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With the launch of the Feminist International Assistance Policy (FIAP), the Canadian government named solidarity as a shared value and a driving motivation behind the FIAP. This paper explores how development workers understand and apply solidarity to their work, uncovering the opportunities and constraints they face.

In-depth, semi-structured interviews were conducted with 42 development workers from Canada’s federal development agency between 2019 and 2020. Transcribed data were coded by the author to identify how workers made sense of solidarity within the development industry.

The majority of workers were unsure of how to define or operationalize solidarity, demonstrating confusion. Commonality was routinely mentioned as a facet of solidarity, but workers understood this term in diverse ways, with some considering commonality as a precondition that inhibited a sense of solidarity with development partners in the global South due to differences in living conditions. About a quarter identified power and privilege as necessary considerations in the process of building solidarity, showing potential for bonds across the inequalities that define development. About 40% of workers identified the institutional structure of the organization as an obstacle to solidarity.

This paper presents original data from Canadian development workers, providing the first study of their understanding of solidarity as a development ethic. It shows the gaps between rhetoric and practice while recommending ways for development organizations to meaningfully engage with solidarity in their work.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

This study aims to understand the social cooperative model's empowerment and social cohesion impacts based on the case of a cooperative with the partnership of local and refugee women in southern Türkiye to give evidence for the potential and challenges of women cooperatives.

The authors conducted surveys and focus group interviews with both members and board members. The authors grounded the findings in dimensions extracted from literature on the impact of cooperatives on their members and the wider community.

The social cooperative economically empowers women through employment and income generation, and skill training while enhancing them socially with increased decision-making power, autonomy, self-esteem and respect. It fosters social cohesion between local and refugee members by building trust and peace, solidarity, knowledge sharing and collective action. However, the cooperative faces challenges in managing sustainable business models, and cooperative membership does not ensure a steady income, social security, economic independence or a fairer division of domestic work.

The challenges and limited outcomes of social cooperatives are primarily due to resource scarcity. Hence, these needs must be considered by policymakers and sponsors of women empowerment programmes so that they can offer response actions to empower social women cooperatives. During the research period, the COVID-19 pandemic posed a significant threat to the survival of the cooperative. Moreover, the restrictions imposed by the pandemic made it impossible to engage Syrian women in focus group discussions. Consequently, the focus group interactions were limited to two Palestinian members, while Syrian members were included in survey interviews.

This study is one of the few attempts to examine the social cooperative model’s impact on women’s empowerment and social cohesion in the context of a mixed membership of local and refugee women in Türkiye. Fieldwork evidence on cooperatives that improve gender equality and inclusive growth can contribute to the advocacy of support for women’s cooperatives in the context of refugees.

This paper takes a contemplative analysis of non-violent activism in a hyperlocal context that is historically marked by violent clashes. It emphasizes the importance of placing nonviolent activities within leadership frameworks that prioritize collectivity, collaboration, adaptiveness, authenticity, and community interactions. It argues that non-violent activism can serve as a cornerstone of democratic practices, and plausible to a myriad of challenges in civic spaces. The assertion that violence is not a prerequisite for gaining the attention of authorities capable of enacting societal change is supported by several studies. This paper advocates for a reorientation of collaborative efforts between those in positions of authority and civil society leaders to foster progress. There is power in the decibel of voices of the people, to correct acts of omission and commission that is impacting negatively on the citizens. In context characterized by volatility and fragility, the paper suggests prioritizing the process of influencing, mobilizing and organizing responsive interventions rather than solely focusing on the ends or outcomes. Process-oriented approach creates containers for curiosity, relational, and experimental practices that interweave multi-dimensional perspectives. The social change actors navigated cultural and structural barriers to implement non-violent strategies, offering a compelling example of grassroots peace building. Overall, this paper findings underscores the significance of understanding both direct and structural violence in shaping citizen’s right within specific context. It highlights the efficacy of context-based leadership practices in promoting non-violent organizing for peace, particularly in hyperlocal settings. Moreover, it suggests that these findings could inform indigenous peace building that is inherently influenced by contextual factors.

