In this chapter, I acknowledge the intertwined histories of Afro-Caribbean languaging, Englishes, and literacies across the Black diaspora. In doing so, I draw from the notion of ‘transcendent literacy’ to attend to the long legacy of languaging emerging out of the Black race and reaching across the Black diaspora while also lamenting the invented illiteracy often imposed in characterizations of Black peoples worldwide. Acknowledging the traditional lineage of ‘Diaspora Literacy’ in making visible interconnections across Black peoples within and beyond the US, I then present Caribbean Englishes across the Black diaspora, describing the languaging, Englishes, and literacies of English-speaking Afro-Caribbean students in the Caribbean and in the US. Based on this discussion, I call for a silencing of the historical tradition of invented illiteracy used to characterize Black peoples across the diaspora and invite a strengthening of accessible knowledges surrounding the rich literate and linguistic heritages they inherently possess. Through this discussion, it is possible to understand the broader transnational contexts influencing racialized translanguaging and transsemiotizing in Black immigrant literacies and thus, the inherently induced economic bases for racialization of language.

In this chapter, I begin by complicating how Black immigrants’ perception as a ‘model minority’ in the US creates a challenge for equitably engaging with their literacies and languaging as a function of schooling. Joining the conversation on immigrant and transnational literacies, I present foundational language and literacy research in the US that has functioned as a backdrop against which Black Caribbean immigrants’ literacies and languaging are considered. To situate Afro-Caribbean languaging, Englishes, and literacies within its broader contexts, I then discuss education, migration, and cultures across the Black diaspora addressing the historical and contemporary educational landscape of Black people in the Caribbean. I further accomplish this situational placement of Afro-Caribbean languaging, Englishes, and literacies through a discussion of the historical and contemporary socio-educational landscape of Black immigrants in the US. Through this broadly painted portrait operating at the interstices of the educational, racial, historical, social, linguistic, and religious domains in the lives of Black Caribbean peoples and specifically youth, this chapter serves as a nuanced and contextual backdrop against which to understand the analyses of Black Caribbean immigrant youth’s language and literacies presented in this book.

This chapter examines the newly expanded and transformed theatre ecology enabled by the post-war rise of central government subsidy to the arts. It explores subsidy’s ambitions, achievements, and benefits, but also its turbulence and the ideological risks embedded in its deeply ambivalent objectives to foster elite arts but also democratise the arts. The chapter begins by giving a history of British theatre subsidy and considers its contribution to the development of theatre as one of Britain’s great cultural assets through its visionary promotion of such things as artists’ independence, the expansion of theatre infrastructure, and a conception of theatre as a civic right. The chapter then considers some of the hazards arising from how theatre subsidy has been practised by the Arts Council of Great Britain (and successor organisations), especially its tendency to reinforce elite privileges of metropolitanism, class, and whiteness. The chapter critiques the elitism of British arts subsidy’s legacy and proposes transformation of its practices to become more accountable, more democratic, and more dispersed, helping to make British theatre and culture more diverse and better informed by a greater variety of imaginations.

Through much of the twentieth and well into the twenty-first century, scholars in China and in the West debated the nature of Chinese nationhood. In the West, the once dominant view was promulgated by Joseph R. Levenson and like-minded scholars, who depicted Chinese identity in terms of “culturalism,” that is belonging to a universalizing and inclusive civilization, defined by a common Confucian culture. A concept of national identity conceived in ethnic or racial terms was considered a modern phenomenon, closely related to China’s entrance into the world of nation-states.1 In the last decades of the twentieth century, though, this view was criticized by scholars who demonstrated the existence of traits of exclusive ethnocentric Chinese identity back in the past. Some went as far as to postulate racism as pertinent to Chinese civilization from its earliest stages.2

