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Music plays many important roles in language revitalization, from attracting learners and fostering speech communities to supporting language learning. These effects, however, are largely independent from the skills which linguists bring to language revitalization. This study introduces one concrete way in which applied linguistics can directly support musical language revitalization with UTAUloids – speech-and-music software synthesizers – illustrated through the creation of a Cherokee UTAUloid as part of ancestral language reclamation by a learner-linguist Cherokee Nation citizen. Through their focus on “massive collaboration,” low-resource music production, and youth involvement, UTAUloids are uniquely situated to serve as instruments for language revitalization. Even the act of creating an UTAUloid itself allows speakers and learners who may not consider themselves “musical” to contribute to musical language revitalization, and this study provides a step-by-step methodology to make creating an UTAUloid as accessible as possible for anyone interested in incorporating music into their own language revitalization practice.

In most French-speaking countries of sub-Saharan Africa, environmental conservation areas are largely the legacy of colonial occupation. For more recent protected areas, their conceptualization, establishment and management programs are almost exclusively carried out by international players, in more or less close collaboration with national authorities, and with varying degrees of consultation and integration of local communities living in or near these environmental spaces. Presented as international development projects, these protected areas are for the most part created ex nihilo, and are only weakly integrated into the territories and their socio-environmental, political and economic structures. This introduction to the thematic issue provides a non-exhaustive synthesis of the literature on protected areas, environmental conflicts and the prospects for community integration and management by and for riparian communities. It examines how, on the one hand, the endogenous environmental, social and political norms and practices of riparian communities can contribute to the conservation of biodiversity and, on the other, how their integration into the management processes of natural protected areas can help strengthen environmental conservation programs and the appropriation of the environmental services they can provide.

Keywords: aires naturelles protégées, conflits environnementaux, droit de l’environnement, droit endogène de l’environnement, gestion participative, communautés riveraines, Afrique subsaharienne, protected natural areas, environmental conflicts, environmental law, endogenous environmental law, participatory management, riparian communities, sub-saharan africa

This article highlights an organisational system designed to achieve two main objectives: firstly, to improve and prevent mental health problems in the workplace by empowering teaching staff individually and collectively to influence the organisation of work in their school, and secondly, to take transformative action on the constraints arising from the organisation of work that generates risky work situations for teaching staff. This article focuses on a case study and presents the implementation of the organisational system in a specific school. It describes the architecture and framework of the system, the players involved and their respective roles and describes and assesses the implementation process and the results observed.

Keywords: Mental health at work, Santé mentale au travail, organizational intervention, intervention organisationelle, evaluation, évaluation, milieux scolaires, school environments, work organization, organisation du travail

The bureaucratic precepts engendered by modern universities produce a slew of negative effects inimical to educational justice. Drawing on historiographical evidence from the 1968 Strax Affair, a little-known protest held at the University of New Brunswick, we identify the arts of discombobulation as a novel approach to challenge the intellectual constraints imposed by university bureaucracies. By theorizing the arts of discombobulation, we aim to counteract bureaucracy’s most alienating affective residues, equipping scholars with an administrative arsenal capable of transforming the corporate academy into a playful, joyful environment. Inspired by cultural historian Johan Huizinga’s theory of the “play-function,” we introduce five interrelated tactics—burlesque versions of both formal and informal administrative practices—that amplify the contradictions inherent to the corporate academy’s contemporary bureaucratic structure: personalization, befuddlement, signal jamming, mapping, and abeyance. Even during moments of Kafkaesque bureaucratic defeat, discombobulation can generate a sense of heightened play necessary to fuel democratic resistance.

Keywords: universities, bureaucracy, resistance, discombobulation, play

The overarching objective of this study is to become more closely attuned to the politics of curriculum by identifying the discursive practices employed by governments to position curricular reform. In particular, this analysis aims to show how the twinning of neoliberalism and neoconservatism has served to justify shifts in curriculum at three North American sites in recent years. Further, using rhetorical analysis as a form of critical discourse analysis, the study demonstrates how discursive tools are used to advance neoliberal and neoconservative values under the guise of a taken-for-granted sense of education’s purpose and role. Rather than an analysis of curriculum documents as texts, this study focuses on government rhetoric describing the rationale for curricular reform so as to better recognize which values are gaining formal power, offer clarity into what is oppressed or ignored, and, ultimately, provide insights into where resistance might be aimed.

