The ideological, theoretical, and socio-economic context of critical HRD: A foundational introduction

The purpose of this chapter is to introduce and overview the theoretical bases which inform a critical understanding of the ways in which social, political, and economic ideologies shape policy, practice, and experience. The chapter is designed around the fundamental notion that: 'All employees should have access to and control on their developmental experiences and these opportunities should be available across a range of levels in the organization. Programs should not only challenge the performative bias of the organization but also help its members achieve success on their own terms'. (Bierema, Human Resource Development Review 8:91, 2009), as well as the central notion that to move forward meaningfully in the contemporary context, Critical Human Resource Development (CHRD) needs to further return to its humanistic origins as a scholarly mechanism of problematizing performativity, stimulating further critical ideologies for challenging 'truth', which, in turn, may stimulate renewed pragmatic orientation while maintaining critical integrity in the field. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

The impact of confinement by COVID-19 on the academic year. Case study: Gypsy pupils

The urgent virtualisation of academic activity in educational centres forced by the confinement decreed in Spain between the months of March and May 2020 posed a challenge previously unknown to the entire educational community. Information and communication technologies became essential tools to guarantee the continuity of the course. This situation highlighted the lack of technological equipment for the most vulnerable groups of the population and further increased the << digital divide >>, putting at risk the monitoring and school performance of pupils in these sectors. Among the most affected groups is that of gipsy students, as demonstrated in schools such as CEIP Nueva Segovia, (Segovia, Spain). This paper is the result of a qualitative and quantitative research carried out in this school, which has made it possible to identify and analyse the technological devices available to gipsy students, the perception of the different members of the educational community on the use of technologies and, finally, the training of these members in relation to new technologies. The results reveal the needs not only for equipment, but also for training in new technologies that both families and students have. These results show the importance of a new curricular approach for pupils with educational compensation needs to eliminate this situation of inequality.

The Spectrum of Pulmonary Histomorphology Changes in COVID-19 Cases

Introduction/Objective Pulmonary specimens following COVID-19 virus infection demonstrate a spectrum of pulmonary histomorphology. Six patients with a history of COVID-19 infection are summarized in this review. The purpose of our study is to elucidate any possible correlations between clinical, laboratory, radiographic, and pathologic findings in COVID-19 patients. Further, we aim to characterize both non-specific and specific histomorphology and cytomorphology in COVID-19 patients. Methods/Case Report Six patients with known COVID-19 infection and lung biopsies/resections are identified. A chart review is performed to collect clinical histories, the results of COVID-19 PCR testing, radiographic impressions, pathologic interpretations of histology, and clinical outcomes. Information is summarized and tabulated. Results (if a Case Study enter NA) The most common, non-specific histological findings are focal/diffuse acute lung injury, organizing lung injury, or a combination of both patterns. Unique features of COVID-19 infection are identified in three cases, which illustrate viral cytopathic changes within hyperplastic pneumocytes. These include basophilic, vacuolated, granular cytoplasm and variably sized cytoplasmic/nuclear inclusions. Virus-loaded pneumocytes are typically identified in the organizing phase, and rarely in the acute lung injury phase. Immunohistochemical staining of anti-nuclear capsule antibody with appropriate controls shows focal positive staining in one case. SARS-CoV-2 PCR is positive in formalin-fixed paraffin-embedded (FFPE) tissue, while a serum PCR assay is negative. Conclusion The severity of clinical symptoms and clinical outcome are unrelated to the degree of lung involvement. Viral cytopathic changes are identified in three cases, with these specific findings associated with the organizing phase of lung injury, and either concurrent PCR positivity or positive immunohistochemical staining.

