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This chapter explores how coming into contact with the narratives of environmental victims helps to develop different forms of reflexivity useful for imagining and confronting environmental crises. The generation and sharing of environmental data and of visual and narrative experiences of lived environmental harms by ‘ordinary people’ amounts to more than merely supplying robust data to fellow citizens, scientists and decision-makers. It is also a proactive claim for social and environmental justice, especially when these people are silenced or even criminalised. While forms of civic monitoring can be regarded as a contribution to environmental governance, they have instead often been labelled as ‘subversive’ or illegal practices. In this contribution, the authors explore how ‘green’ activist criminology may help in the challenge to have these voices enabled and listened. The challenge has to be taken up by developing an active listening attitude towards the voices of people (‘folk voices’) affected by/exposed to environmental harms, enhancing visual imagination and complexity about the contested notion of the environmental victim, together with new ways of taking care and a new paradigm of the ‘active victim’. In the conclusion, the authors acknowledge the potential of an art-based inquiry that is inclusive of civic imaginaries and knowledge. However, they also stress that cultural barriers and ideologies may hamper this potential. Critical attitude and integrity of any scientific approach should be sought and preserved.

Activist criminology advocates for social change by acting beyond the role of the academic, mainly through first-hand involvement in the field (Goyes, 2016). In this chapter, the author offers a longitudinal reflection on the researcher’s positionality, epistemology and methodology from the personal experience since their first research project, in 2019. During this project, the author started having cooperation with the Liberi Nantes migrants’ sports centre, now a community centre in Rome’s working-class suburb. This sparked her first reflections on activist criminology and how to embed it in her research approach and practice. The initial cooperation evolved in the ongoing and evolving collective ‘conversational integration’ project, which aims at overcoming the notion of integration as one-sided assimilation, working on addressing the diverse needs of the local community through a bottom-up governance initiative. This chapter is to be intended as a checkpoint in their growth within activist criminology and it hopefully serves to spark questions, suggestions and a push to form a solid network of activist academics that can help in fostering social change outside of the neoliberal agendas of academia.

The purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era.

The applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents.

The model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage.

The results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher–student interaction in the online learning mode.

This is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.

Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and addressing issues of race and racism to understand how People of Color are oppressed. Through rhetoric and legislative bans, this current anti-CRT movement uses race-neutral policies and practices to limit and eliminate CRT scholars, especially faculty members, from teaching and researching critical pedagogies and other race-based topics.

Through semi-structured interviews using Critical Race Methodology (CRM), the authors sought to understand how 40 faculty members challenged the dominant narratives presented by administrators through their responses to CRT bans. Additionally, this work aimed to examine how administrators’ responses complicate how faculty make sense of CRT bans.

Findings describe three major themes: (1) how administrators failed to respond to CRT bans, which to faculty indicated their desire to present a neutral stance as the middle ground between faculty and legislators; (2) the type of rhetoric administrators engaged in exemplified authoritarian approaches that upheld status quo narratives about diversity, exposing their inability to stand against oppressive dominant narratives; and (3) institutional leaders’ refusal to address the true threats that faculty members faced reinforced the racialized harm that individuals engaging in CRT work must navigate individually.

This study is one of the few that provide empirical data on this current anti-CRT movement, including problematizing the CRT bans, and how it affects campus constituents such as faculty members.