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This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs).

This qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course.

Findings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as facilitated through a differentiated environment in which PSTs had access both to the instructor and to one another’s critical feedback.

Linguicism through antiBlack linguistic racism, native speakerism, idealized whiteness and other constructs has been demonstrated to decrease Black and minoritized participation in language teaching. What has yet to be addressed is this same pushout from an inclusive Black diasporic approach to WL teacher preparation. This study highlights nationalism, ableism, accentism, racism, anti-immigrant sentiments and racial stereotypes as different entry points to understanding antiBlackness within WL teacher preparation.

The purpose of this paper is to document and analyse the author's first two years of developing a pedagogy that meaningfully incorporates the content creation and social collaboration functions of digital technologies.

This paper uses self‐study methodology to describe, interpret, and challenge excerpts from the author's teaching journal to develop warranted assertions for how and why digital technologies are used in particular ways during undergraduate and graduate level courses.

One finding of the paper is the relative ease with which the author slipped into a comfort zone of using digital technologies in rather superficial ways, since the major hurdle of ubiquitous access that he had previously encountered was removed due to the fact he was now teaching at a mobile‐enabled institution. The paper also reports on the relative success the author experienced using blogging tools to further develop relationships with undergraduate and graduate students and engage them in meaningful discussions outside of class time.

Although this study focuses on the author's experiences as a new academic in a mobile‐enabled institution, and thus might initially seem limited in applicability, the practical implications of this research are inherent in the methodology and methods used to critique is pedagogical approach and to challenge himself to find ways to integrate digital technologies into his teaching.

The paper will be of interest to anyone who has ever struggled with questions of relevancy in the use of digital technologies in both off‐ and online post‐secondary classroom environments.

This paper aims to, by connecting to the ongoing conversation on the importance of supply chain visibility, empirically examine the impact of visibility in supply chain relationships, on resource sharing among and on the performance of humanitarian organizations.

Survey data were collected from 101 humanitarian organizations in Southeast Asia. The organizations all experienced being interconnected within the supply chain relationships formed in humanitarian response settings. Data are used to test the conceptually developed model, using the structural equation modeling-partial least square (SEM-PLS) approach.

Results show that visibility has a significant impact on resource sharing and the performance of the organizations, especially in terms of the willingness to share resources, resources used and flexibility of organizations. The results also show that, in situations of high uncertainty, the association between resource sharing and performance becomes weaker.

The study is limited to the method used.

Findings of this research provide insights for humanitarian practitioners on the need to increase visibility of the scarce resources available within the relationships formed during a disaster relief operation to improve overall disaster response. The level of uncertainty in terms of needs assessment, number of affected people, location of a disaster and so forth, is also taken into account in the recommendations made.

This study is among the first to empirically test the link between visibility, resource sharing and performance, specifically in a humanitarian context, which is among the critical success factors for better interorganizational coordination and better aid delivery.