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This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

The Prevent policy was singular and ‘simple’: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the global war on terror and the shadow of terrorist attacks in the United States and England, this was an increasingly growing issue within the media and the broader public discourse. A central institution charged with enacting Prevent in the United Kingdom were education institutions (schools, colleges and universities), the rationale being that these places of learning house individuals during impressionable and vulnerable times and the Prevent policy can protect these individuals.

This chapter will provide an alternative critical discussion on Prevent by framing it as the securitisation of the UK education sector. As such, Prevent is a form of surveillance and a mechanism of power over educators and learners which carry counterproductive consequences for both. In doing so, this chapter will question how education professionals balance their professional identity and their new role in supporting and enacting the Prevent duty. Through developing a new multi-level ‘Critical Realist World Systems Model’, this chapter will provide a conceptual discussion of Prevent policy more broadly and how education professionals navigate the friction between their professional values and legal obligations. This chapter draws on a range of theoretical traditions to begin to question a well-established security policy within English and Welsh educational institutions providing a conceptual starting point to examine similar and future policies.

This paper aims to address weight-based bullying as a persistent issue among adolescents. Fat phobia, rooted in societal biases against overweight individuals, leads to social exclusion and discrimination, negatively impacting mental health and equality. Educational settings suffer from the profound effects of fat phobia, creating a toxic atmosphere that distracts from learning and marginalizes students who don't conform to traditional physical norms.

This paper combines historical analysis, literature review and critical discourse analysis. It examines the historical roots of fat phobia, explores the impact of societal influences, analyzes contemporary educational practices and the use of popular culture as a innovative tool.

Leveraging popular culture in anti-fat phobia education effectively challenges stereotypes. Educators empower students to critically analyze media depictions, encouraging empathy and inclusivity. Current events serve as critical teaching tools, sparking discussions on intersecting discrimination forms and equity.

This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.

This paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.

The originality and value of this paper lie in its multi-faceted approach to examining weight-based discrimination, its historical context, practical educational strategies, and the innovative use of popular culture as a tool for promoting inclusivity and empathy.

The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).

This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.

The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.

The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.

Between 1840s and 1940s, 27 occidental concessions have been created in several cities in China which represented difficult signs and memories for Chinese. Nowadays, these territories are experiencing a joint phenomenon of heritagization and tourismification which makes them experimental theaters for modern urban life and identity. Taking the former concessions of Tianjin as place study, the purpose of this study is to analyze the role of the heritage and tourism in the former concessions in city branding and more specifically the actors, approaches and products of this phenomenon.

This research draws on the comparison and analysis of two place studies in China. The authors base their analysis on semi-structured interviews in Chinese with previously identified stakeholders. In all, 20 individuals, including developers, public authority representatives, business owners, academics and conservation association members, were interviewed. This research was completed, updated and triangulated by content analysis of Web-based materials; official documents such as urban plans, guidelines and urban and tourism strategies collected during the fieldwork, as well as non-intrusive spatial observations of the concession and its various developments.

The results of this study show that the heritage in the former concessions has become an attractive tool for the city branding through tourism development, often led by the public actors with the participation of private entrepreneurs.

This study looks at the hybrid dimensions of the former concessions in China. It provides a better understanding of the co-action of heritage and tourism in the processes of territorial rehabilitation, which contributes to both the practitioners and researchers in this domain.

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

This paper investigates the digital information practices of Afro-Latino youth, focusing on their engagement with mental health content on TikTok. It aims to understand how racial and ethnic identity dimensions shape their information behaviors in digital spaces.

Employing qualitative methods, the study involved interviews with thirteen Afro-Latino teens. This exploratory approach, draws connections between Afro-Latino identity and information practices using three constructs: (i) typology of information practices, (ii) intersectionality, and (iii) assemblages.

The study reveals that Afro-Latino youth actively construct “information assemblages” and “algorithmic counterspaces” on TikTok, enabling them to engage with content that resonates with their identities. However, it also highlights the challenges posed by these spaces' temporary and algorithm-dependent nature in maintaining consistent engagement with mental health information.

The research is limited by its small sample size and focus on a single platform, which may affect generalizability. Future research should explore other platforms, and draw a deeper distinction between content creators and other users.

This paper underscores the need for designers and educators to prioritize the importance of algorithmic literacy and design affordances that empower users to transparently understand algorithmic functionality, so as to support on-going engagement with algorithmic counterspaces.

This research offers novel insights into the digital information practices of Afro-Latino youth, a typically underrepresented group in academic research. It introduces new concepts in information science and digital media studies, highlighting the importance of intersectional identities in digital information practices.

The 26th United Nations Climate Change Conference of the Parties (COP26) has reinvigorated the policy focus on sustainable transport. Automated and Connected Transport (ACT) has been featured as a promising technology-based option to aid in meeting the Sustainable Development Goals (SDGs). Despite progress in certain areas of sustainability, there are still a lot of SDGs where limited progress has been observed since the 2015 Paris Agreement, particularly regarding the social pillar of sustainability which is reflected from the user perspective. This chapter will set the scene for this edited volume first by contrasting ACT potential with the SDGs and then by highlighting the requirement to focus more on addressing user needs through ACT. Remarkably, scholars have been increasingly sceptical about the transition to fully automated and connected vehicles, thus it is pertinent to highlight relevant opportunities and risks. Chapter recommendations foster the promotion of a Quadruple Helix approach to operationalise the inclusion of social concerns (e.g. gender balance and equity) in Sustainable Urban Mobility Plans (SUMP) across the world.

This study aims to present the evolution of decent work studies. Findings point to several directions for future research efforts, including conceptualizing decent work and the pandemic’s associated impact. Results will help to guide government authorities to promote decent work by delivering fair income, increasing the stability and security of employment and monitoring employees’ work-life balance.

This review consists of knowledge mapping based on keywords from multidisciplinary studies on decent work and the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model on tourism and hospitality studies. First, keyword knowledge mapping was conducted in VOSviewer, resulting in 667 papers. Then, a PRISMA model generated a systematic review of the literature in tourism and hospitality based on 41 papers.

Knowledge mapping revealed six thematic clusters, namely, Labor Rights and Gender Equality, Sustainability and Health, Psychology of Working Theory, Conceptualization of Decent Work, Marginalized Groups and Unemployment and Job Quality. According to the PRISMA model, the conceptual evolution of decent work in tourism and hospitality can be divided into three stages: initial (1999–2008), emerging (2009–2018) and development (2019–present).

Based on the findings, further interdisciplinary research into decent work is recommended. Scholars in the tourism and hospitality sector can incorporate other fields of decent work, such as psychology, to broaden the lens of studies to discover the role of meaning and purpose in the workplace and to promote the concept to its fullest extent. Furthermore, employees’ assessments of decent work might help businesses improve human resources management via corporate social responsibility measures.

To the best of the authors’ knowledge, this study is the first systematic review of decent work in tourism and hospitality. It shows that this notion is in its infancy, as most studies on the topic thus far have been empirical and descriptive. Nonetheless, most findings contribute to knowledge and practice by clarifying industry employment conditions.