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This paper aims to examine the extent to which these reforms address the limitations of Saudi Arabia’s previous investment framework. Long viewed as a hostile environment in which to do business, the Saudi Government has enacted a broad sweep of measures aimed at restoring investor confidence in central aspects of the country’s evolving private law framework.

This paper offers a timely assessment of the raft of foreign investment reforms, both legislative and regulatory, that have been introduced in Saudi Arabia over the last decade.

The paper will proceed by outlining the perceived failings of the old investment regime before going on to reforms.

It will consider the remaining obstacles to the flow of foreign investment in Saudi Arabia in the context of the dual forces that have historically defined the Kingdom’s ambivalent investment law regime.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

This chapter offers a critical evaluation of the concept and application of global carceral archipelagos designed as punitive barriers to refugees. With a focus on policies and practices in Australia for over two decades, the chapter shows how more recently, the European Union (EU) and the United Kingdom (UK) are also adopting similar strategies to Australia in a pattern of Western countries turning their backs on their human rights obligations. The histories of colonial practices of the racialisation of certain minorities within and outside nation-state borders are an important aspect of understanding contemporary bordering regimes that exclude refugees. The chapter discusses examples of resistance, as well as alternative politics emerging from refugees who have suffered from the carceral border complex, drawing on creative and collaborative work and practices.

In this chapter, we explore the intricate relationships between young disabled children, their families, institutional settings, and disability services in Canada, with an emphasis on the challenges stemming from unstable custodial dynamics and governmental interference. Drawing on data from a 9-year longitudinal Institutional Ethnography across three provinces and one territory, we analyze the experiences of 41 families who have interacted with the child welfare system, foster care, adoption processes, family courts, or other custodial procedures – many of them are Indigenous or live with low income. The historic and ongoing state control and institutionalization of disabled children in Canada are interrogated through the lens of settler-colonialism (Awj, 2017; Disability Rights International, 2021). This chapter scrutinizes constructs framed by colonial narratives, including disabled childhoods, notions of disability, the “best interest of the child,” the archetype of the “good parent,” and the designation of custodial “status.” We present Institutional Ethnography as a method of de-constructing these systems and identifying care principles in the changing context of family.

This paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.

The teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.

Through experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.

This research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.

To share the narratives of six Indigenous Researchers representing the diverse thinking of Native Hawaiian and Pacific Islanders. The narratives describe the impact Decolonizing Methodologies have on our lives within the framework of Tuhiwai Smith’s Indigenous Research Agenda.

Linda Tuhwai Smith’s Indigenous Research Agenda framework is used to explore through narrative, the impact Decolonizing Methodologies had on the authors’ professional awakening as Indigenous Researchers. Each author reflects on their first encounter with Decolonizing Methodologies and describes through their narratives how the book influenced and guided their research and community work.

Positionality as a Native Hawaiian or Pacific Islander is imperative to being an Indigenous Scholar. Understanding who one is requires critical reflection and is a part of developing an Indigenous Research Agenda. The challenges each Indigenous scholar’s narrative explores is navigating a Western system while staying true to our values and identity as Native Hawaiian or Pacific Islander. At the core is our ability to work in partnership with the community to bring forth sustainable change.

This paper explores the impact Decolonizing Methodologies had on the authors thinking and research approaches. The narratives the authors share is from the positionality of being Native Hawaiian or Pacific Islander.

This paper aims to highlight how Black African academics who live and work under coloniality are systematically seen as “out of place” and how this positioning compounds their experiences of interpersonal and systemic marginalisation within predominantly white universities.

This is a conceptual paper that theorises the experiences of two Black African academics in Australian higher education. It takes a form of autoethnography, to demonstrate the intersectional barriers and setbacks within white academia that interact with gender, class and migranthood, potentially undermining their academic progression and/or professional well-being.

Black African academics in white-majority workplaces repeatedly report experiences of microaggressions, hyper-surveillance and epistemic Othering. This is characterised by research alienation, funding gaps and being passed over for promotion leading to feelings of exclusion and fractured belonging within academia.

The paper argues that while the Coloniality of Power within institutions of higher learning continues to racialise Black African academics as Other, the Coloniality of Knowledge marginalises their intellectual, theoretical and experiential perspectives and contributions. The power of Coloniality and white supremacy are implicated in the epistemic impositions, erasures and negations of the ontological legitimacy and contributions of Black academics in higher education institutions.

In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.

The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.

The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.

The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.

As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.

The article aims at exploring the challenges and possibilities of cooperation of higher education in a Latin American social, political and cultural context that faces historical difficulties of integration, as well as the potential contribution of academic cooperation for global citizenship.

The paper presents a general overview of networks and international centers of academic cooperation of higher education in Latin America. The analysis comprises objectives, countries, stakeholders, activities, projects and scope. The study is based on literature on internationalization, regional integration and the development of higher education, as well as on empirical gathered with networks/centers and key actors in the field. This study was carried out as a mixed qualitative method design. Firstly, a systematic review of a literature corpus of studies produced by Latin-American scholars was performed. Semi-structured interviews were then carried out with a group of scholars who are members of networks.

The findings include a review of the role of higher education in a politically fragmented reality, a panorama of major networks and international centers of academic cooperation with emphasis on internationalization of higher education, as well as their connections. The are highlighted examples of successful initiatives of cooperation and, based on interviews, there is presented a preliminary view on cooperation and trust building from professionals in higher education in Latin America.

In the last decades, with the growing interest and need for internationalizing higher education, many universities have organized or joined networks and international centers. The article will contribute for mutual knowledge of these spaces, their shortcomings and potentials, thus creating conditions for dialogue among them, as well as with universities in other continents.

The ineffectiveness of flood control in climate-impacted majority-world cities like Jakarta highlights the need for policies that integrate local knowledge and embrace water harmony rather than resistance. This study explores flood adaptation in North Jakarta's kampungs (urban informal settlements), aiming to enhance the efficacy of current flood disaster management. The outcomes of the participatory planning mechanism simulation that we propose are expected to provide valuable insights for the urban planning approach in that city.

We employed focus groups and design charrettes with a bottom-up approach to explore how local knowledge can enhance spatial flood management and urban planning policies. In total, 17 diverse participants, covering various ages and professions, engaged in these activities. Our methods aimed to be culturally sensitive and inclusive, embracing indigenous values like musyawarah and gotong royong. The research methodically examined flood implications and adaptations in informal settlements, progressing through preliminary understanding, data triangulation, and a reflective synthesis of the findings.

Amid worsening global changes like sea level rise, community-focussed, collaborative planning can help create tailored flood-resilience solutions. The research reveals that partnerships between communities and organisations promote city-wide, flood-adapted environments, aligning policy with the needs and goals of those most affected by flooding. This collaboration enhances flood disaster management and planning policies.

This research focusses on Jakarta's flood adaptation and urban planning, reflecting on historical situations relevant to urbanising majority-world countries. Whilst specific to Jakarta, it offers perspectives on managing global environmental challenges such as sea level rise. Subsequent research should prudently consider each locale's distinct geographic and social milieu and the trust in planning systems in applying these findings, methodologies and approaches.

This study clarifies the relationship between disaster management, policy and flood adaptation, focussing on local knowledge in North Jakarta, pertinent to urbanising majority-world nations. Jakarta's historical and modern dynamics, including globalisation, reveal specific prospects and obstacles to applying vernacular knowledge to planning and disaster response. It highlights crucial points for policymakers in the majority of the world to address growing flood risks and create strategies that integrate local and traditional wisdom.