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In this chapter, we present two examples of research projects aimed at amplifying voices that are often silenced in research: those of children and/or youth from refugee backgrounds. Refugees are often excluded from research for both ethical and practical reasons: because of their assumed vulnerability as well as the challenges related to language or access. In the research projects presented, we aimed to employ methods that suited these groups of children and youth to understand their experiences in ways that they wanted to express them, and in situ. We argue that starting from, and finishing with, the point of view of the knowledge holders illustrates one means (although not exclusively so) by which to amplify their voices and knowledge to counter epistemic injustice in educational research.

This is the concluding chapter of Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations. In this chapter, we recall the primary purpose of the book as to examine what it is that we believe we do as a diverse group of researchers from Australia, Finland, Norway, and Canada in educational research, reflexively considering our researching practices and how projects ‘turn out’ as a consequence of these practices. Having met and worked together as a part of the pedagogy, education, and praxis (PEP) international network, our collaborations offer us an important intercultural and cross-cultural opportunity to consider our positionality and responsibilities as researchers to our participants and co-inquirers, and their communities. Sharing our projects reveals the affordances and challenges offered by various methodologies unique from and common across our projects but also reinforces the imperatives of relationality, respect, and reciprocity between researchers and the communities they serve. We leave the readers with a concept that builds upon the title of this book, that of axio-onto-epistemology, already in use in postcolonial and decolonial/Indigenous scholarship, but raised here as an open invitation for all educational researchers to consider in their researching praxis.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

This paper presents a follow-on study that quantifies geolingual markers and their apparent connection with authorship collaboration patterns in canonical Digital Humanities (DH) journals. In particular, it seeks to detect patterns in authors' countries of work and languages in co-authorship networks.

Through an in-depth co-authorship network analysis, this study analysed bibliometric data from three canonical DH journals over a range of 52 years (1966–2017). The results are presented as visualised networks with centrality calculations.

The results suggest that while DH scholars may not collaborate as frequently as those in other disciplines, when they do so their collaborations tend to be more international than in many Science and Engineering, and Social Sciences disciplines. DH authors in some countries (e.g. Spain, Finland, Australia, Canada, and the UK) have the highest international co-author rates, while others have high national co-author rates but low international rates (e.g. Japan, the USA, and France).

This study is the first DH co-authorship network study that explores the apparent connection between language and collaboration patterns in DH. It contributes to ongoing debates about diversity, representation, and multilingualism in DH and academic publishing more widely.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

The purpose of this paper is to improve the understanding of the applicability of employee engagement theories in a South Asian country, Sri Lanka, and determine whether engagement theories are universally applicable beyond the Western countries in which they have been developed and tested.

A heterogeneous sample of 451 private-sector employees in Sri Lanka was used. A mixed-method design was adopted; quantitative findings were compared with previous studies conducted in Western countries, and qualitative findings enabled a more nuanced understanding of employee engagement in the Sri Lankan context.

Despite cultural differences between Sri Lanka and Western countries, the antecedents of engagement did not manifest differently in a consistent way. Combined results suggest that the different manifestations of engagement in Sri Lanka cannot be attributed solely to cultural variance.

The authors used cross-sectional data and tested only four antecedents of engagement.

This study highlights the importance of multinational organisations' awareness of how employee engagement manifests across different contexts and going beyond cultural adaptation when developing context-specific engagement strategies.

This is among the first studies on an Asian country to examine whether cultural differences impact the antecedents of engagement to empirically test Kahn's (1990) theory of engagement and the motivational process of the job demands-resources theory in a single study and to use a heterogeneous sample and mixed-methods design. The authors challenge the centrality of national culture as a determinant of employee engagement and highlight the importance of considering other contextual factors when examining employee engagement in different countries.

This study aims to systematically review the permission marketing (PM) literature by synthesising research papers in this domain.

This study adopted a hybrid review method comprising structured literature review and lexicometric analysis.

This study examines the development of PM research over time in terms of contexts, methods and theories. Further, this review proposes a conceptual framework showing the relationships between the antecedents, mediators, moderator and consequences reported in the PM literature.

This review gives critical insights for implementing permission-based marketing campaigns.

This systematic review synthesised literature on PM domain. Further, this study provides directions with respect to alternative theories, context, characteristics and methods to extend research on this domain.

Family policy is an area where policy transfer has garnered a lot of attention lately. A growing body of research demonstrates policymakers' interest in and willingness to adopt foreign family policies. However, previous studies have tended to neglect the second mechanism of policy transfer: resistance. This manuscript aims to address this research gap by exploring both the willingness and resistance to policy transfer in Czech and Korean childcare and leave policies.

This study employs a qualitative research design, incorporating structured expert interviews instrumental in in-depth thematic analysis.

The analysis shows that policymakers in both countries demonstrated interest and willingness to transfer family policies, albeit employing different strategies and to varying extents. Moreover, the two countries exhibited significant differences in resistance to family policy transfer, with resistance in the Czech Republic being more frequent and effective. Resistance is directed towards both forced and voluntary transfers, although it isn't always against transfers that require a paradigm change. Policy transfer and non-transfer can concurrently be perceived as threats.

The study concludes that integrating both policy transfer and resistance in the analyses helps to shed light on cross-national differences in family policy change and contributes to a more nuanced portrayal of the world of policy transfer in this policy field.