Explore the vast range of titles available.

Through civic engagement, adolescents can increase community vitality, challenge injustices, and address social problems. Positive youth development (PYD) theory and research has generated knowledge of ecological assets (resources and supports in everyday environments) that foster youth civic engagement. Yet, assets and opportunities are not equally available to all youth. Youth of color in urban high‐poverty neighborhoods merit more concerted attention in research on civic development to inform theory, policy, and practice. A primary goal of this monograph is to broaden academic and public discourse about what civic engagement looks like and how it develops for urban youth of color who live in high‐poverty neighborhoods. We conducted one time, face‐to‐face interviews and brief quantitative surveys with 87 youth of color (90% Black and Black multiracial; 59.8% male; ages 12–19) recruited from five youth centers in Rochester, New York, from 2015 to 2016. Interviews elicited youth's perspectives on how they define and experience civic engagement, community problems, connections and discussions to community, and adult supports. We used an inductive qualitative methodology. In Chapter I, we review what is known about civic engagement among urban youth of color. We lay out evidence for ecological assets that support youth civic engagement, aligned with a PYD perspective, and articulate ways to expand beyond PYD to understand youth empowerment and urban contexts. In Chapter II, we summarize national and local contexts that may shape the experiences of urban youth of color in our study. To set the stage for the empirical chapters that follow, we describe our sample, study design, and methodology. In Chapter III, we examine how urban youth of color in Rochester experience community violence and discuss the implications of these experiences for civic development. Youth articulated violence as a serious community problem and powerfully discussed frequent, personal, direct and indirect exposures to violence. Due to fear and lack of safety, some youth strategically disconnected from community and relationships and experienced disempowerment. Others reacted to violence with a tendency toward self‐protection. For some, community violence was a catalyst for civic action. In Chapter IV, we investigate how youth defined and experienced civic engagement. Youth's civic participation spanned helping community, engaging politically, participating in school or community organizations, engaging in social and leisure activities, and taking personal responsibility. Youth's civic actions were largely informal and localized. Some civic participation was contextualized as a response to community violence, such as intervening to protect peers from harm. Some youth were not civically engaged. In Chapter V, we map out what civic empowerment looks like for these youth and how civic empowerment links to civic action. Supporting prior theory, we found evidence for emotional, relational, and cognitive dimensions of civic empowerment and experiences of civic disempowerment. Emotional empowerment was most closely aligned with civic action, although any expressions of civic empowerment suggest youth are developing building blocks for civic participation. In Chapter VI, we investigate ecological assets that support youth's civic development. Safe community spaces such as youth centers provided familiarity and comfort, opportunities to forge connections with others, and places to help and be helped. Adults supported youth by enabling youth to feel heard, not judging them, serving as role models, and offering guidance and support. Youth were equally articulate about how adults fail to support or empower them. We conclude that some assets generally support positive development and others specifically foster civic development. In Chapter VII, we integrate findings across chapters into a conceptual model of four distinct pathways of civic development. We systematically examined differences among youth who are disengaged, personally responsible, safely engaged, and broadly engaged. All pathways are adaptive, and youth found different ways to navigate community violence and other adversities. As summarized in Chapter VIII, our study informs theory and future research on civic engagement among urban youth of color in contexts of adversity. We put forward four important elements needed for theory of civic development to be relevant for urban youth of color. Then we offer policy and practice recommendations: (a) investment in safe spaces and violence‐reduction policies should be a top priority; (b) youth should be involved in decision‐making about solutions to issues of concern to them; (c) civic engagement programs and opportunities should center on local issues and allow for multiple forms of engagement; (d) all youth should be heard and taken seriously by the adults in their lives.

Homeowners and renters have participated in politics at different rates throughout American history, but does becoming a property owner motivate an individual to participate in local politics? I combine deed-level property records in California and Texas with an original dataset on individual comments in local city council meetings to study the role of property ownership in shaping costly forms of political behavior, and I document large inequalities in who participates at city council meetings. I also link property records to individual-level contribution records and administrative voter files and find that becoming a property owner increases an individual’s political activity. Over and above voting in local elections, property ownership motivates individuals to participate in local city council meetings and donate to candidates. These findings illustrate how the experience of homeownership leads property owners to become much more active in local politics.

