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What does the relationship between the Sustainable Development Goals (SDGs) and human rights look like in practice at the local level? With Los Angeles as a case study, we focus on the partnership between universities and the Mayor’s Office in the localization of the 2030 Agenda for Sustainable Development. The co-creation of student “Task Forces” with city officials and the evolution of the use of the Goals in planning over time demonstrate how localization created opportunities to identify and act on human rights issues through SDG implementation at the city level.

Applying practices from online role-playing games with multiple players, we employed Reacting to the Past (RTTP) pedagogy to engage students at several universities in a multi-week experience. As a pedagogical method, RTTP is ripe for potential use across an array of leadership education initiatives, including interinstitutional collaborations.

In this essay, we describe this student learning and engagement experience as well as address innovations and potential applications in similar leadership education contexts, preliminary student and facilitator feedback and lessons learned.

As part of The Justice Challenge’s eight-week Colloquium, students developed an understanding of food justice, systems thinking and transdisciplinary collaboration, as well as skills in perspective-taking, persuasion and teamwork. Through the RTTP gameplay, students engaged firsthand with multiple perspectives and goals, differing ways of interpreting information and situations, diverse factions and political pressures.

We believe our use of RTTP in The Justice Challenge is novel for two reasons. First, although RTTP fits remarkably well with the basic philosophy of honors education, it is less explored as a pedagogical approach in leadership education contexts. Second, our use of RTTP in an online, multi-institutional program highlights it as a useful pedagogical tool to foster leadership learning that can work regardless of group size or modality.

Race and gender – and their intersection – play an important role in mentorship. In the current study, informed by critical race theory (CRT) and intersectionality, we identified and explored helpful and harmful mentoring experiences among Black women undergraduates.

Semi-structured qualitative interviews were conducted with Black female undergraduate students (n = 18) from five undergraduate institutions in the United States. Interviews were recorded and transcribed, a codebook was developed through a series of team meetings, and inductive qualitative coding was performed.

Eight major themes were revealed, with three indicating positive mentorship experiences and five indicating negative mentorship experiences. Participants expressed appreciation for effective mentor support concerning professional development, personal concerns, and race-specific support. Experiencing ineffective mentorship compounded other systemic barriers that the participants faced and led them to censor their self-expression while communicating with their mentors.

This examination of mentoring perspectives from Black women undergraduate students provides a foundation for future directions in mentorship improvement for Black women.

The purpose of this study is to test for the mediating effect of debt literacy in the relationship between microcredit access and the survival of micro, small and medium enterprises (MSMEs) owned and operated by young women in rural sub-Saharan Africa post COVID-19.

This study uses a five-point Likert scale questionnaire to collect data from young women entrepreneurs with MSMEs located in rural northern Uganda. The Statistical Package for Social Sciences (SPSS) and SmartPLS with bootstrapping are used to test the magnitude and level of the mediation effect as recommended by Baron and Kenny (1986) and Hair et al. (2022).

The results reveal that debt literacy increases the impact of microcredit on the survival of young women entrepreneurs with MSMEs in rural sub-Saharan Africa post COVID-19 based on data collected from rural northern Uganda.

A questionnaire was used to collect data for this study. Future studies could collect data using interviews and the experimental research design to evaluate the effect of debt literacy over time.

This study provides valuable insights on the importance of debt literacy in microcredit access and the survival of MSMEs. The results of this study can be used to inform policy and guide practitioners on how to integrate debt literacy into the national educational and literacy curriculum.

This study brings into the limelight the important role of debt literacy in helping young women microentrepreneurs learn to be more cautious when taking on future debts and helping them become more resilient in the post COVID-19 pandemic situation. This topic of debt literacy is limited in the microcredit literature and the theory of microfinance in rural Uganda post COVID-19.

This paper aims to consider the proliferation of journalistic articles that declare English Language Arts’ death –Heller’s, 2023 The New Yorker piece “The End of the English Major” as a most recent iteration. It puts recent mainstream publications in conversation, reading them as a genre of elegies that, while largely discussing English at the university level, contribute to a pessimistic milieu around the discipline of English Language Arts (ELA) and its teaching. This paper aims to trouble the common defenses against such “death sentences” to engage this cultural conversation from the field of English teaching to imagine a new conversation.

The paper foregrounds articles from major mainstream news outlets, ranging from 2009 to 2023, as data to take seriously how popular opinions of English, as a subject and a discipline, shape the field of ELA and its teaching. Six articles resulted from the search and were subsequently coded for thematic categories as they emerged.

The essay describes and discusses three major resonances that arose among each of the four texts: financial concerns, STEM and statistics as growing disciplines, and the notion that studying English is superfluous and/or “White.” Considerations of common refutations to the aforementioned resonances and potential positioning for ways forward conclude the essay, working to imagine a new conversation.

This paper engages a conversation affecting many English literacy practitioners, through shifting attitudes and public discourse, that is currently under-discussed in the field more broadly.

This article challenges the prevailing view that a minimum income for the poor is only relevant to basic needs. It contributes to the discussion on the meanings of money by specifically focusing on the Italian Citizenship Income scheme as a case study.

A qualitative research design was developed and implemented in four regions of northern Italy. The analysis is based on 131 in-depth interviews with minimum income recipients.

The empirical analysis shows that money transfer has various meanings. Four dimensions are identified: functional, relational, protective, and emancipatory. The first two are connected to spending, while the latter two are related to self-identity. Although the four dimensions may overlap and coexist in the daily lives of minimum income beneficiaries, they are distinguished for analytical purposes.

The article presents a comprehensive analysis of the multiple meanings that minimum income can have for beneficiaries; meanings which are often not explicitly addressed in social policy studies. It goes beyond the equally important consideration of material needs by adding other meaningful aspects. This approach makes a different way of looking at cash transfers possible, and it provides elements useful for the design and analysis of minimum income policies.

The purpose of this study is to investigate how French business schools managed the change to Emergency Remote Teaching (ERT) during the COVID-19 lockdown and to propose a rudimentary framework based on the Technology Acceptance Model.

This paper uses exploratory in-depth case studies in four French business schools to analyze the influence of the COVID-19 pandemic on the transition to Emergency Remote Teaching and whether it may lead to long-term Online Learning.

Results of this study show that, despite several constraints, French business schools efficiently managed the transition to Emergency Remote Teaching. The findings also suggest that schools may provide Online Learning as way to increase their course offerings.

This paper contributes to the extant literature on COVID-19 and organizational management by being one of the first studies to explore how French business schools made the transition to Emergency Remote Teaching and its potential long-term impact. To the best of the authors’ knowledge, this is the first paper to apply the Technology Acceptance Model to the digital transformation of the French business schools during COVID-19.