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Objectives: For decades, scholars and sexual health professionals have urged policymakers to improve the efficacy of sex education. Although some progress has been made through the development of comprehensive sexuality education (CSE), curricula in the United States remain limited. For instance, healthy sexual encounters require mutual sexual consent, void of sexually coercive behaviours, yet CSE initiatives only recently added instruction on consent and coercion as important parts of sex education curricula. Further, little is known about what youth learn about consent and coercion through family, friends, and media. The purpose of this study, then, was to gain insight into the information young adults received during adolescence about sexual consent and coercion through formal and informal sources, and to seek their perceptions about possible curriculum improvement. Methods: This study utilized five focus groups to assess 32 college students’ perceptions about their adolescent experiences with instruction on consent and coercion in formal and informal sex education. The mean participant age was 22, and most were women, heterosexual, and Latinx. Results: The results indicated that these young adults did not learn about sexual consent and coercion while in high school, but believed that these topics should have been addressed. They also believed that formal sex education should move away from abstinence-only or abstinence-forward education, and should not be rooted in fear-mongering. Gender impacted whether and what youth learned about sexual consent from parents and peers. While mothers talked to sons about using contraceptives and also about obtaining consent, they talked to daughters about negative sex outcomes, such as a ruined reputation or early pregnancy. Fathers were less likely to talk to their children about sex, especially daughters. Young men talked to peers about whether they had sex, while young women talked to their friends about the physical experience of having sex. Implications: Implications support the implementation of sex education in high schools that facilitates not only physically safe, but also emotionally healthy relationships, as well as an urgency for a cultural shift towards the acknowledgment of intimate behaviours as normative processes among adolescents.

Keywords: Sex education, adolescents, sexual consent, sexual coercion, teen dating

Since 1866, the Ontario Department of Education has facilitated the teaching of citizenship education through its authorization of history textbooks. Using a critical discourse analysis framework constructed from the theories and analyses of five prominent scholars: Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne and Ian McKay, this paper explores how a principle of exclusion was pivotal in supporting an Anglocentric nationalist agenda in the historical narratives of the texts. History textbooks are examined for evidence of the exclusion of women, Indigenous peoples, immigrants, people of colour, and the working class. This exploration is compared with an examination of children’s books written during the same period. The aim of the comparison is to identify possible alternative citizenship ideals that emerge in fictional narratives as compared with authorized historical narratives, a comparison that, as yet, has not been done before.

Keywords: educación para la ciudadanía, éducation à la citoyenneté, citizenship education, exclusion, exclusión, exclusion, analyse critique du discours, critical discourse analysis, análisis crítico del discurso, history textbooks, manuels d’histoire, libros de texto de historia, livres pour enfants, libros infantiles, children’s books

Globally, science, technology, engineering, and mathematics (STEM) education is widely framed as essential to innovation, economic growth, and social progress. These framings, however, often overlook STEM’s long-standing connections to colonialism, empire, and the exclusion of certain forms of knowledge. Decolonial and anticolonial perspectives are used to examine the assumptions about knowledge and reality that shape STEM education. While STEM education has played an important role in scientific and technological development, it has also reinforced hierarchies that marginalize Black, Indigenous, and other non-Western scientific traditions. These hierarchies persist through curriculum design, ideas about ability, language dominance, and universalist practices that treat Euro-Western science as neutral and authoritative. Bringing decoloniality and anticoloniality into conversation makes visible how STEM education has helped sustain exclusionary knowledge systems and colonial ways of knowing. Four recurring myths are identified that continue to structure STEM education and limit possibilities for meaningful change. Rethinking STEM education along these lines is necessary to support epistemic justice and to open space for more plural, relational, and equitable futures.

Keywords: decoloniality, décolonialité, decolonialidad, anticoloniality, anticolonialité, anticolonialidad, educación STEM, éducation STEM, STEM education, epistemic justice, justice épistémique, justicia epistémica, colonialidad, coloniality, colonialité

Dramaturgy for plays featuring scripts developed with deaf actors, or by deaf playwrights, brings a layered and complex set of considerations about increasing accessibility in theatre productions for the cast, crew, and audience. These considerations include (1) making deliberate decisions about the languages the actors use; (2) addressing linguistic repertoires of the audience; (3) supporting or expanding sensory repertoires; (4) discussing the role of technology; and (5) incorporating deaf themes that are rarely known or understood by nondeaf audiences. Using a deaf aesthetics theoretical lens, the article explores dramaturgical decisions made by deaf playwrights, directors, and performers regarding four theatre and dance theatre works that were produced or are in progress in midwestern Canada between 2020 and 2025. The article also provides a performance ethnography of a staged reading for a script in progress developed by a deaf-led team of actors, a director, and a playwright. The performance ethnography relies on data collected from multiple sources: imagination-based activities resulting in artwork; steps within an adapted playbuilding model; video recordings of workshop sessions; the devised script; a video of the staged reading; and interviews with the deaf research team and participants. The data indicates that deaf aesthetics theatre practices drive accessibility strategies which are interwoven into the script. Plain Language Abstract (adapted by Kelsie Acton with Daniel Foulds) Dramaturgy is a way of making meaning and making people feel. People might see, hear, smell, or feel performance. So, dramaturgy is about making meaning and feeling through the senses. Dramaturgs are the people responsible for dramaturgy. When dramaturgs work on plays with deaf actors or with deaf writers they need to think about access. They must think about: The language the actors use. Will the actors speak or sign? The language the audience uses. Do they speak or sign? How many other languages do they use? How to help the audience use more than one sense. Will the play ask the audience to see as much as listen? How to use technology to increase access. How to explain the deaf experience to nondeaf audiences. This writing talks about four plays from midwestern Canada. These plays all took place in the last five years. We study a reading of a script a deaf playwright is working on with a team that is led by deaf people. We look at art made to develop the script, video of workshops, the script, video of a reading, and interviews with the deaf researchers and artists. We think about these things with deaf aesthetics theory. Deaf aesthetics theory says that deaf people should teach and make art for other deaf people. It also says art for deaf people should think about seeing and touching more than hearing. We found that deaf theatre makers don’t add access. Deaf theatre makers put access in the script from the start.

