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This 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.

Using 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.

In framing this work dialogically and through Freirean ideals of conscientização, 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.

It 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.

The 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.

This 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.

This 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's been three years since my previous survey in RSR. Superb reference books in pop music have been appearing so frequently that I've been having trouble keeping up. Let's hope “next year's” survey will only be 12 months in the making and not 36.

The stand‐out works this year are a number of comprehensive general discographies. Before reviewing them in detail in Part Two, I would like to single out three of them here for special attention.

Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.

This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.

The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.

There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.

A YEAR OR TWO AGO there came into my hands a manuscript book about Edinburgh in the 1790s written in his old age in 1854 by a certain John Howell. This book, which had been sent by a relative, proved to be of great interest both topographically and as a record of social life, and was eventually secured by the National Library of Scotland. A few months later, the Keeper of Manuscripts in the Library wrote to me again saying that he believed there might be further eighteenth‐and nineteenth‐century letters and papers in the possession of the former owner of the Howell manuscript, and asking whether she might be willing to allow these to be seen, and possibly acquired, by the Library. The papers turned out to be predominantly family papers, and the central figure in this context was John Brown, M.D., the Edinburgh essayist (1810–82), the author of three volumes of essays and papers, Horae Subsecivae, the best known of which are perhaps ‘Pet Marjorie’ and ‘Rab and his Friends’.

IF SONS DID NOT EXTOL, many a worthy father would sink into oblivion and forever go unsung. As filial biographers, however, sons customarily meet with intimidating scorn and derision. There is a generally accepted notion that consanguineous biography is fraught more with fealty and filial frailty than with disinterested depiction. The best way to disprove this false assumption is to muster meritorious biographies written by scions and compare them with representative biographies of the ‘blame and blemish’ variety. Sympathetic assessment always stands up stronger than ostensible objectivity, for writers of the ‘warts and all’ kind of biography lose track of virtues and nearly always become engrossed in the imperfections of their victims.

The research analyzes the influence of three environmental triggers, i.e. awareness, concern and knowledge on environmental attachment and green motivation that affect tourists' pro-environmental behavior in the Pakistan’s tourism industry. Furthermore, this study has analyzed the moderating role of moral obligation concerning environmental attachment and green motivation on tourists' pro-environmental behavior.

Data were gathered via a structured questionnaire by 237 local (domestic) tourists of Pakistan. Furthermore, the data were examined by employing SmartPLS.

Findings demonstrate that all three environmental triggers have a positive and significant relationship with environmental attachment and green motivation. Accordingly, environmental attachment and green motivation promote tourists' pro-environmental behavior. Furthermore, the moderating role of moral obligations has also been incorporated in the study. The finding reveals a strong and positive relationship among environmental attachment and tourists' pro-environmental behaviors during high moral obligations. In contrast, moral obligations do not moderate association between green motivation and tourists' pro-environmental behavior. Therefore, competent authorities should facilitate tourists to adopt environmentally friendly practices; which will ultimately promote pro-environmental behavior.

This study provides useful insights regarding the role of tourism in fostering environmental attachment and green motivation that sequentially influence tourist pro-environmental behavior. Secondly, this research has employed moral obligations as a moderator to identify the changes in tourists’ pro-environmental behavior based on individuals' ethical considerations. Hence, the study provides an in-depth insight into tourists' behavior. Lastly, the present research offers effective strategies for the tourism sector and other competent authorities to increase green activities that can embed the importance of the environment among individuals.

This research explores ambush marketing on social media during the 2018 Commonwealth Games held in Australia. Two social media platforms – Twitter and Instagram – served as the dataset to uncover how official sponsors of the Canadian and Australian Commonwealth Games teams were ambushed.

Employing a content analysis of all official team sponsors and their competitors, the study’s findings offer an original and multi-national look into social media ambushing.

Results indicated that promoting Games’ links was the most common social media post type used by official event sponsors, followed by sharing results of their endorsed athletes and behind-the-scenes information.

In an effort to provide connection to the event, posts by ambushers focused on promoting athletes endorsed by their brand. All ambushers were more likely to use Twitter to promote their endorsed athletes. Instagram, however, was not fully embraced in their ambush marketing.

Discussion and implications of the results provide sport marketers with information on how to leverage one’s link with a major sporting event.