Adopting a case study, I was able to elucidate a context-based leadership model advanced by local women that averted a probable political violence in Nigeria. A case study approach was adopted because it is a phenomenon that is bounded in time, context and advanced by a particular group of change agents. A case study with a constructivist approach was utilized to understand the context and sense making of the “why” and the “what”. In situatedness, the natural occurring data was cultivated, including one-on-one indepth interviews. Data was analyzed using a narrative analysis, which raised themes on resilience, collectivity, collaboration, risk and sustainability. The findings pivot a culturally based experience of leadership by women in a fragile context. First, I provided a contextual background, explaining the local context, including the socio-economic, cultural, political and historical factors that contributed to the emergence of the conflict. In addition, I explained the scope and nature of the conflict, describing the grievances and issues that led to the tensions within the community, and highlighting the key actors and stakeholders involved. Secondly, I analyzed the non-violent strategies and tactics employed by a group of social change actors to address the issue which involved non-violent protest, tactical community organizing, dialogic engagements and creative forms of interventions. Thirdly, I evaluated and explained the role of leadership in coordinating non-violent activities and actions, the effectiveness of their leadership style, relational and processual, that sustained the non -violent approach, and the challenges the group encountered. In addition, I explained the outcome from such leadership practice and lessons learned, with evidence of a dismantling of power dynamics, and shift in attitude to a non-violent disposition. Lastly, I explained how this approach may have broader implications for understanding nonviolent conflict resolution, social movements, and the promotion of peace and justice in local contexts and beyond.

A leadership practice that is relational and collective should have consideration for both the context where the leadership is exercised and deliberate on the processes necessary to hold containers for everyone to engage. This is gradually dismantling the hegemonic conceptualization of peace building, with a gradual shift of co-construction and sense making of peace building, with implication for more diversity and inclusion of persons and perspectives. It also underscores a system that deconstructs and departs form colonized thinking and contributes to conditions that enables and inspires alternative approaches to addressing oppressive power structures. (1) In unstable situations, leadership frequently arises from within communities, driven by individuals and groups intimately connected to their realities. The Nassarawan women embody this grassroots leadership, marked by wisdom, resilience, and a dedication to creating positive change despite significant obstacles. They embrace non-violent strategies, inspired by past successes, recognizing their potency in effecting change. (2) The leadership of these women illustrates the importance of mobilizing collective strength for justice and equality, showcasing how local leadership can catalyze transformative change for the better. (3) Indigenous styles of leadership possess the capacity to go beyond conventional concepts and embrace intricacy, flexibility, and inclusiveness. A multi-faceted leadership strategy becomes especially pertinent as it enables individuals to navigate complexity, confront challenges, and cultivate resilience within their communities, rather than depending solely on traditional methods.(4) The practice of peace leadership isn’t necessarily linked to official positions, titles, or authority. Rather, it appears as a continuous, intentional effort within community interactions, often arising from unexpected situations and sources.

Most of the women engaged in this leadership activity are located in remote areas, and this research had access to only a few who storied their experiences in ways they understood how to.

With the rapid shift and call for more non-violent activism, we must be open to sample the different textures relevant for varied conditions. This holds a huge implication for understanding the psychology of communities expressing the full human agency in exercising leadership that is contextually driven. The connection between local struggles and global movements for social justice and human rights is profound and multifaceted. Firstly, there’s a shared value across movements for equity, equality, justice, dignity, and human rights, spanning issues like environmental protection, gender equality, racial justice, and indigenous rights. Local movements increasingly emphasize building solidarity across borders, collaborating with similar movements worldwide through actions like protests and social media campaigns. This amplifies local voices on a global stage and underscores the interconnectedness of struggles. The leadership of the women’s group holds significant implications for global movements, offering insights into grassroots perspectives on social issues. Their localized knowledge enriches global discourse on social change, providing tangible examples of challenges faced by marginalized groups and culturally relevant solutions. Additionally, their commitment to nonviolent methods establishes a platform for marginalized voices and fosters solidarity across diverse communities. The group’s innovative approaches, drawing upon local resources and grassroots networks, demonstrate the power of community-driven solutions to address social problems. Moreover, their grassroots empowerment shifts power dynamics within communities and influences broader systemic transformations, all while advocating for justice through peaceful means. These practices not only spark global solidarity but also shape public discourse and policy agendas at state and national levels, highlighting the human rights implications of local issues like political corruption. Overall, the women’s group exemplifies the transformative potential of grassroots activism in effecting lasting change on a global scale.

The power for everyday peace leadership rests with the people and it is translated into meaningful outcomes when everyone has the opportunity to lead.

Research has been done on many women led movement in Nigeria, but this is unique, as it changed the narrative for an approach that was successful in shifting cultural boundaries in very fragile and uncertain context.

This study aims to investigate the optimization of coordination mechanisms in humanitarian action and focuses on the challenges posed by the COVID-19 pandemic.

Conducted as a case study in collaboration with an international humanitarian organization, this research examines the components and associated coordination mechanisms of humanitarian action phases.

The analysis reveals the complexities of managing humanitarian crises, emphasizing the need for adaptive coordination strategies. Four key crisis response coordination mechanisms are explored – structural configuration, outcome standardization, process standardization and mutual adjustment. The study particularly assesses the emergency-development phase.

This study is limited to a single humanitarian organization and the COVID-19 context. Future research could explore additional case studies and broader contexts to enhance understanding of coordination mechanisms in humanitarian crises.

