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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.

Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.

To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.

To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.

Since 2018, millions of students have mobilised as organisers, advocates and activists for action on global warming in movements like the School Strike 4 Climate. In Australia, an estimated 500,000 school students, some as young as five, and predominantly girls and young women, have taken part in coordinated school strikes, protest actions online and in cities and towns around the country (Hilder & Collin, 2022). While children and young people have long been central to politics, this more recent mass mobilisation raises new questions about how the various new forms of political participation and expression adopted by young people are significantly reshaping political norms, values and practices in ostensibly liberal democratic regimes like Australia. In this chapter, we propose that close attention be given to whether young people’s political views and demands for political recognition, rights and climate justice is re-constituting politics and whatever passes for ‘democracy’ in contemporary societies. Drawing on a study of the student climate movement in Australia, this chapter briefly describes the emergence of the movement globally and locally. Deploying Isin’s notion of ‘acts of citizenship’ (Isin, 2008), we examine the ways young climate activists are engaged in critical, performative, political practice, making claims for political recognition, rights and climate justice.

Based on the systematic literature review, this paper aims to propose a framework of Construction 4.0 (C4.0) scenarios, identifying Industry 4.0 (I4.0) enabling technologies and their applications in the construction industry. The paper reviews C4.0 trends and potential areas for development.

In this research, a systematic literature review (SLR) methodology has been applied, including bibliographic coupling analysis (BCA), co-citation network analysis of keywords, the content analysis with the visualisation of similarities (VOSviewer) software and aggregative thematic analysis (ATA). In total, 170 articles from the top 22 top construction journals in the Scopus database between 2013 and 2021 were analysed.

Six C4.0 scenarios of applications were identified. Out of nine I4.0 technology domains, Industrial Internet of Things (IIoT), Cloud Computing, Big Data and Analytics had the most references in C4.0 research, while applications of augmented/virtual reality, vertical and horizontal integration and autonomous robotics yet provide ample avenues for the future applied research. The C4.0 application scenarios include efficient energy usage, prefabricated construction, sustainability, safety and environmental management, indoor occupant comfort and efficient asset utilisation.

This research contributes to the body of knowledge by offering a framework of C4.0 scenarios revealing the status quo of research published in the top construction journals into I4.0 technology applications in the sector. The framework evaluates current C4.0 research trends and gaps in relation to nine I4.0 technology domains as compared with more advanced industry sectors and informs academic community, practitioners and strategic policymakers with interest in C4.0 trends.

The neighbourhoods surrounding social housing are often characterised by poverty, high rates of unemployment, community violence and other social stress factors that are often linked with adverse childhood experiences, including diverse forms of family, community and institutional violence against children. Based on the sociology of childhood, which considers children as active subjects with rights and promotes a critical understanding of their participation in matters that concern them, this chapter reviews participatory research with children, highlighting the importance of hearing their voices, to sustain their key role in building knowledge about them and the contexts in which they live. In this case, children participated in research to provide a deeper understanding of their needs in their neighbourhood, the role of their families and communities and what they needed to improve the quality of their lives.

This study examines the impact of ethics education interventions (EEI) on attaining ethical education goals in higher institutions.

The study utilizes a survey method, with questionnaires distributed to accounting instructors from universities and professional accountants in Ghana. The empirical analysis is based on 417 valid responses, and the hypothesized relationships are tested using ordinary least square (OLS) regression.

The results indicate that ethics-related courses (ERC), methods of teaching ethics (MTE) and methods of ethics interventions (MEI) have a positive and significant impact on achieving the objective set for EEI in accounting programs.

This study provides valuable insights for accounting educators and professional body managers in developing accounting ethics curricula in universities and professional accounting institutions.

This study involves accounting educators and professionals and applies ethical theories of egoism, deontology and utilitarianism to demonstrate the role of ethical interventions in accounting programs in achieving set objectives from a developing country context.

The study examines health care inequities in viral load testing among hepatitis C (HCV) antibody-positive patients. The analysis predicts whether individual and census tract sociodemographic characteristics impact the likelihood of viral load testing.

This a study of 26,218 HCV antibody-positive patients in Orange County, California, from 2010 to 2020. The case data were matched with the 2017 American Community Survey to help understand the role of neighborhood socioeconomic characteristics in testing for viral load. Multivariable logistic regression was used to predict the probability of ever testing for HCV viral load.

Thirty-six percent of antibody-positive persons were never viral load tested. The results show inequalities in viral load testing by sociodemographic factors. The following groups were less likely to ever test for viral load than their counterparts: (1) individuals under 65 years old, (2) females, (3) residents of census tracts with lower levels of health insurance enrollment, (4) residents of census tracts with lower levels of government health insurance, and (5) residents of census tracts with a higher proportion of non-white residents.

This is a secondary database from public health department reports. Using census tract data raises the issue of the ecological fallacy. Detailed medical records were not available. The results of this study emphasize the social inequality in viral load testing for HCV. These groups are less likely to be treated and cured, and may spread the disease to others.

This chapter is unique as it combines routinely collected public health department data with census tract level data to examine social inequities associated with lower rates of HCV viral load testing.