior was conducted. The study approach involved descriptive analysis, content analysis and theoretical analysis in the first section. The later sections focus on sustainability practices across the apparel supply chain that can foster acceptance of sustainable fashion.

In this review paper, five solutions that are typically used for leveraging consumer awareness and acceptance towards sustainable fashion are identified from the latest research papers: (1) attention to micro-sensitive factors (2) shared responsibilities (3) repositioning sustainable fashion for larger audience (4) positioning conscious fashion and (5) unified approach. These solutions are proposed as most important for achieving success in sustainable production and sustainable consumption (SPSC) for the fashion industry. Further, suggestions for how to embed sustainability related business decisions across sourcing, designing, manufacturing, distribution and recollection and retailing are also provided.

Through this research, a clear view emerges of the progression of publication and where future research should be directed to popularise sustainable fashion among consumers. Research findings and proposed solutions will be valuable inputs for brand managers, marketers and retailers as they conceive new plans and make decisions about addressing sustainability challenges in textile and apparel manufacturing firms.

This is a first of its kind of study on sustainable fashion that highlights the importance of understanding consumer behaviour in influencing sustainability decisions required across sourcing, designing, manufacturing and retailing to achieve substantial economic advantages in the fashion industry. End-to-end supply chain processes (i.e. procurement, design, manufacturing, marketing and retailing) are considered to identify several factors that influence consumer behavior in favor of sustainable fashion throughout the supply chain.

Scholarly literature on the Internationalization of Education has generated important theories, debates, and insights supporting in-depth understandings of the field, yet we lack comprehensive reviews exploring the design, implementation, and impact of practical approaches. The present review addresses this gap, mapping the literature on international curriculum design, identifying trends and themes across approaches and pedagogies while revealing limitations and lack of attention to issues that inhibit practice in the field. It highlights the privileging of “instrumental,” or quantifiable skills-based curricula, over “transformative” internationalization dedicated to social justice and equity, and observes important disconnects between theory and practice: publications in the field offer critical conceptualizations of what internationalized curricula should achieve and why but with little attention to specific content and teaching practice that would lead to achieving these objectives. The review further analyzes such disconnect in the literature dedicated to decolonial internationalizing pedagogies, while simultaneously illuminating how prevailing decolonial theories of international education erase and ignore parts of the world. It concludes by contending that approaches to the internationalization of curriculum would benefit from increased practical frameworks that could guide educators, practitioners, and students in crucial conversations at the intersections of social justice and International Education.