This research has practical implications for humanitarian organizations, policymakers and practitioners involved in crisis response. Enhancing coordination mechanisms and strategies can improve the efficacy of response efforts and facilitate navigation of the complexities of humanitarian crises.

Effective coordination is crucial in mitigating the impact of humanitarian crises and promoting social resilience. By optimizing coordination mechanisms, this research contributes to building more adaptive societies in the face of global challenges.

This study innovatively applies the activities-resources-actors (ARA) model to the humanitarian context and concentrates on the response to COVID-19 of one international humanitarian organization. By adapting the ARA model to a real-world scenario, this research provides insights into optimizing coordination mechanisms in crisis management.

COVID-19 has profoundly shaped human interactions, and, within public healthcare systems, care relations. Through the lens of social suffering, this study explores how employee innovation is shaped by the pandemic crisis and different managerial approaches in the context of public geriatric care in Northeast Italy.

This study adopts a qualitative methodology. A total of 29 semi-structured, open-ended interviews were conducted with 23 healthcare professionals involved in geriatric care, with managerial and without managerial positions. Observation was integrated as auxiliary research to further capture on an operational level the interactions among the actors involved.

The COVID-19 crisis significantly shaped employee innovation for healthcare professionals, as the suffering it provoked in the system motivated and urged them to engage in innovative initiatives. Where employees’ engagement in innovation was recognized by the management, it was found that the suffering was mitigated, and creativity and solidarity emerged in the innovation process. Where top-down approaches did not recognize employees’ efforts and innovative initiatives, need-driven innovation and greater tensions came forward, enhancing the overall suffering in care relations and resulting in some employees considering leaving their profession.

This study is based on a single case study.

This study further highlights the employee participation in innovation as a crucial practical implication for sustaining the quality of public care and assistance. A practical implication emerging from this study suggests that “ordinary” healthcare professionals’ engagement in innovative initiatives and in their operationalization should be encouraged by the organization. In a system as complex as the public healthcare one, valuing the bottom-up, clinical inputs appears fundamental if innovation is to move away from mere technological adaptation to embrace a more comprehensive process, involving the professionals who are engaging in innovative endeavors. From a managerial point of view, adopting an approach that recognizes, supports and provides coordination to employee innovation seems instrumental to nurture an environment where employee voices feel heard, and creativity, solidarity and overall positive collaboration can occur. Thus, another significant practical implication includes the retention of healthcare professionals in the public sector in times of crisis.

With the outbreak of the COVID-19 pandemic, the necessity to explore the “human side” of innovation and its connection to emerging human needs during a crisis is growing. This study focuses on employee participation in innovation processes due to COVID-19, thus contributing to the employee-driven innovation (EDI) literature. Through the lens of social suffering, it scrutinizes the interactions between bottom-up perceptions and responses and top-down strategies in a public healthcare setting. Hence, this study addresses two major gaps present in EDI literature, for the most part focused on the private sector and on the managerial structures, tools and interventions.

This article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war transitional generation faced racial discrimination and geopolitical challenges, leading to the establishment of student societies and collaborations with religious groups and NGOs. Through writing and publishing in the 1950s and 1960s, they challenged rigid ethnic identities, shaping their ethnic identities, national belonging, language practices, and community involvement amidst historical contexts. Their narratives vividly depict a generational awakening, highlighting complex processes of integration and acculturation into a new societal landscape.

This paper employs historical discourse analysis using Chinese student magazines and bilingual archives to explore language and identity evolution among Chinese students in 1950s’ and 1960s’ Australia. It contextualizes ethnic, cultural, and linguistic identity transformations and examines how language politics and diaspora writings shaped integration strategies. The study highlights education and language politics' transformative roles in redefining cultural belonging and fostering community cohesion within the diaspora amid shifting socio-political contexts.

The findings of this study reveal that the concept of the “transitional generation” highlights integration as a dynamic process involving ongoing dialogue, identity negotiation through language, and the redefinition of cultural boundaries. Through analysis of three student-centered magazines – Murhun, Asiana and East Wind – it becomes evident how Chinese students in Australia navigated ethnic, cultural and linguistic identities. Murhun used bilingual content to strengthen solidarity and political engagement among Chinese readers, while Asiana employed English to connect Asian students with Australian society and globally. East Wind facilitated a diverse expression of identity, challenging singular notions of “Chineseness” and promoting cultural integration. These insights reflect a transformative period where Chinese students reshaped their historical position, fostering autonomy and challenging stereotypes like “Yellow Perils”.

