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This chapter introduces the purpose and structure of this edited volume, including why safe spaces are needed in educational settings, how to think about what makes a space safe for different individuals or groups, and aspects to consider in creating and maintaining safe spaces. It describes the two broad sections, the first of which comprises chapters that introduce the problem, context, need for safe spaces (Chapter 2), the broad conceptual frames supporting them (Chapter 3), and detail and deconstruct examples of various safe spaces created in diverse educational settings (Chapter 4). Chapters in Section II include aspects of the conceptual foundations and details about the purpose, development, and implementation processes, and outcomes of various efforts to create and/or maintain a safe space for education.

It was not until the late 1960s that housing attracted much attention from academic social scientists. Since that time the literature has expanded widely and diversified, establishing housing with a specialised status in economics, sociology, politics, and in related subjects. As we would expect, the new literature covers a technical, statistical, theoretical, ideological, and historical range. Housing studies have not been conceived and interpreted in a monolithic way, with generally accepted concepts and principles, or with uniformly fixed and precise methodological approaches. Instead, some studies have been derived selectively from diverse bases in conventional theories in economics or sociology, or politics. Others have their origins in less conventional social theory, including neo‐Marxist theory which has had a wider intellectual following in the modern democracies since the mid‐1970s. With all this diversity, and in a context where ideological positions compete, housing studies have consequently left in their wake some significant controversies and some gaps in evaluative perspective. In short, the new housing intellectuals have written from personal commitments to particular cognitive, theoretical, ideological, and national positions and experiences. This present piece of writing takes up the two main themes which have emerged in the recent literature. These themes are first, questions relating to building and developing housing theory, and, second, the issue of how we are to conceptualise housing and relate it to policy studies. We shall be arguing that the two themes are closely related: in order to create a useful housing theory we must have awareness and understanding of housing practice and the nature of housing.

Purpose. This chapter explored the effects of egalitarian gender attitudes and routine housework on subjective well-being among older adults in China.

Design/methodology/approach. Data were drawn from the Third Wave Survey on the Social Status of Women in China (2010). The sample included 1,260 older adults aged 63–95, consisted of 428 urban respondents and 832 rural respondents, among which included 638 men and 622 women. Stratified linear regression models were used to examine the effects of egalitarian gender attitudes and routine housework on subjective well-being among urban–rural and gender subsamples.

Findings. The results indicated that egalitarian gender attitudes were positively related to subjective well-being. Routine housework was still gendered work in both urban and rural places in China. Routine housework predicted better subjective well-being only among rural women. There were significant differences in egalitarian gender attitudes and the division of housework between urban and rural samples.

Originality/value. Gender egalitarian attitudes and the division of housework in China were patterned not only by genders but also by the urban–rural division. Different from previous studies, housework did not have influence on subjective well-beings, except a positive association among rural women in the sample.

The purpose of this paper is to explain, in the context of the massification and internationalisation of higher education, how Web 2.0 and its socially oriented knowledge system (episteme) has the potential to counter the current neo‐colonial disprivileging of non‐mainstream knowledge systems and discourses.

The paper, drawing on postcolonial, epistemological, and Web 2.0 learning literatures, first deconstructs the continued dominance of the traditional academic discourse in transcultural settings. It then illustrates how Web 2.0's non‐foundational approach to the nature of knowledge gives it the capacity to construct postcolonial transcultural learning zones that are inherently open to other knowledge systems and discourses.

The paper concludes that the socially oriented knowledge system or episteme of Web 2.0 enables educators to create postcolonial, meaning more epistemically inclusive, transcultural learning zones in which no one knowledge system or discourse is automatically privileged.

The paper highlights the role Web 2.0 can play in negating the colonialising impact of dominant educational practices that disprivilege non mainstream knowledge systems and discourses that have entered university learning environments through massification and internationalisation.

The paper addresses a significant gap in the literature by highlighting the pivotal but much neglected role of epistemology in Web 2.0 as well as in the internationalisation and massification of higher education. More specifically, it indicates how the respectful acceptance of different knowledge systems and discourses can create postcolonial architectures of learning and promote a more egalitarian form of cosmopolitanism.

During the transition to parenthood, the gender division of paid and unpaid work undergoes a profound redefinition in response to both attitudes and resources. These attitudes may be concordant or discordant between two partners, they may or may not clash with perceived financial or labour market constraints, and they may or may not provoke explicit conflicts and negotiations. In this study, by combining quantitative and qualitative data, we focus on Italian couples with young children or in transition to first child, and we explore what happens when partners have discordant views. The findings show that the division of domestic and care work seems more resistant to change and more responsive to the husband’s attitudes than does the division of paid work, as the latter is mainly driven by the woman’s education and attitudes. The findings also show that very few couples overtly disagree. If they do so, the main issue in dispute is the allocation of domestic work and the main solution consists more in hiring external help than in obtaining the husband’s greater participation. Compared with domestic work, the allocation of care is a less disputed and more flexible issue: when women start negotiations on a more equal sharing, men are more willing to increase their participation. However, when a more equal sharing is not attained, couples’ narratives tend to give the “cause” to the constraints of the man (typically his work) than of the woman, while they point at a redefinition (for the best of the family) of her rather than his preferences.

Deaf communities including the Irish one, often identify the status of their signed languages as one of the defining indicators of their social standings. Thus, social justice measures must be intertwined with the status of signed languages. The social justice issues for Deaf communities identified here are: access to media, recognition of signed languages and education. These issues are based on several research data and are described in brief. The purpose of this paper is to locate the situational position of Deaf communities in Ireland.

To understand the way in which a more radical model of equality would work for the Irish Deaf community, the author discusses an equality framework developed by the Equality Studies Centre in University College Dublin, with the aim of advancing understanding of what equality of condition would mean for Deaf people in relation to the access to media, recognition of signed languages and education.

The evidence from research and literature shows the serious disadvantaged position held by the Deaf communities in Ireland and other countries. The data presented alone show how both discrimination and disadvantages are largely due to negative perspectives on deafness. These negative perspectives are obviously influenced by historical, medical and religious factors.

The article raises awareness of the implications of different levels of equality on the status of signed languages. These levels, by default, affect the socio‐economic statuses of Deaf communities. It is obvious from this study that equality of condition is the best option for Deaf communities to achieve. This option demands a level of recognition and respect for signed languages, equal to that afforded to national and dominant languages. This would help to minimise the belief that signed languages are mere compensatory tools, which in turn, would create more egalitarian treatment for Deaf people who wished to pursue their main identity through the use of signed languages.

Growth in female tertiary enrollment has been accompanied by persistent gender differentiation within systems of higher education worldwide. We identify three dimensions of female “status” in higher education – overall female enrollments, sex segregation across tertiary levels, and sex segregation across fields of study – and we offer a conceptual framework for understanding cross-national similarity and variability on these dimensions. Commonalities across countries reflect the interaction of global pressures for expansion and democratization of education with persistent cultural representations of “gender difference.” Variability can be attributed, in part, to the different ways in which global cultural and structural pressures have been manifested within particular socio-historical settings.