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This paper aims to investigate how the Japanese media conveyed the country’s foreign aid policy and analyse how framing biases in the news differ depending on which language (either Japanese or English) was used in the broadcasts.

This study uses a qualitative single case-study design and conducts a content analysis. The study uses news videos about the fifth Tokyo International Conference on African Development aired on YouTube by the Japanese media using Japanese and English.

The findings reveal subtle but notable differences in the patterns of the framing biases in the Japanese media’s news aired in Japanese intended for the domestic audience, and in the news on the same topic broadcast in English to the international audience.

The limitation of the study is the rather small data set used for the single case study of one event.

Framing biases could lead the general public in a monolingual society to a more skewed view of their government’s policy and its activities abroad. This could be an obstacle to developing a common ground for global issues and cross-border policy agendas.

The study explores an under-researched function of language in international affairs. It highlights how the mass media in a non-English-speaking country uses a dual approach to framing news while addressing different audiences. To the best of the author’s knowledge, the context that this paper deals with is novel because there are limited studies on the nexus between the influence of language choices and media logic in the field of international business.

Born to a family of ultratraditional values constructed by the Baptist church and the United States military, I was introduced to a world of strict binary roles which defined the way one must present through thoughts and behavior. Such roles emerge from and bolster claims to membership in specific sex and gender categories. My gender was a socially scripted dramatization of the culture's idealization of feminine nature in which I was casted into a role that I must play to successfully navigate through life. This essay follows the course of my life in which I, as a young child, began to notice the drastic characteristics that differentiated the lives of males and females and the struggle of realization that one could deviate from this binary. The recognition that I was gender nonconforming, and a lesbian led to feelings of isolation and fear. With the support of social theory, I illustrate how the experience of social othering and social oppression aids in providing a unique lens that drives my research interests and academic career. Through my own individual identity structurization, the process of pulling off only a minuscule amount of the multifaceted layers of society was difficult and time consuming. However, it was through this necessary process that led me to the capability of thinking in terms of planetary sociology. As a criminologist, I study how people are categorized into specific social groups and deemed vulnerable to violence or harm. The paradox in studies of oppression is that social scientists do not blame the individual, but the institutions that prey on people's self-description. It is within this paradox that I study institutional and structural harm and strive to promote a more just, humane worldview for my students both in and out of the classroom.

This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners.

A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum.

In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class.

Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.

Using Lundy's model (2007), this chapter adopts a child-centred approach to discuss decision-making in relation to designing a study which aimed to amplify childhood voices of parental separation (Kay-Flowers, 2019). It examines the role of young people in designing and co-producing the research tools, specifically designed to give voice to childhood experiences of parental separation and divorce. It explains how the research findings were shared with different audiences and reflects on the effectiveness of the approaches taken.

The chapter starts by outlining the four elements of ‘space’, ‘voice’, ‘audience’ and ‘influence’ in Lundy's model (2007) before going on to identify the gap in existing research on children's experience of parental separation and divorce, explaining why their voices need to be heard.

A focus group of young people were involved in designing the study. Finding current methods unsuitable for addressing the research question, they co-produced new research tools specifically designed for the study, alongside the researcher, in a process known as bricolage. The chapter explains the processes involved in creating the bricolage and describes the newly created research tools which were an online questionnaire and Prompt Simulation Video (PSV).

The last part of the chapter explains how ‘audience’ and ‘influence’ informed decision-making about how the study's findings could be presented to amplify childhood voices of parental separation and divorce, to ensure they were heard by different audiences of academics, practitioners, parents, public and children. It concludes with consideration of the effectiveness of this approach.

The purpose of this study is to examine playful practices in the science video composition of a fourth-grader.

With an analytic interest in “chasing the theory of muchness” (Thiel, 2015a) that describes distinctive moments of affective energies in playful learning, the authors explored a child’s video in which a food chain is dramatized.

The authors identified how muchness manifested in/through her compositional play.

The potential of playful composing and dramatizing to support meaning-making across contexts and disciplines is discussed.

Knife crime and serious violent crime (SVC) among youth has been growing at an alarming rate in the UK (Harding and Allen, 2021). Community and school-based intervention and prevention services to tackle knife crime are being developed with some evaluation; however, these are independent and of varied quality and rigour. Therefore, the purpose of this study is to record the approaches being developed and synthesise existing evidence of the impact and effectiveness of programmes to reduce knife crime. In addition, the complex factors contributing to knife crime and SVC are discussed.

A systematic approach was used to conduct this knife crime intervention evidence review using two search engines and four databases. Inclusion and exclusion criteria were applied to ensure focus and relevance. The results of searches and decisions by the research team were recorded at each stage using Preferred Reporting Items for systematic reviews and meta-analyses (PRISMA).

Some evidence underpins the development of services to reduce knife crime. Much of the evidence comes from government funded project reports, intervention and prevention services reports, with few studies evaluating the efficacy of intervention programmes at present. Some studies that measured immediate impact in line with the programme’s aims were found and demonstrated positive results.

This systematic review specifically synthesised the evidence and data derived from knife crime and weapon carrying interventions and preventions, integrating both grey and published literature, with a novel discussion that highlights the importance of outcome evaluations and issues with measuring the success of individual level interventions and their contributions to the overall reduction of violence.

This article evaluates how consumer expectations evolve over time and if three antecedents (negative experiences, alternative attractiveness and level of visitation) explain possible changes in expectations.

A conceptual model is structured with six hypotheses that are tested through articulated studies. First, a study with a longitudinal approach is developed and applied to a sample of students. Data collection is carried out over three periods and a latent growth model (LGM) is applied. Further ahead, another essay is developed to reexamine the moderating role of corporate image and level of visitation on the effect of negative experiences on expectations. For this, the role-playing approach is applied.

Study 1 reveals that patterns of expectations change from one service meeting to another, and these mutations are influenced by negative experiences and alternative attractiveness. Three pieces of evidence are highlighted. First, negative experiences produce contradictory and simultaneous movements in consumer expectations. Negative experiences reduce desired expectations and, at the same time, increase adequate expectations. These effects change in magnitude because of the corporate image. This confirms the moderating role of the corporate image in the relationship between negative experiences and expectations. This does not happen with the level of visitation, in which the moderating function is not sustained. The findings about moderating effects are confirmed by Study 2. Second, as customers have alternative companies, the minimum level of expectation rises. Alternative attractiveness positively impacts only adequate expectations. Third, the results do not support the relationship between the level of visitation and expectations. This reveals that more frequent customers do not necessarily have higher expectations.

This paper is the first to provide empirical results about the moderating effects of corporate image and level of visitation on the relationship between negative experiences and expectations.