Legal Education and Legal Profession During and Beyond COVID-19 Building Bonds Between Academia and Practice

Professor Suzanne Rab, professor of commercial law and practising international barrister and mediator offers a unique perspective on the challenges of digitisation and legal education in a post-COVID-19 world. Operating at the conflation of academia and practice Professor Rab explores the following themes using a blend of case study experience from the UK and from a comparative perspective: (1) the future of legal education in changing times;(2) the practitioner perspective and the digitised courtroom;(3) the academic experience and lived in experiences through COVID-19;(4) the role of online learning;(5) the implications for continuing legal education;(6) blended approaches to executive learning;(7) the impact on specific legal practices areas;(8) diversity and accessibility;(9) new world approaches to assessment of performance;and (10) humanising our legal education for the digital generation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Diversity in medical publications: a cross-sectional evaluation of COVID- 19 vaccine research

Objective: Representing diverse perspectives in medical publications is of great importance. We assessed diversity among investigators, study participants, authors and tweeters of recent publications on COVID-19 vaccine trials, a topic likely to have significant global implications. Research design and methods: Primary publications reporting on COVID vaccine randomized controlled trials (RCTs) were identified via PubMed (n=302 hits, 23 September 2022). The 100 articles with the greatest impact (Altmetric score) were selected for evaluation. National affiliation of authors and investigators, and demographics of participants were collected. Geographic locations of Tweets mentioning the publications were collected via Altmetric. Result(s): In our preliminary analysis, as expected, selected publications most frequently appeared in top-tier journals, e.g. New England Journal of Medicine (n=24) and Lancet (n=19), and had high Altmetric scores (median 886, range 30-29,153). Articles included authors from mean 2.2 countries, most frequently the USA (n=43 articles), the UK (n=31) and China (n=23). Investigators' locations were often not reported, but most frequent were the UK (n=2711 investigators), USA (n=1029) and South Africa (n=269). There was a gender balance among participants across the studies (mean 49.4% female). The most frequent ethnic groups were white, Hispanic and Asian. Tweets mentioning the publications most commonly came from the USA (8.1%), the UK (3.1%) and Japan (2.9%). Conclusion(s): Despite COVID-19 being a global health emergency, most authors, investigators and readers of high impact COVID-19 vaccine RCT publications were from a small group of countries, with some notable exceptions. Numerous studies did not report the geographic location of investigators or participant ethnicity. Consistent and transparent reporting would support the drive towards greater diversity and representation in medical research.

Education of Teachers and Professionals to Support the Inclusion and Participation of People Withdeafblindness

This article aims to portray the continuing education of teachers and professionals to work in deafblindness and multiple sensory disability, in the functions of guide-interpreter and mediator instructor. The trainings took place during the COVID-19 pandemic between September 2020 and August 2021. The methodology is to present the organization of the course, totally remote, which occurred with the partnership between SMPED and the Brazil Group. We selected 70 professionals from the city of Sao Paulo, being teachers and interpreters of Libras, to participate in the course of guide-interpreter and 15 professionals from different cities of Brazil, among teachers and interpreters, for the function of instructor mediator. As a result, we highlight the way synchronous activities, practices and internships occurred, and ensured the effectiveness and participation of people with deafblindness and multiple sensory impairment in different situations of daily life, such as television news, reading books and participation in congresses.

Inclusive Pedagogies in Digital Post-COVID-19 Higher Education

The COVID-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the 'new normal' in higher education in the post-COVID-19 era, the 'new normal' must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e-learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner-centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity-based 'cyberculture' that constitutes a "sine qua non" element in developing all students' sense of belonging and learning in higher education.

