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From a Latin American decolonial and transdisciplinary perspective, this article expands the increasingly relevant conversation about disaster ethics, not only in depth and scope but also both interdisciplinarily and interculturally. By reviewing key points of development ethics that are closely related but underexplored, it makes the case for focusing on disaster recovery as a relevant distributive phase for improving future prevention and mitigation, while remedying long-standing injustices.

To do so, against the backdrop of recently emerging postcolonial, decolonial and structural approaches to disaster and vulnerability studies, the article presents a theoretical conversation between decolonial studies, development ethics, intercultural practice and philosophy, and disaster ethics beyond utilitarian approaches.

So far, development and disaster ethics remain worlds apart, despite their relevant convergence around the key notion of “recovery” and its underlying normative determination. This article identifies that prevailing utilitarian ethics in emergency response, in addition to their problematic universalization, have prevented further engagement with deontological and process-based principles, including a nuanced distributive sensitivity. As a result of such cross-fertilization, methodological individualism in an intercultural encounter is suggested, as well as continued engagement with pluriversal deliberation about key ethical values and notions regarding disaster risk and response.

Calling for distributive bottom-up engagement beyond professional and academic boundaries, this article presents a new direction for decolonising disaster ethics, so far unexplored, seeking to bridge the value gap between development and disaster efforts, planning and prevention.

Jürgen Habermas is one of the most important authors in contemporary philosophy. In this chapter, we analyse his contribution to the philosophical debate on universalism and relativism and consider its implications for organization studies and organizations operating in an intercultural environment. We briefly describe the critique of a universal concept of reason that has been forwarded by sceptical and postmodern philosophers. As a response to this critique, we outline the contribution of discourse ethics and analyse the theories of Jürgen Habermas and his colleague Karl-Otto Apel. We explore the justification of discourse ethics and point out some problems in its argumentative logic. In the light of this critique, we outline some characteristics of an intercultural ethics that is based on constructivist philosophy and point to some encouraging prospects on the consolidation of the debate between relativistic and universalistic philosophers.

The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.

We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.

Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.

The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

Traditionally health care research is often valued on the evidence‐based basis, which is dominated by statistically motivated quantitative research. However, the increasingly popular use of qualitative methods in general and health research, in particular, has provided a different kind of research evidence, which reflects real‐life issues in social contexts. Though health care qualitative research has provided health care workers, policymakers and the public valuable insights into various aspects of population health, there are issues and problems regarding conducting qualitative research in an intercultural discourse. Sociolinguistic and cultural factors are the main causes of problems facing researchers and policymakers. Concepts such as confidentiality and security are culturally constructed. This paper examines some intercultural awareness issues that need to be considered in the conduct of health care qualitative research and some potential problems in the treatment of health qualitative data. Attention will be given to the Vietnamese health discourse.

The purpose of this paper is to introduce a new collaboration between the Association of Internet Researchers (AoIR) and the Journal of Information, Communication and Ethics in Society (JICES).

The paper uses historical, comparative and ethics-based approaches.

The collaboration is catalyzed by central interests shared between AoIR and JICES, namely, in the ethical and social impacts of the internet. The collaboration accordingly aims to bring research and reflection developed for the AoIR conferences to the JICES’ readership.

The value of this collaboration is considerable, as it promises extensive new cross-fertilization between the two communities. The viewpoint begins with a brief overview of the collaboration’s initiation by Prof Simon Rogerson and its logistics over the next two years. Following a general review of Information and Computing Ethics and Intercultural Information Ethics, an overview of ethical considerations fostered by AoIR is offered, focusing on the development of internet research ethics (IRE), especially its most recent expression in an IRE 3.0.

Voice assistant (VA) technology is one of the fastest-growing artificial intelligence applications at present. However, the burgeoning scholarship argues that there are ethical challenges relating to this new technology, not the least related to privacy, which affects the technology’s acceptance. Given that the media impacts public opinion and acceptance of VA and that there are no studies on media coverage of VA, the study focuses on media coverage. In addition, this study aims to focus on media coverage in Indonesia, a country that has been underrepresented in earlier research.

The authors used critical discourse analysis of media texts, focusing on three levels (text, discourse practice and social practice) to study how VA technology was discussed in the Indonesian context and what power relations frame the representation. In total, 501 articles were collected from seven national media in Indonesia from 2010 to 2020 and the authors particularly focus on the 45 articles that concern ethics.