For decades, political scientists have argued that competition is a fundamental component of a responsible party system, such that when one party dominates politics, legislative coalitions destabilize and democratic accountability suffers. In this paper, I evaluate these predictions in an important but largely unexplored legislative environment: American local government. Using an original collection of roll-call records from 151 municipal councils, I show that legislative behavior is more one-dimensional when elections are partisan and the electorate is evenly balanced between the parties. When either of these features is absent, however, elite behavior remains unstructured, with coalitions shifting over time and across issues. These differences across institutional and competitive contexts suggest that partisan elections—and the party organizations that nearly always come with them—are critical for translating electoral insecurity into organized government, raising questions about the capacity for electoral accountability in a growing set of one-party dominant governments across the country.

The aim of this study was twofold: First, we aimed to explore the effectiveness of place-based SSI instruction on pre-service science teachers’ argumentation skills. Second, we aimed to explore how their initial ideas about constructing and operating a gold mine changed after participating in a five-week place-based SSI instruction including a gold mine field trip. The study was designed as a quasi-experimental one-group pretest-posttest design. The participants were 15 senior pre-service science teachers. The data were collected from students’ written reports about their decisions in constructing and operating a gold mine. Semi-structured interviews were conducted with five participants to get more in-depth insight into their written reports. The results revealed that the number of participants who disapproved of constructing and operating a gold mine where they live significantly increased after the instruction. Moreover, their reasoning quality including counterarguments and rebuttals was increased prominently. Place-based SSI instruction has the potential to develop participants’ argumentation skills as well as their sensitivity to environmental socioscientific issues.

Advance Nurse Practitioner (ANP) roles in clinical research provide significant scope to utilise research resources more efficiently while offering a high level of specialised holistic care. However, within Clinical Research Facilities (CRF) throughout the United Kingdom (UK), there are very few ANP roles.Great Ormond Street Hospital (GOSH) now have two ANP roles and one trainee ANP role within the Research and Innovation department. This is a role currently only present in three other trusts across the UK with the first such role commencing in Manchester in 2012. The first paediatric position was established in Birmingham in 2015, and the first trainee position at GOSH in 2017. Since 2019 there have been two fully qualified ANPs in research at GOSH with another trainee post developed in 2019.A national forum for ANPs in research was formed in 2018. This has been pertinent in tackling the historic and evolving challenges collectively, collaborating on initiatives to raise the awareness of these unique roles within the NHS and across key stakeholders, as well as supporting clinical research teams who are keen to establish the roles within their departments.There are many challenges involved in any new role and there have been common challenges recognised across the national forum. These vary from local issues of recognition of the role within the trust to wider issues related to Good Clinical Practice guidelines. Many of these challenges have been overcome and there have already been many successes within this role.It is hoped in the future these roles will grow into a pivotal part of clinical research networks with the profile being raised nationally and internationally.