Disability, workplace inclusion and organizational citizenship behavior: an exploratory study of the legal profession

PurposeMany workers with disabilities face cultures of exclusion in the workplace, which can affect their participation in decisions, workplace engagement, job attitudes and performance. The authors explore a key indicator of engagement—perceptions of organizational citizenship behavior (OCB)—as it relates to disability and other marginalized identities in the workplace.Design/methodology/approachUsing an online survey, legal professionals answered questions about their workplace experiences. Ordinary least squares (OLS) multivariate regression analysis with progressive adjustment was used to investigate the effect of demographic and organizational factors on perceptions of OCB.FindingsThe authors find that employees with disabilities have lower perceptions of OCB, both before and after controlling for other personal and job variables. The disability gap is cut nearly in half, however, when controlling for workplace culture measures of co-worker support and the presence of an effective diversity, equity and inclusion (DEI) policy. Disability does not appear to interact with gender, race/ethnicity and LGBTQ + status in affecting perceptions of OCB.Originality/valueThe results point to the workplace barriers faced by people with disabilities that affect their perceptions of engagement, and the potential for supportive cultures to change these perceptions.

Holes at the Bottom of the Boat: Disrupting Performative Equity, Diversity, and Inclusion Efforts in Libraries in the Wake of the Covid-19 Pandemic

This article seeks to understand the ways that the COVID-19 pandemic has tested the effectiveness of library-based equity, diversity, and inclusion efforts. In the early days of the pandemic, libraries closed their doors and pivoted to digital services and programs, resources often inaccessible to BIPOC and low-income users. Since reopening, libraries have found that the lack of diversity in their ranks and information curation is compromising their ability to actualize the equity, diversity, and inclusion goals—objectives that are critical to closing the socioeconomic gaps that the pandemic has only widened. [ FROM AUTHOR] Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Creating hospitable service systems for refugees during a pandemic: Leveraging resources for service inclusion

Purpose: The overarching goal of this paper is to increase awareness among researchers and practitioners that refugees are disproportionally impacted by COVID-19, which increases their suffering. Second, it extends a recently introduced transformative refugee service experience framework by integrating and conceptualizing refugees' resource and service inclusion during a pandemic. Third, it explores lessons learned and implications from the COVID-19 pandemic for the future of service research and practice. Design/methodology/approach: This study synthesizes approaches on refugees, resources and transformative service research to develop an extended framework for addressing one of society's pressing issues during and after pandemics. Findings: Recognizing refugees as providing resources rather than just needing or depleting resources can enable more inclusion. It facilitates refugees' integration into society by drawing on their skills and knowledge. This requires hospitable refugee service systems that enable service inclusion and opportunities for refugee resource integration.Research limitations/implications: This article focuses on one vulnerable group in society. However, the extended framework presented warrants broader application to other contexts, such as subsistence marketplaces. Practical implications: Managers of service businesses and public policymakers should create more inclusive and hospitable service systems for refugees. This may result in redesigning services, changing consumer behavior and reformulating public policy.Social implicationsBetter inclusion and integration of refugees and their resources should increase their individual well-being, reduce social issues in society, increase overall societal well-being and productivity. Originality/value: This article presents a novel extended framework for service scholars and service providers to increase resource and service inclusion of refugees in a disaster context. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Actions of superintendents as they implement culturally responsive pedagogy and practices in their districts

The achievement gap has a long history in the United States of America which is demonstrated by inequitable graduation rates. In the face of the COVID-19 pandemic of 2019, the continued genocide and murder of countless Black and Brown people, civil unrest demonstrated by protests nationally after the execution of George Floyd and countless others, and the continued disparate and inequitable experiences of students, response to the current climate and achievement gap, the New York State Education Department (NYSED) implemented a Diversity, Equity, and Inclusion (DEI) policy (NYSED, 2021). The initiative aimed to change the historical narrative and respond to the current climate by creating atmospheres of learning that are both inclusive and culturally pluralistic (NYSED, 2021). The DEI intends to create experiences for students to be inclusive and represent diversity, and the initiative's success will depend on superintendents.This qualitative study explored the actions of 11 K-12 superintendents across New York State, excluding New York City, as they implement culturally responsive pedagogy and practices in their districts. This phenomenological study uses the theoretical framework of culturally proficient leadership presented by Terrell et al. (2018), which encourages leaders to place themselves on a continuum of cultural proficiency and utilize tools to be culturally responsive leaders. The superintendents participated in semi-structured virtual interviews to uncover the characteristics, actions, and impact of developed cultural proficiency on the implementation of culturally responsive practices and pedagogy in their districts. The superintendents selected for the study implemented the culturally responsive practices and pedagogy prior to the May 2021 New York State Education Department's (NYSED) Diversity, Equity, and Inclusion Policy release.Through data analysis, findings illustrate the superintendents utilize collaborative processes, quantitative and qualitative data, and student-centered decision-making when implementing culturally responsive practices and pedagogy in their districts. To develop both their own and their districts' cultural proficiency, superintendents engaged in a varied menu of learning opportunities that they engage in individually and with their district teams. They further shared that their learning impacted their practices as superintending. The superintendents also valued the role committees and data played in creating, managing, assessing, and sustaining their initiatives. Recommendations for policy, practice, and further study are also proposed to support the success of the New York State Education Department's Diversity, Equity, and Inclusion Policy in school districts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