The ethical topics covered are gender issues, false marketing, ethical wrongdoing, ethically positive effects, misuse, privacy and security. More importantly, when they are discussed, they are presented as constituting no real critical problem. Regarding discursive practices, the media coverage is highly influenced by foreign media and most of the articles are directed to well-educated Indonesians. Finally, regarding social practices, the authors hold that the government ideology of technological advancement is related to this positive portrayal of VAs.

First, to provide the first media discourse study about ethical issues of VAs. Second, to provide insights from a non-Western context, namely, Indonesia, which is underrepresented in the research on ethics of VAs.

This paper aims to examine the present status of the research field intercultural information ethics (IIE) including the foundational debate as well as specific issues.

A critical overview of the recent literature of the field is given.

The present IIE debate focuses on a narrow view of the field leaving aside comparative studies with non‐digital media as well as with other epochs and cultures. There is an emphasis on the question of privacy but other issues such as online communities, governmentality, gender issues, mobile phones, health care and the digital divide are on the agenda.

The paper addresses basic issues of IIE that may open new vistas for research and practice in this field.

The purpose of this paper is to attempt to resolve some unclarity about the nature and character of intercultural information ethics (IIE).

By survey of some of the relevant literature, the paper identifies and explains the distinctive projects of IIE. In addition, to facilitate the achievement of these projects, the paper attempts to identify the most fruitful metaphysical and meta‐ethical assumptions about truth and moral truth. In particular, to identify and determine which of objectivist theories of truth and morality or intersubjectivist theories of truth and morality provides a better theoretical foundation for IIE.

Two projects are identified: a descriptive project and a normative project. It is argued that moral objectivism provides a better foundation for the normative (project than moral intersubjectivism (or, as it is sometimes called, normative cultural relativism) in the sense that objectivism provides a more solid ground for the principle grounding the normative project – namely that agreement among cultures on principles of information ethics is good or desirable. In other respects, it is concluded that moral objectivism and moral intersubjectivism do equally well in grounding the normative project.

The paper is the first to compare the two methodological approaches and points in the direction of the most fruitful approach to take in pursuing IIE.

The purpose of this paper is to demonstrate that creating shared meanings in dialogical communication is a “must” for diversity management if it wants to fulfill the double promise of promoting both business and ethical goals. By way of meeting this challenge, the authors introduce the negotiating reality theory and education program developed by Victor Friedman and Ariane Berthoin Antal, and examine its ethical underpinnings.

The paper is a theoretical exploration which combines ethical and intercultural communication perspectives in the context of diversity management. Excerpts from ethnographic research data are used to illustrate the deficiency of intuitive processes in negotiating reality in practice.

The negotiating reality program, originally developed for international business, is equally relevant to diversity management, as it serves to deconstruct value hierarchies embedded in diversity categorizations, and hence enhances seamless and productive cooperation. Learning such communication skills involves personal emotional-cognitive growth, which can be analyzed in terms of Aristotle’s notion of virtue. The authors also argue for the interconnected nature of performance and ethical goals in diversity management.

Since this is a theoretical paper, empirical research is needed to investigate the pedagogical and rhetorical means which inspire people to develop their intercultural communication skills in various diversity contexts.

This paper challenges managers to introduce means to develop negotiating reality skills and practices for the benefit of the staff and the whole organization.

This paper suggests that the focus of diversity management should shift to meanings and intercultural communication, and that ethical considerations are an important part of that.

This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extensively in terms of managing cultural capital in schools. This paper argues that Islamic ethics provide a system of justice and rules of conduct that satisfy the principles of multicultural education.

Classical texts (Qu’ran and Hadith) are analyzed to explore the Islamic perspective on interculturality and social justice. While the plurality of interpretations is remarkable, the aim is to examine these texts on the basis of ethical and humanistic orientation.

Islamic ethics are commensurate with intercultural empathy and multicultural education. While some verses are interpreted as evidence of the religious legitimacy of enmity and hostility towards non-Muslims, they are decontextualized readings isolated from the verses’ historical contexts.

This paper proposes considering Islamic ethics as a foundation of multicultural education. Because Islam promotes social justice, teachers and students are encouraged to take action and never tolerate any act of oppression. Teachers should pay attention to conflicts that may arise from theological differences among students.

This paper offers a new perspective that has been sidelined and not considered in Modern issues. Because multicultural education recognizes the necessity of appreciating all cultures, Islam delivers a similar framework that is based on peaceful intercultural communication and social justice.