Internationalization is a rapidly growing trend among higher education institutions (HEIs) around the world. This article situates internationalization within comparative education by theorizing it as processes of global diffusion and localization. It analyzes survey data from administrators at 1,439 HEIs in 137 countries to understand their interpretations of the benefits of internationalization. Findings show that administrators at HEIs in knowledgeintensive economies, and those in the United States and Anglophone Canada in particular, are more likely to frame benefits in terms of enhancing students’ international awareness, while revenue generation is much more likely to be cited in other Anglophone contexts. It argues that in Anglophone North America, higher education is being leveraged to combat histories of parochialism; in knowledge-intensive economies, it is seen as supporting pipelines of skilled labor; and in Anglophone contexts outside of North America, it is framed as an economically valuable export. Understanding where discursive repertoires resonate sheds light on how local actors understand the role of international higher education. The findings point to ways in which an Anglophone context mediates understandings of the benefits of internationalization and also how understandings of internationalization are influenced by nations’ positions in larger global contexts. La internacionalización es una tendencia de rápido crecimiento entre las instituciones de educación superior (IES) de todo el mundo. Este artículo sitúa a la internacionalización dentro de la educación comparativa teorizándola como un proceso de difusión global y localización. Analiza los datos de encuestas de los administradores de 1439 instituciones de educación superior en 137 países para entender sus interpretaciones de los beneficios de la internacionalización. Las conclusiones muestran que los administradores de estas instituciones en las economías intensivas del conocimiento y, en particular, las de los Estados Unidos y el Canadá angloparlante, tienen más probabilidades de enmarcar los beneficios en términos del aumento de la conciencia internacional de los estudiantes, mientras que en otros contextos angloparlantes es mucho más probable que se cite la generación de ingresos. Se alega que, en la América del Norte angloparlante, la educación superior se está apalancando para combatir las historias de localismo; en las economías intensivas del conocimiento, se percibe como sostén de la mano de obra calificada y, en los contextos angloparlantes fuera de América del Norte, se considera una exportación con gran valor económico. Comprender dónde resuena el repertorio del discurso nos permite ver mejor cómo los actores locales entienden el rol de la educación superior internacional. Las conclusiones apuntan a las formas en las que un contexto angloparlante intercede en la comprensión de los beneficios de la internacionalización y, además, en la forma en la que el entendimiento de la internacionalización es influido por el posicionamiento de los países en contextos globales más amplios. L’internationalisation est une tendance en plein essor parmi les établissements d’enseignement supérieur du monde entier. Cet article situe l’internationalisation dans l’éducation comparative en la théorisant en tant que processus de diffusion mondiale et de localisation. Il analyse les données d’une enquête menée auprès des administrateurs de 1 439 établissements d’enseignement supérieur dans 137 pays pour savoir comment ils interprètent les avantages de l’internationalisation. Les conclusions montrent que les administrateurs des établissements d’enseignement supérieur dans les économies reposant sur la connaissance, notamment aux États-Unis et au Canada anglophone, sont davantage susceptibles de formuler les avantages en termes de renforcement de la conscience internationale des étudiants, tandis que dans les autres milieux anglophones, on mettra plutôt en avant la génération de revenus. L’article soutient que dans l’Amérique du Nord anglophone, l’enseignement supérieur est mis à profit pour lutter contre l’esprit de clocher ; dans les économies fondées sur la connaissance, il est considéré comme une source d’approvisionnement en main-d’oeuvre qualifiée ; et dans les milieux anglophones en dehors de l’Amérique du Nord, il est vu comme un produit d’exportation précieux d’un point de vue économique. Comprendre les résonances des répertoires discursifs jette un éclairage sur la façon dont les acteurs locaux comprennent le rôle de l’enseignement supérieur international. Les conclusions soulignent la façon dont un contexte anglophone change l’interprétation des avantages de l’internationalisation et également la façon dont la compréhension de l’internationalisation est influencée par la position des nations dans les contextes globaux plus larges. 国际化是全世界高等教育机构（HEI）当中迅速发展的趋势。本文通过将国际化理论化为全球传播和本土化的过程，将国际化纳入比较教育的范畴。它分析了来自 137 个国家或地区的 1,439 家高等教育机构的管理人员的调查数据，以了解他们对国际化的好处的认知。结果显示，知识密集型经济体的高等教育机构管理人员，尤其是美国和讲英语的加拿大的管理人员，更有可能在提高学生的国际意识方面做出贡献，而创收在其他英语环境中被引用的可能性要大得多。文章认为，在北美的讲英语的国家，高等教育正在被用来打击狭隘主义的历史；在知识密集型经济体中，它被视为支持熟练劳动力的管道；在北美以外的讲英语的国家，它被认为是具有经济价值的输出。了解历年剧目产生共鸣的领域能够让我们清楚地看到当地演员如何理解国际高等教育的作用。结果指向讲英语的国家如何调解人们对国际化好处的理解，以及在更大的全球环境中，国家地位如何影响人们对国际化的理解。。 التدويل هو اتجاه عالمي متنامي ما بين مؤسسات التعليم العالي ) HEIs ( في جميع أنحاء العالم. يضع هذا المقال التدويل في إطار التعليم المقارن عن طريق وضع نظريات له باعتباره ينطوي على عمليات الانتشار العالمي والتوطين. يعمل هذا المقال على تحليل بيانات الاستقصاء من المدراء في 1439 مؤسسة تعليم عالي في 137 دولة وذلك لفهم تفسيرهم لمزايا التدويل. أثبتت النتائج أن المدراء في مؤسسات التعليم العالي في الاقتصادات المعرفية المكثفة، وفي الولايات المتحدة الأمريكية وأجزاء كندا الناطقة بالإنجليزية، أكثر ميلاً إلى وضع المزايا في أطر في سبيل تعزيز وعي الطلبة على مستوى العالم، في حين أن عمليات توليد الإيرادات أكثر عرضة لأن يتم الاستشهاد بها في السياقات الأخرى الناطقة بالإنجليزية. ويدفع بأنه في أمريكا الشمالية الناطقة بالإنجليزية، يتم رفع مستوى التعليم العالي لمكافحة تاريخ من ضيق الأفق في الاقتصادات المعرفية المكثفة، ويُنظر إليها باعتبارها تدعم إمدادات العمالة الماهرة، أما في السياقات الناطقة بالإنجليزية خارج أمريكا الشمالية، فيوضع في إطار الصادرات ذات القيمة الاقتصادية. كما أن فهم مواقع تأثير المستودعات المتحولة يلقي الضوء على كيفية فهم الجهات الفاعلة المحلية لدور التعليم العالي الدولي. هذا وتشير النتائج إلى سبل توسط السياق الناطق بالإنجليزية في فهم مزايا التدويل وكيف أن فهم التدويل يتأثر بمواقع الدول في السياقات العالمية الكبيرة. Во всем мире стремительно растет тенденция интернационализации высших учебных заведений (вузов). В настоящей статье интернационализация рассматривается в рамках сравнительной педагогики, дается теоретическая оценка интернационализации как процесса глобальной диффузии и локализации. В ней анализируются данные опроса руководителей 1439 вузов в 137 странах, чтобы понять их представление о преимуществах интернационализации. Полученные данные показывают, что руководители вузов в странах с наукоемкой экономикой и, в частности, в США и в англоязычной части Канады более склонны относить к преимуществам повышение информированности учащихся о других странах, в то время как в другом англоязычном пространстве гораздо чаще упоминается получение дохода. В статье утверждается, что в англоязычной Северной Америке высшее образование используется для борьбы с узостью интересов; в странах с наукоемкой экономикой оно рассматривается как дополнительный канал поступления квалифицированной рабочей силы; а в англоязычном пространстве за пределами Северной Америки его считают экономически значимой экспортной услугой. Понимание того, где пересекаются элементы дискурсивного арсенала, дает представление о том, как местные субъекты понимают роль интернационального высшего образования. Полученные данные указывают на способы, с помощью которых англоязычное пространство содействует пониманию преимуществ интернационализации, и на то, как на понимание интернационализации влияет позиция стран в более крупном глобальном пространстве.