Investigating the environmental externalities of digital financial inclusion and the COVID-19 pandemic: an environmental sustainability perspective.

Financial inclusion enhances economic growth by facilitating businesses and individuals to access financial resources. Financial inclusion also contributes to environmental sustainability; however, very few studies have explored the link between financial inclusion and the environment. Also, the impact of the COVID-19 pandemic on environmental performance remains unexplored. From this perspective, this study probes the objective of whether financial inclusion and environmental performance co-move in COVID-19 in highly polluted economies. This objective is tested with the help of 2SLS and GMM approaches. The study also gets assistance from a panel quantile regression approach for empirical tasks. The results show that financial inclusion and the COVID-19 pandemic have a negative impact on CO2 emissions. Based on these findings, the study suggests that highly polluted economies should promote financial inclusion and assimilate environmental policies with financial inclusion policies to attain environment-related goals.

Financial inclusion and low-carbon architectural design strategies: solutions for architectural climate conditions and architectural temperature on new buildings.

The objective of this research is to explore the potential of financial inclusion and low-carbon architectural design strategies as solutions to improve the thermal comfort and energy efficiency of new buildings in different architectural climate conditions. The manufacture sector, which accounts for about 40% of all yearly greenhouse gas releases, has been stimulating with trying to reduce the amount of energy it consumes and the detrimental effects it has on the climate, in accordance with the standards outlined in the 2016 Paris Agreement. In this study, panel data analysis is used to examine the connection between green property financing and carbon dioxide emissions from the building sector in one hundred and five developed and developing countries. Although this analysis finds a negative correlation among the development of environmentally friendly real estate financing and firms' worldwide carbon dioxide emissions, it finds that this correlation is most robust in developing nations. A number of these countries are experiencing an unregulated and rapid population explosion, which has boosted their demand for oil, making this discovery essential for them. The difficulty in securing green funding during this crisis is slowing and even reversing gains made in past years, making it all the more important to keep this momentum going during the COVID-19 outbreak. It's critical to keep the momentum going by doing something.

Impacts, Learner Diversity, and Curricular Framework of a Virtual Global Health Elective Catalyzed by the COVID-19 Pandemic.

