ABSTRACT
According to the John Hopkins University & Medicine Coronavirus Resource Centre (https://coronavirus.ihu.edu/map.html). by April 2022, more than six million people had lost their lives due to the virus, with millions more having lost their jobs. The hegemonic heteropatriarchal gender order of many communities, therefore, requires a rethinking in this day and age when life systems are drastically changing and the gender divide in skills and careers has been reduced. [...]the onus is on those who can, to take up arms and remind the world of their daily struggles in overcoming the barriers to full recognition as human beings. The collection of chapters in this book highlights the unfairness of such oppression and hindrances placed in women's career and livelihood paths and societal participation. [...]it is hoped that those who read this book will gain a revitalised sense of urgency to revisit the unique barriers placed before women as they manoeuvre their paths in life. The author discusses the strengthening of female citizenship in these states as an issue of public concern in need of the state's involvement in protecting women through new social welfare schemes, female police officers, and the first-time entry of female prosecutors in courts after 2014.
ABSTRACT
Addressing these issues requires concerted efforts and collaboration from stakeholders across countries, disciplines, and institutions. [...]the UN 2030 Agenda asked for transformation of global economies in line with social and environmental demands expressed in the Agenda's 17 goals and sub-goals (https://sdgs.un.org/goals). [...]the SANORD 2021 conference endeavoured to engage participants innovatively and positively in rethinking their roles and contributions towards sustainable development. According to Nietzsche (1966), people always act out of their self-interest in every field;he posited that each individual action is driven by people's vested interests in the game of life because they have a will to power.
ABSTRACT
Notwithstanding the challenges in South Africa, Black people were also discriminated against in the services offered to people fleeing the war between Russia and Ukraine. [...]I ask, "What does breaking free mean in the context of Black-on-Black hatred and violence, racial discrimination and xenophobia, and Operation Dudula in South Africa?" "Are African refugees as human as Ukrainian refugees?" "Who is human, and whose rights should be celebrated?" "Are there some people whose humanity surpasses others?" "Are there people who are less human-whose rights do not matter?" "What do we mean by celebrating human rights amidst all the abuses of women, children, and those on the periphery of society, those who do not look like us, those who have different beliefs to our own?" "How long will we keep using 'them' and 'us' to divide humanity?" "When will the sexual health and reproductive rights of marginalised people be celebrated as human rights?" "When will the rights of the poor become human rights?" "Are human rights greater than environmental rights and ecological rights?" "Can humanity survive without the ecosystem?" "Can we celebrate humanity without celebrating all life forms and their support systems?" "Do human rights exist in unethical business and development?" I know I have asked too many questions, and the truth is that I have no answers to them yet. Ashnie Mahadew and Dipane Hlalele's article, "Challenging Gender Certainties in Early Childhood Care and Education: A Participatory Action Learning and Action Research Study," places the reader in the early childhood classroom to explore how dominant ideologies about gender can be challenged within communities, beginning with the youngest community members. [...]Year Student Teachers' Perspectives," 'Mathabo Khau discusses sexual rights within disability as a neglected and underdeveloped terrain in the human rights discourse worldwide, especially when addressing adolescent sexuality. [...]gender-nonconforming learners were mistreated in some schools while in others, these learners were accepted into friendship groups and class activities by teachers and other learners.
ABSTRACT
Education systems across the world are grappling with the challenges of online learning including cyber security, technical challenges, data costs, connectivity issues, social exclusion, depression, and lack of human contact- to name a few. According to Lubiak, cultural differences were one of the two most challenging issues in connecting, relationship building, and being together virtually. To enable such processes, we need strong leadership. [...]the first research article of the issue, by Schnepfleitner and Ferreira, titled "A Leadership Development Programme: A Case Study of Transformative Learning in Qatar," focuses on transformative learning experiences that change the deeply held beliefs, worldviews, and frames of reference of what it means to be a 21st century leader in Qatar. [...]they argue that environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses.
ABSTRACT
[...]this issue highlights the need for constant engagement of academics, academic development professionals, students, academic leaders, and industry in innovative and creative ways to systematically and organically transform learning and teaching. According to Staphorst, the book is concerned with knowledge and the relationship between knowledge, decolonisation, and the university sphere. Using the colonial matrix of power to show how coloniality upholds gender and sexuality norms in universities and academics, Vanyoro, in his article, "Learning How Language is Used in Higher Education to Strategically Marginalise Female, Queer, and Gender Non-Conforming People: An Autoethnographic Account," explores the manifestation of heteropatriarchy in the language used in lecture rooms and beyond through an auto-ethnographic reflection that shows how critical diversity literacy can be helpful in realising the complicity of language in dominance. According to Msiza, Raseoka, and Ndhlovu, the lecturers invoked their experiences to reflect, learn, and imagine possibilities for teacher education institutions to enact sustainable assessment and to navigate massification.