PurposeHow can people with lived experiences of marginalisation actively participate in contesting their marginalisation? This article aims to review the literature on PAR as a research approach. It will first describe what PAR means and consider this approach's particular features. The paper will go on to explore the advantages, limitations and criticisms of this approach to research.Design/methodology/approachHow can people with lived experiences of marginalisation actively participate in contesting their marginalisation? The approach of this paper is to provide needed viewpoint discussion on Participatory Action Research (PAR) advantages, limitations and criticisms. PAR is mostly a qualitative research approach that takes account of researchers and participants collaborating to investigate social issues and take actions to bring about social change.FindingsThe aim of (PAR) is to systematically collect and analyse data to take action and make a change by generating practical knowledge. However, PAR as an approach to research has advantages and disadvantages. Also, PAR as an approach can be a problematic tool for facilitators and communities to apply due to power relations within the research process. However, PAR can help the praxis of collective critical consciousness of the participation and democratisation of participants presented in studies where this approach is used. Although a PAR approach can be an unknown and challenging tool, it is a path through which communities can explore their society and ignite to change it.Originality/valueThis paper provides a discussion of the critical consciousness value of PAR that seeks to bring academics, researchers and practitioners to the approach to primarily qualitative research methodology that should be understood with advantages, limitations (ethical challenges) and criticisms.

How does exile affect online dissent? By internationalizing activists’ networks and removing them from day-to-day life under the regime, we argue that exile fundamentally alters activists’ political opportunities and strategic behavior. We test the effect of exile on activists’ public discourse in the case of Venezuela, through an analysis of over 5 million tweets by 357 activists spanning seven years. Our results suggest that after going into exile activists increasingly emphasize foreign-led interventions to shape their home country politics, focus less on local grievances, and become more harshly critical of the regime. This is partly due to the changes in exiles’ networks: after leaving, activists increase their interactions with foreign actors and tweet more in English. This work contributes to our understanding of the relationship between exile—one of the most ubiquitous yet understudied forms of repression—and dissent in the digital age.

This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

The literature suggests that recent years have witnessed a fundamental shift in higher education internationalisation. This paper argues that a reorientation of policy, which is upheld through an initiative known as the Higher Education Sprout Project, indicates the fundamental shift in higher education internationalisation in Taiwan. The paper begins with an explanation of how the notion of world-class university induced elitism in East Asian higher education. Next, it reviews the last two decades of Taiwan’s efforts on developing world-class universities. In particular, the paper explains how perceived domestic problems in higher education, such as an overemphasis on certain performance indicators and the resulting effects of homogenisation, and the phenomenon of emphasising research but neglecting teaching, are considered the consequences of emphasising global competition and the associated quest for building world-class universities. The paper argues that the recent policy change reveals an intention to uphold egalitarianism, thereby reaching a balance between fulfilling global ambition and addressing local needs in higher education. This intention highlights the political essence of internationalisation policy for higher education. It also reaffirms the significance of the global–local dynamics in higher education policy.