Background: Place-based international electives that build global health competencies have existed for decades. However, these electives require travel and are infeasible for many trainees around the world, particularly those with insufficient financial resources, logistical complexities, or visa limitations. The emergence of virtual approaches to global health electives, catalyzed by the travel pause related to the COVID-19 pandemic, necessitates the exploration of learner impacts, participant diversity, and curricular frameworks. Child Family Health International (CFHI), a non-profit global health education organization that partners with universities to expand immersive educational offerings, launched a virtual global health elective in 2021. The elective drew on faculty from Bolivia, Ecuador, Ghana, Mexico, the Philippines, Uganda, and the United States. Objective: This study aimed to describe a newly developed virtual global health elective curriculum and evaluate the demographics of and impacts on trainee participants. Methods: Eighty-two trainees who were enrolled in the virtual global health elective from January to May 2021 completed both 1) pre- and post-elective self-assessments of domains of competency mapped to the elective curriculum and 2) free text responses to standardized questions. Data were analyzed through descriptive statistical analysis, paired t-testing, and qualitative thematic analysis. Findings: The virtual global health elective had 40% of its participants hail from countries other than the United States. Self-reported competency in global health broadly, planetary health, low resource clinical reasoning, and overall composite competency significantly increased. Qualitative analysis revealed learner development in health systems, social determinants of health, critical thinking, planetary health, cultural humility, and professional practice. Conclusion: Virtual global health electives effectively develop key competencies in global health. This virtual elective had a 40-fold increase in the proportion of trainees from outside the United States, compared to pre-pandemic place-based electives. The virtual platform facilitates accessibility for learners from a variety of health professions and a wide range of geographic and socioeconomic environments. Further research is needed to confirm and expand on self-reported data, and to pursue approaches to greater diversity, equity, and inclusion in virtual frameworks.

The Emerging Challenges and Strengths of the National Health Services: A Physician Perspective.

The National Health Services (NHS) is a British national treasure and has been highly valued by the British public since its establishment in 1948. Like other healthcare organizations worldwide, the NHS has faced challenges over the last few decades and has survived most of these challenges. The main challenges faced by NHS historically have been staffing retention, bureaucracy, lack of digital technology, and obstacles to sharing data for patient healthcare. These have changed significantly as the major challenges faced by NHS currently are the aging population, the need for digitalization of services, lack of resources or funding, increasing number of patients with complicated health needs, staff retention, and primary healthcare issues, issues with staff morale, communication break down, backlog in-clinic appointments and procedures worsened by COVID 19 pandemic. A key concept of NHS is equal and free healthcare at the point of need to everyone and anyone who needs it during an emergency. The NHS has looked after its patients with long-term illnesses better than most other healthcare organizations worldwide and has a very diversified workforce. COVID-19 also allowed NHS to adopt newer technology, resulting in adapting telecommunication and remote clinic. On the other hand, COVID-19 has pushed the NHS into a serious staffing crisis, backlog, and delay in patient care. This has been made worse by serious underfunding the coronavirus disease-19coronavirus disease-19 over the past decade or more. This is made worse by the current inflation and stagnation of salaries resulting in the migration of a lot of junior and senior staff overseas, and all this has badly hammered staff morale. The NHS has survived various challenges in the past; however, it remains to be seen if it can overcome the current challenges.

Overcoming the gender bias in ecology and evolution: is the double-anonymized peer review an effective pathway over time?

Male researchers dominate scientific production in science, technology, engineering, and mathematics (STEM). However, potential mechanisms to avoid this gender imbalance remain poorly explored in STEM, including ecology and evolution areas. In the last decades, changes in the peer-review process towards double-anonymized (DA) have increased among ecology and evolution (EcoEvo) journals. Using comprehensive data on articles from 18 selected EcoEvo journals with an impact factor >1, we tested the effect of the DA peer-review process in female-leading (i.e., first and senior authors) articles. We tested whether the representation of female-leading authors differs between double and single-anonymized (SA) peer-reviewed journals. Also, we tested if the adoption of the DA by previous SA journals has increased the representativeness of female-leading authors over time. We found that publications led by female authors did not differ between DA and SA journals. Moreover, female-leading articles did not increase after changes from SA to DA peer-review. Tackling female underrepresentation in science is a complex task requiring many interventions. Still, our results highlight that adopting the DA peer-review system alone could be insufficient in fostering gender equality in EcoEvo scientific publications. Ecologists and evolutionists understand how diversity is important to ecosystems' resilience in facing environmental changes. The question remaining is: why is it so difficult to promote and keep this "diversity" in addition to equity and inclusion in the academic environment? We thus argue that all scientists, mentors, and research centers must be engaged in promoting solutions to gender bias by fostering diversity, inclusion, and affirmative measures.