Keywords: neoliberalism, neoconservatism, curricular reform

This study explored the pedagogical strategies employed by grade 12, life-sciences teachers in township schools to teach complex concepts, such as genetics and meiosis, using improvised teaching resources. Resource constraints in South African township schools often limit learners’ access to traditional teaching materials and technologies. In response, this research examined how teachers adapt and innovate their methods to effectively convey abstract life-sciences concepts. An embedded mixed-methods design was utilized, with a purposive sample of four life-sciences teachers from diverse township schools, selected to reflect varied teaching experiences and resource availability. Data was collected through interviews and classroom observations, offering insights into their instructional practices. Thematic analysis of interview data and systematic observation of classroom activities revealed a range of creative and adaptive pedagogical approaches. Instructors commonly adopted collaborative, learner-centred, and inquiry-based teaching methods. They employed creative strategies, including designing hands-on activities, using analogies, and incorporating real-life examples to enhance learners’ understanding. Collaboration among teachers and the use of community resources also emerged as key strategies for enriching the learning experience. The findings underscore the resilience and ingenuity of grade 12, life-sciences teachers in overcoming resource constraints to create effective educational environments. This study contributes to the understanding of the interplay between pedagogy and resource availability in underserved educational settings, providing valuable insights for educators, policymakers, and curriculum developers aiming to enhance science education in resource-limited contexts.

Keywords: teaching approaches, Teaching Strategies, pedagogical content knowledge, under-resourced schools, genetics, meiosis, township schools

This article examines the life and research activity of the distinguished Ukrainian scholar in the field of geography Myron Korduba (1876–1947). His contributions to Ukrainian geography are revealed through a survey of his work in the areas of the population geography of Ukraine; econo- and politico-geographical regional and country studies; geographical pedagogy and cartography; and historical and toponymic geography. Korduba’s geographical legacy has not been widely investigated and is not well known in Ukrainian and international scholarship and education. This is mainly owing to the fact that he is perceived primarily a historian—indeed, one who enriched Ukrainian scholarship with innovative production in the historical disciplines. Thus, those who have studied Korduba’s creative output have tended to overlook his extraordinarily significant geographical oeuvre; it has heretofore received only superficial contemporaneous and contemporary exploration. Korduba’s principles and postulations in geography are introduced into the geographical scholarly literature in a novel way. They include ideas on the space, territory, and population of Ukraine; on the Ukrainian people, state, and language; on the treatment of geographical names as a historical source; and on the gleaning of information from the names of settlements.

Keywords: Myron Korduba, geography, legacy, Ukraine, Bukovyna

This essay presents a rough outline of the “what, how, and why” of the collaborative work done in English 425: “Literature, Archives, and Original Research,” an intensive research undergraduate course at the University of North Carolina at Chapel Hill in the Fall 2024 that focused on juvenilia. The team included a class of thirteen undergraduates (all years; all majors), five PhD students from English and Comparative Literature, one professor from the same department, instructional specialists from Ackland Art Museum, and librarians galore from Wilson Library Special Collections and Davis Library, all at UNC Chapel Hill. We met with two or three museum and four or five library colleagues; but many others, behind the scenes, made our course possible.Eight members of this team tell their story from the points of view of four students, three librarians, and the professor. The projects the class undertook show what can happen when participants believe in each other as partners. They also show how young researchers occupy an exceptional position when it comes to considering what young artists and authors care about and why it matters.

This study reports a systematic review and meta-analyses of the construct social presence in online higher education settings. The research objectives are to: 1) determine the overall impact of scale-based measures of social presence on student learning outcomes, and 2) determine the overall impact of scale-based measures of social presence on student satisfaction outcomes. A thorough examination of the research literature from 1995 to 2022 was conducted, employing a three-stage screening process to identify 53 studies suitable for inclusion in the meta-analyses. Utilizing a random effects model for analysis, the study investigated the two outcome measures with subgroup analysis. The results affirm that social presence has a moderate effect on both student satisfaction and learning outcomes, with no evidence of publication bias identified. In conducting a subgroup analysis to help explain some of the heterogeneity, significant effects were found for mode of delivery and for the scale-based instrument used. The paper concludes by advocating for enhanced rigour in research design to facilitate empirically validated investigations into improving social presence in online learning environments.

Keywords: evidence synthesis, synthèse de données, enseignement supérieur, higher education, online learning, apprentissage en ligne, revue systématique, systematic review, meta-analysis, méta-analyse, conception de cours, course design, enseignement, teaching, technologie, technology, présence sociale, social presence

Students are experiencing high levels of stress and mental health distress and are at greater risk of suicide, resulting in calls to provide appropriate mental health supports in schools. In response, provincial governments are outsourcing K–12 mental health supports to private organizations (both non- and for-profit). Through a review of Manitoba education documents, we traced over 50 private organizations recommended by the provincial government and over $8.9 million of public money spent on these programs. Situated within the broader neo-liberal trend of the privatization of public education, we then used a critical policy analysis approach to analyze these programs’ content, explicating the ways in which these outsourced programs endorse the deprofessionalization of the teacher and the self-responsibilization of students while enlisting problematic content. We argue that outsourcing ultimately undermines education as a public good and recommend holding governments accountable, developing research-informed mental health supports, and implementing a critical assessment process when considering outsourcing to private organizations.

Keywords: externalisation, outsourcing, privatisation, privatization, public education, éducation publique, public good, bien public, mental health, santé mentale