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Using Edward Soja’s thirdspace theory, this paper spotlights Addis Ababa as a city of refugee resilience. Beyond the real and imagined representations of resilience, the thirdspace illuminates the multiplicity of refugee resilience in the forms of hope, transience, religiosity, retrospection, flexibility, cultural adaptation, frugality, cultural resources, diaspora ties, co-ethnic support, and transnational and local ties. However, refugee resilience is severely constrained by legal restrictions, policy–practice gaps, resource shortages, language barriers, internal conflict, fear of being targeted, misconceptions about refugees, and some refugees’ strong fervour to emigrate to the West. The study emphasizes the importance of the thirdspace for understanding the incompatibilities of refugee resilience and for improving their well-being and support.

Keywords: Addis Ababa, Edward Soja, host community, sefers, thirdspace, urban refugee resilience

Access to mental health care remains a pressing global issue. In response, policymakers have devised strategies that span from self-care to psychotherapy, hoping to ease the strain. However, reforms over the past two decades have significantly restricted access to psychotherapy, limiting the number of professionals, such as nurses, allowed to practise under stringent conditions. This article examines the effects of Quebec’s public policies on the practice of psychotherapy and mental health interventions. A critical discourse analysis, grounded in Strauss’s theory of negotiated order, was conducted on 48 policy documents and public discourses. The findings reveal that mental health interventions have become disconnected from their therapeutic essence, reduced instead to technical tasks. This shift perpetuates a hierarchical professional landscape, subordinating these practices despite their reliance on the relational dynamics that define effective mental health care. For the nursing profession, the implications are profound. The profession’s contribution to providing timely access to community-based mental health services is being overlooked, stymied by outdated perceptions and policy restrictions.

Keywords: discourse analysis, negotiated order, mental health, primary care, psychotherapy

Social protection is a well-accepted means to tackle poverty. This article focuses on social assistance, one aspect of social protection primarily involving non-contributory transfers, in cash or in-kind. Forcibly displaced people, particularly those displaced across international borders, have typically been excluded from state-provided social assistance. This has begun to change. In addition, informal sources of social assistance—community organizations, neighbours, faith groups, and family networks—are particularly significant for displaced people. A more transformative understanding of social protection should encompass this wider array of sources. Interpreted in this way, social assistance offers a new way of bridging humanitarian and development responses to displacement.

Keywords: refugees, humanitarianism, displacement, social protection

Keywords: éducation préscolaire, communication, langage oral, engagement, contexte d’apprentissage

Professional knowledge in teaching develops through constant interaction between theory and practice (Morales Perleza, 2016). This development is imbued with challenges inherent in the education sectors. For college teachers, who are generally poorly prepared to teach, these challenges relate to teacher training, the complexity of the task, and the reality of their students. To support the professional development of eight college teachers, an action-research-training project was coordinated by two researchers, an educational advisor, and a research assistant. The main objective was to identify professional knowledge that was shared and developed within a professionally supported co-development group. The analysis of the data, collected from the summaries of each of the meetings and a focus group, made it possible to highlight the types of professional knowledge most frequently shared by teachers, including those on students, pedagogical, contextual, curricular, collaborative, and human.

Keywords: professional knowledge, savoirs professionnels, collège, college, groupe de codéveloppement professionnel, professional co-development group

Indigenous enterprises are increasingly engaging in international business and trade, mainly in agriculture, forestry, fishing, and tourism, to grow Indigenous economies. The experiences of the Indigenous peoples of Aotearoa New Zealand (the Māori) and of Alaska provide a context and case through which to explore cross-cultural exchanges in business. In this conceptual paper, we review literature on the role of culture in international business and trade, focusing on indigeneity in international Indigenous business. We find that when commonality and mutual respect are established in cross-cultural exchanges in business, there is said to be cultural congruity. When material cultural differences inhibit cross-cultural business, there is cultural discordance. Specific examples are used to show how Indigenous firms in Aotearoa New Zealand and in Alaska compare. This paper provides scope for other Indigenous peoples to explore how their cultures influence firm-level performance and international trade.

Keywords: Business And Economics, Companies, Cultural differences, Culture, Economic development, Economic growth, Ethnic Interests, Exports, Fishing, Forestry, Gross Domestic Product--GDP, Indigenous peoples, International business, International trade, Literature reviews, Maoris, Native peoples, Native rights, Precolonial history, Tourism, Trade policy, Indigenous businesses, Indigenous businesses in Canada, Indigenous economy, Indigenous, Indigenous culture

Following the 2001 crisis in Argentina, cumbia villera emerged as a national music. Writers such as Washington Cucurto and Gabriela Cabezón Cámara incorporated the genre in their novels to reevaluate the political function of art in a neoliberal context. This article has two objectives: to consider the intermediality between cumbia and literature in two post-crisis novels; and to analyze how this intermediality engages with and reconfigures notions of neoliberalism. I propose to read cumbia-literature as an expression of what Verónica Gago calls a “neoliberalism from below,” which, in its most utopian iterations, wields the possibility of renewing democratic dissensus.

Keywords: cumbia villera, cumbia villera, Washington Cucurto, Washington Cucurto, Gabriela Cabezón Cámara, Gabriela Cabezón Cámara, neoliberalismo, neoliberalism, intermediality, intermedialidad

This study explores the phenomenon of book insecurity, a condition extending beyond lack of access to books, to the emotional and mental state of students' attitudes toward obtaining and owning books. Grounded in Maslow's hierarchy of needs, the study posits that book scarcity intersects with multiple levels of human needs. The study introduces and defines the concept of "book insecurity" as a state where individuals lack access to books and experience anxiety related to book acquisition, retention, or loss. The findings underscore the need for multifaceted interventions to improve book access and foster a culture of reading among low-income students.

Keywords: Book Insecurity, Book Acces, Low-SES, Maslow

Multilingual students enter classrooms with complex language, literacy, and cultural repertoires. Drawing on these repertoires, they use knowledge, skills, practices, and perspectives that make their language and literacy practices dynamic. This paper, based on a context review of educational policies and practices in the United States, as well as a literature review of transformative pedagogies, asserts the importance for teachers to honor and empower students’ use of dynamic practices to make and share meaning. To this end, and in order to help reframe education for multilinguals, in this paper we provide strategies to help foster students’ multilingualism, multiliteracies, and multiculturalism.

Keywords: translanguaging, biliteracy, multiliteracies, assessment, emergent bilingual, teaching strategies