Recent scholarship has begun to challenge the tendency to assign a passive economic role to nineteenth-century women. It is now recognised that, despite legal constraints, they engaged in a variety of economic activities. Among scholars of Galdós’s work, the character of the unproductive female spendthrift, so common in his narrative, has received due attention. In this article, however, I will analyse several female characters who participate actively in the dubious finances of the society depicted by Galdós. I hope to contribute in this way to the study of the participation of middle-class women in the financial world of nineteenth-century Spain, and to show that their economic life did not always conform to the literary trope of the passive female consumer.

Keywords: Galdós, Galdós, mujeres y finanzas, women and finances, prestamistas, female moneylenders, usura, usury

Pulmonic ingressive speech – utterances spoken on the in-breath – is a common feature of many languages including Icelandic. This paper presents findings from a survey-based study conducted in Iceland and in Icelandic-speaking communities in North America on the use of ingressive speech in Icelandic. It includes a general inquiry into the phenomenon in Icelandic and addresses three hypotheses. Results of the survey did not fully confirm our first hypothesis—that ingressive speech continues to be used in Icelandic and that it is used primarily by females. Although it is still used, survey respondents reported that ingressive speech was used about the same by males as by females in both Iceland and North America. However, participants reported hearing it somewhat more in females. Our second hypothesis – that its use is on the wane – was only confirmed by the North American respondents’ reports. Our third hypothesis – that ingressive speech is non-existent in North American Icelandic was not confirmed by the survey results

Keywords: ingressive speech, Icelandic, linguisitics, women's speech

Recent years have seen a hardening of repressive and surveillance measures against protest and contentious activities in Western societies. Although these measures are not socially neutral and primarily target marginalized populations, they are now increasingly targeting environmental activists and the latest wave of resistance practices that denounce the capitalist contradictions at the heart of liberal democracies. In this piece, we bring together insights and discussions from a roundtable on the criminalization of environmental activism (October 19, 2023, Brussels) as well as empirical insights from the French, UK, and Belgian context where a “role-reversal” between environmental activism and criminality can be observed. Our roundtable text discusses and documents the types of legal, political, and discursive practices that are being deployed by Western states to delegitimize and criminalize environmental contestation—e.g., through state surveillance practices, new legal instruments, court procedures, and the rise of the “eco-terrorist” discourse—while also reflecting on the simultaneity of environmental activism criminalization with a broader authoritarian tendency and increasing legitimation of far-right practices and ideologies.

Keywords: criminalization, repression, protest, environmental activism, authoritarianism, neoliberalism

Sustainability researchers and non-academic actors are working more closely than ever to drive deep structural transformation toward just and sustainable futures. This paper illustrates how embedded researchers in South Africa navigate the political nature of institutional spaces through transdisciplinary action research. We propose radical incrementalism as a guiding philosophy and analyse seven cases using a collaborative autoethnographic approach. The analysis identifies four strategic choices: whether to embed, how to engage critically, when to maintain distance, and how to sustain long-term commitment. These insights illuminate the ethical and political complexities of shaping—or failing to influence—policy change within government institutions.

Keywords: Embedded research, Institutional work, Radical incrementalism, South Africa, Transdisciplinary action research

This paper documents the action research process at a secondary school in Québec, Canada. Our goal was to rethink sayings, doings, and relatings towards transformative climate change education (TCCE). For schools to play a role in climate action, climate change education must move beyond information-based learning approaches, yet how to practice more transformative approaches remains a question. To pursue this question, this study focuses on action research as a methodology for intervening in different layers of school systems to promote TCCE. This paper applies the theory of practice architectures as an analytical lens to identify the enablers and constraints for holistic change. The study surfaced a complex web of interconnections between individual teacher practices and institutional structures, illuminated challenges of teacher-led school transformation, and demonstrated the promise of participatory action research as a methodology for moving schools towards TCCE.

Keywords: Action research, Formal schooling, K-12 education, Practice architectures, Transformative climate change education

Given young people's high exposure to online violence, this study aims to deepen the understanding of online hate speech by examining individual definitions and experiences while taking personal characteristics into account. Twenty-four Belgians aged 15 to 25, who have encountered at least one instance of online hate speech and who vary in terms of gender, sexual orientation, cultural background, and self-reported status, were interviewed using qualitative methods. All respondents identified themselves at a minimum as witnesses of online hate speech (n=23) and additionally as victims (n=13), perpetrator (n=1), or both perpetrators and victims (n=2). Thematic analysis revealed two main and mutually exclusive categories based on the definitions provided and experiences reported: ‘hate-related content’ and ‘aggressive content,’ along with specificities linked to individual characteristics. These findings are discussed within the framework of a continuum of online hate speech, beginning with micro-aggressions. Conceptual, legal, and digital moderation implications are also proposed.

Keywords: Online hate speech, Discours de haine en ligne, adolescents, Adolescents, Jeunes adultes, young adults, Caractéristiques individuelles, individual characteristics, Micro-agressions, microaggressions