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

PurposeThis paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less is exclusionary.Design/methodology/approachUsing a reciprocal interview method and drawing on Freirean ideals of dialogue and education as freedom from oppression, the authors offer dual perspectives from specific positionings as a non-tenured woman academic of colour and a tenured staff member with a disability.FindingsIn framing this work dialogically and through Freirean ideals of conscientizacao, the authors' collective discussions politicise personal experiences of marginalisation in the teaching and researching of inclusion in education for preservice teachers, or more pointedly, in demonstrating the responsibility of all to orientate towards context-dependent inclusive practices. They assert that to enable educators to develop inclusion-oriented practice, the contextual frameworks need to ensure that they question their own experiences of inclusion as potentially precarious to enable meaningful teaching practice.Research limitations/implicationsIt offers perspectives drawing on race, dis/ability and gender drawing on two voices. The bivocal perspective is in itself limitation. It is also located within a very Australian context. However, it does have the scope to be applied globally and there is opportunity to further develop the argument using more intersectional variables.Practical implicationsThe paper clearly highlights that universities require a sharper understanding of diversity, and minoritised staff's quotidian negotiations of marginalisations. Concomitantly inclusion and valuing of the epistemologies of minoritised groups facilitate meaningful participation of these groups in higher education contexts.Social implicationsThis article calls for a more nuanced, empathetic and critical understanding of issues related to race and disability within Australian and global academe. This is much required given rapidly shifting demographics within Australian and other higher education contexts, as well as the global migration trajectories.Originality/valueThis is an original research submission which contributes to debates around race and disability in HE. It has the potential to provoke further conversations and incorporates both hope and realism while stressing collaboration within the academic ecosystem to build metaphorical spaces of inclusion for the minoritised.

"It has been an uphill battle from the get go": The experiences of single parents studying at university in the UK during the COVID-19 pandemic

Single-parent families represent a significant proportion of all UK families, but literature suggests that they face challenges in accessing, participating in, and completing Higher Education (HE). This article draws on data obtained from three months of mixed-methods research in 2021 with single-parent students to explore the meanings of being a single parent studying at university in the UK in the context of the COVID-19 pandemic. In doing so it considers the personal demands that the pandemic placed on single-parent students, and the avenues of support available for single-parent students in the context of the UK HE system. These issues are then analysed within a theoretical framework to argue that single-parent students occupied a simultaneous position of agency and mastery in the context of HE. The article concludes with three key recommendations for change: (1) Universities should collect data on student parents and use this data to enable tailored support via student support services;(2) Universities should work with Student Unions to ensure parent-friendly freshers activities and ongoing social/support groups for student parents;and (3) Universities should make concrete changes to campus space, including the introduction of accessible, flexible, discounted childcare on campus, parent and baby rooms, and baby-changing facilities. These three changes would significantly improve the experiences of single-parent students studying at university in the UK.

International Studies and Struggles for Inclusion

In the 3 years between the 2019 and 2022 International Studies Association (ISA) meetings, the profound state of global economic, social, and political upheaval around the world has become unavoidably evident for much, if not most, of the world. Against the backdrop of the COVID-19 pandemic, movements for inclusion and resulting backlashes sprang up across the globe. As scholars of international affairs, the members of the ISA seek to understand and contextualize world events. However, our members and the organization itself are not passive observers of history. These struggles directly influence the personal experiences of many of our members, within and beyond our profession. For these reasons, ISA leadership felt that it was important to mark the 2022 meeting with a Sapphire Series panel to discuss ``International Studies and Struggles for Inclusion.'' The panel brought together ISA members from various sections and backgrounds to offer diverse perspectives on a host of topics: How does the field of international studies understand these developments? How do struggles for inclusion affect our members and community of social scientists? And perhaps most importantly, what should the ISA be doing about them, in terms of both scholarship and organizational decisions?