This paper examines the often-overlooked experiences of post-war Chinese students in Australia, emphasizing their profound influence on immigration history and shifting public perceptions of Asian immigrants. It introduces the concept of the “transitional generation” to address research gaps and highlight the nuanced complexities of integration, respecting the diverse experiences and identities within this dynamic student community. Emphasizing dynamic negotiation and shared experiences, the study underscores how Australia’s diverse Asian communities have transformative potential. Integration extends beyond adaptation, fostering inclusive spaces for identity negotiation, thriving NGOs and enriching Australia’s social fabric with resilience, diversity and cultural vibrancy.

This research explores the drivers that determine the ability of spontaneous volunteer groups (SVGs) to sustain their operations. That sustainability aims to support those affected in the community beyond the response phases of a disaster and into the recovery and mitigation phases to build resilience to the next disaster.

To investigate the sustainability of spontaneous volunteering that takes place in the aftermath of a disaster, we conducted qualitative interviews in three English locations where groups of spontaneous volunteers emerged following major floods. We analysed our qualitative data using thematic analysis.

Our findings theorise the drivers of SVG sustainability and present these in four themes: (1) assessment of ongoing needs; (2) organisation of resources to address that need; (3) leadership and followership creating a weight of operational capability and (4) influence of political will. Through exploring these drivers, we uncover key factors to developing a sustainable SVG system including trusted leadership and social capital.

We show how the four drivers interact to support the continuity of SVGs and sustain their operations. This has implications for how leaders of SVGs create a volunteering environment that encourages ongoing involvement and has implications for officials to view SVGs as a support rather than a risk.

The novelty of our paper is in rejecting the argument of the temporal limit of SVGs to the response phase by theorising the drivers that make their operations sustainable for recovery and resilience building to mitigate the next disaster. This includes our examination of the interplay between those drivers.

The paper explores the implementation and process of a Participatory Action Research (PAR) project in Jacksonville, Florida. Using PAR principles, we sought to disrupt traditional dynamics in research, co-generating knowledge with the community. We aimed to elevate disenfranchised voices and foster effective solutions for neighborhood revitalization and resilience, which are designed and led by the community. In this paper we explore researcher positionality, examining how engagement with the community context profoundly influences researchers' perspectives and roles, thereby shaping the study trajectory.

We use reflexive and thematic approaches to analyze researcher positionalities and dynamics with the community. Researchers' reflections were scrutinized with a focus on their backgrounds, adaptability to community pace of work, lessons learned and evolving perspectives on community-centered research. We present a comprehensive discussion of emerging themes and emphasize the transformative nature of PAR and the significance of the researcher pursuing a relationship of belonging within the community.

The study uncovered key themes clarifying the transformations experienced by researchers engaged in PAR. We underwent a significant shift from a predetermined, structured PAR model to a more organic, community-driven model. This shift is illustrated under key themes in the paper: being vulnerable, valuing relationships, transforming the sense of self and solidarity, focusing on the process and recognizing and valuing community-derived knowledge. We write about the metamorphosis of researchers' roles from passive observers to active and empathic participants and about the implications for our methodological approach. As a result of this adaptation, the research process was enhanced and a symbiotic learning environment was created between the researchers and the community.

This paper distinguishes itself through its community-centric approach, diverging from traditional research paradigms. It explores how PAR-based community engagement can have a positive impact on those who are involved in PAR themselves, contributing to a better understanding of reciprocal dynamics in community-based research. We hope that our process of reflection can help other disaster researchers to ask better questions of themselves when engaging with communities and be open to following the lead and the pace of the community.

This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of supervisors’ written feedback and on student and supervisor perspectives on feedback throughout Year 1 (Y1).

Firstly, written feedback summaries on formative assessments across two Y1 cohorts on a UK PD programme were analysed thematically to identify patterns in feedback practices. Secondly, two longitudinal, detailed student/supervisor case studies were developed, drawing on multiple data sources.

Supervisors’ written feedback enacted an encouraging dialogue around assessed writing, discursively constructing a sense of solidarity on the doctoral journey, focusing on the “long view”. Case study analysis, however, revealed tensions centred around jarring discontinuities in students’ feedback experience as they transitioned from formative to summative assessment at the end of Y1.

The paper demonstrates that an Academic Literacies approach can offer valuable insights into the specific, situated context of writing for a distance learning PD and makes the case for greater attention to writing in contexts of partly taught doctorates.

Findings suggest that PD programmes should work towards providing continuity of feedback experience, through supervisor and examiner training and through assessment arrangements which support students to navigate challenging transitions between formative and summative phases of assessment.

This paper reports on an innovative research design which combined a textual “snapshot” of supervisory feedback, paying close attention to language, with detailed longitudinal case studies exploring perspectives on feedback over time. It contributes to doctoral writing research by throwing light on the relatively underexplored domain of writing in the taught phase of the PD. It contributes to doctoral education studies by highlighting the central role of feedback on writing in shaping the experience of PD researchers.