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More than 10 years after its founding, the STEM Women of Color Conclave® has emerged as the largest safe brave space in the United States for women faculty of color in the academic science, technology, engineering, and mathematics (STEM) disciplines. Originally intended to be a national assembly, the Conclave® has evolved into a safe brave space that serves as a refuge for STEM women faculty of color who are regularly taxed with the struggle of having to navigate the unwelcoming, and often hostile, environments of the ivory tower in very unique ways. This chapter narrates how the Conclave's founding members journeyed toward creating and sustaining this safe brave space. The reader is awakened to deeper awareness of and sensitivities for the ways in which safe brave spaces must address both the complexities related to struggle – and liberation from that struggle – for both occupiers and observers of safe brave spaces. However, just as the quantum observer can disturb the system just by observing it and, ultimately, change or even nullify the results, we recognize that merely observing the Conclave® would nullify its intended purpose and, in the end, render it unsafe. Therefore, the reader can anticipate an absence of direct observations, reports of outcomes, or specific accounts of progress related to the occupiers of our safe brave space. Rather, the chapter offers an invitation to the reader to explore the authors' lived experiences as occupiers who designed a safe brave space. We invite the reader, particularly those who are also observers of safe brave spaces, to join us in protecting these valuable spaces.

To understand high demand for juku and yobiko, this chapter reviews the history, institutionalization, areas of innovation, and future of supplementary education in Japan.

Fieldwork in owner-operated supplementary education institutions.

The Japanese government has long publicly disavowed the existence of a large-scale supplementary education industry (juku and yobiko). Over the past 20 years or so, waves of moral panics regarding education (bullying, breakdown of classroom discipline, decline of academic abilities, school refusal, etc.) have led to a profound sense of insecurity among parents. While supplementary education has its roots in demographic and economic developments of the 1970s, its recent growth and further institutionalization into a mature business sector has been built on parents’ insecurity. This institutionalization marks Japanese supplementary education as a high-intensity system.

Juku is particularly interesting in comparative perspective since Japan contains a highly institutionalized form of “hyper-education.”

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

This contribution targets the need to manage the balancing act faced by middle-sized, non-elite universities between serving as educational institutions with a strong regional focus on the one hand and research institutions that meet international standards on the other hand. The difficulties of meeting these diverging demands will be assessed and spelled out with regard to how university governance and strategic research planning can proceed while taking into account legal, institutional and financial constraints.

The argument proceeds in three steps. First, the normative framework provided by the fundamental right to academic freedom is established. Second, the chapter develops the specific question of whether academic freedom is at stake in cases (as happened in the middle of twentieth century) where universities have been created with a view to bringing higher education to a region without a strong academic background and this in the aim of serving both the population and the local economy. Third, it is shown that the problem can be overcome by the dynamics that academic work unfolds.

Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.

Discusses the second stage of a pilot study, funded by the Economic and Social Research Council, which investigated the impact of technology on the communication of parliamentary information to the general public. This second stage tested the application of a new data collection tool – an interactive, electronically assisted interview delivered in a roadshow environment. The approach was tested in the context of the public's need for information about the UK Parliament, the Scottish Parliament and the National Assembly for Wales. Interviews were carried out by a researcher, aboard a minibus equipped with a laptop and mobile data transmission equipment, who assisted members of the public in exploring and responding to parliamentary and devolved Assembly Websites. Roadshows took place across the UK at organisations such as public libraries, community centres, sheltered accommodation and universities. Discusses in critical detail all aspects of the execution of the methodology and draws conclusions as to its validity for future research.

Hormonal contraceptives are complicated reproductive technologies – both biologically and socially. Deeply embedded in global political-economic agendas and historically underpinned by eugenic movements, hormonal contraceptives have a social life often beyond their intended or imagined uses. Because so much of the discussion around contraceptives focuses on their complex history and volatile present, there has been minimal space to talk about the future of hormonal contraceptives. In this chapter I show that while the past and present are complex, the future is even more so!

As the threat of climate change becomes more palpable, two key anxieties (re)surface. First, a fear around growing populations in the Global South (while in reality Total Fertility Rate (TFRs) are in decline) and second, that of a hormonal body out of sync in the face of environmental changes. Similar anxieties have historically mobilised draconian ‘family planning’ measures in countries (like India) in the first instance. And in the second instance, hormonal manipulations to find ‘balance’ in the body, as opposed to balancing (or coming to a reckoning with) contemporary environments with/in which the body exists.

This chapter is an attempt to bring to the fore the importance of studying hormonal contraceptives in environmentally unstable times. To imagine a space beyond coercion or ‘choice’ as variously imagined, when it comes to reproductive justice vis-à-vis hormonal contraception. I suggest that, just as contraceptives have allowed us access to conversations about both women's autonomy and reproductive control, they now allow us to unpack the limits and potentials of hormonal management via the hormonal contraceptive pill.

Oriented to ongoing student and university momentums for decolonial futures, the purpose of this paper is to interrogate the role and status of mainstream international development curricula and pedagogies by critiquing two absences in the sub-discipline’s teaching formulae: appropriations and assassinations.

The author draws from a decade of research on oil extraction in Central Africa, including ethnographic work with two communities in Cameroon along the Chad–Cameroon Oil Pipeline; four years of research (interview-based and unofficial or grey materials) on the 1983 August Revolution in Burkina Faso and assassination of Thomas Sankara; and five years of experience teaching international development in North America, Western Europe and North and Eastern Africa.

Through a critical synthesis of political and rhetorical practices that are often considered in isolation (i.e. political assassinations and corporate appropriation of Indigenous knowledges), the author makes the case for what the author calls pedagogical disobedience: an anticipatory decolonial development curricula and praxis that is attentive to the simultaneity of violence and misappropriation within colonial operations of power (i.e. “coloniality of power” or “coloniality”).

This paper contributes to debates within international development about the future of the discipline given its neo-colonial and colonial constitutions and functions with a grounded attention to how this opens up possibilities for teaching praxis and scholarship in action.

The purpose of this study is to examine the prevalence and association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents.

A purposive sampling technique and cross-sectional design were used in the current study. Participants comprised three heterogeneous sub-groups: school truant students, park truant students and punctual students.

This study’s findings indicated that father and mother’s school involvement was related to more elevated level of self-esteem for school truant students. Results also indicated that male truant students had more significant probability to school refusal behavior and physical aggression as compared to female truant students. Moreover, results revealed that physical aggression fully mediated among mother’s school involvement, academic self and school refusal behavior in punctual students and school truant students.

There is more need to develop indigenous school-based preventions and interventions aimed at decreasing school truancy in Pakistani context by tackling the predisposing vulnerable factors and supporting and encouraging the protective family and internal factors.