Access to health-related information is vital in our society. Official health websites provide essential and beneficial information to the general population. In particular, they can represent a crucial public service when this information is fundamental to fight against a new health threat –such as the COVID-19 pandemic. Yet, for these websites to achieve their ultimate informative goal, they need to ensure that their content is accessible to all users, especially to people with disabilities. Many of these websites –especially those from institutions operating in multilingual countries – offer their content in several languages, which, by definition, is an accessibility best practice. However, the level of accessibility achieved might not always be the same in all the language versions available. In fact, previous studies focusing on other types of multilingual websites have shown that localized versions are usually less accessible than the original ones. In this chapter, we present a research study that involved the examination of seventy-four official multilingual health sites to understand the current situation in terms of accessibility compliance. In particular, the home pages in two languages – English, original version, and Spanish, localized version – were checked against two specific success criteria (SC) from the Web Content Accessibility Guidelines (WCAG) current standard, using both automatic and manual evaluation methods. We observed that although overall accessibility scores were similar, the localized pages obtained worse results in the two SC analyzed more in depth – that is, language and title of the page. We contend that this finding could be explained by a lack of accessibility awareness or knowledge of those participating in the localization process. We thus advocate the existence of web professionals with an interdisciplinary background that could create multilingual accessible sites, providing an inclusive web experience for all.

This chapter examines several aspects of work and management, including the following: a look at what constitutes the global work environment for managers; how people’s expectations about suitable managerial behavior can differ; how situational differences can influence managerial behavior; how beliefs about work and leisure can vary across cultures; what motivates people at work in different situations and environments; and multiculturalism and inclusivity in the global workplace

Important definitions for a professional editor and writer: audience, work/s, authenticity, sensitivity, diversity, accessibility, inclusivity, editorial judgement

The history of the English Dominicans has been too little studied, in part because much documentary evidence has been lost. The present book is the first comprehensive history of the Province for a century. Its value lies not only in covering developments that have taken place since 1921, and in drawing on recent research for its account of earlier periods, but in offering a critical re-evaluation of the evidence from a fresh perspective. The book adopts an inclusive approach where earlier studies were often weakened through being limited to a particular region or individual, or by focussing more on the earliest growth of the Province than on later developments, by inattention to opponents of the friars, or by neglect of their relations to lay supporters.

Undergraduate research programs in Australia’s 43 universities emerged in the mid-2000s. The last decade saw undergraduate research (UR) evolve to become a major force in Australian higher education thanks to a range of national and regional projects and initiatives, which aim to integrate undergraduate researchers at all levels and in various functions of the university. The achievements of Australian undergraduate students and the benefits of inquiry-based learning are now well documented and widely reported beyond Australia. The pinnacle of this development is the establishment of the Australasian Council of Undergraduate Research, whose mission is to promote and advance the spread of UR in Australasia. This chapter presents the multiple facets and milestones of this journey.

Undergraduate research in the chemical sciences is considered essential for understanding the scientific process and building transferable skillsets for a global workforce. Engagement in undergraduate research has been shown to help students gain critical skills while building confidence and fostering a sense of belonging and community that has been shown to be critical for attracting and retaining a diverse student and professional body of scientists. Several different models of undergraduate research in the chemical sciences exist, including the traditional assistantship to collaborator, consultant and course-based undergraduate research models. In recent years, the latter model has provided increased opportunities for undergraduates to participate in high-impact chemistry research as early as their first year of college. The chapter provides a short introduction to these models and includes selected examples highlighting their implementation, concluding with an outline of the importance of inclusive practices in undergraduate research.

That constructivism appears to be everywhere and nowhere in thinking about contemporary peacebuilding is a paradox attributable to the nature of constructivism itself.Ultimately, the essential contribution of constructivism to thinking aboutglobal politics and peacebuilding can be distilled to one simple idea: norms matter.Acknowledging there is no coherent constructivist peacebuilding paradigm, our aim in this chapter is to demonstrate the inherently constructivist nature of both the theory and the practice of peacebuilding and how they work iteratively to produce norms and reinforce practice. We examine the core assumptions of constructivism and the theoretical intersections between constructivism and peacebuilding. We then lay out generations of peacebuilding, reflecting on the normative theorizing that shaped them, and related policy and practice, illustrating how they iteratively shaped one another. We emphasize how a greater focus on a multidirectional process of norm contestation provides valuable insights into ways norms evolve and their impact on peacebuilding.We conclude by suggesting how peacebuilders and constructivists can advance the cause of peace.

TG must be carried out inclusively, and with due respect for the continuous principle of self-determination. The ‘inclusion cascade’ read in conjunction with this principle goes further than the procedural right to a constitutional referendum and general elections towards the end of the interregnum, yet requires less than substantive democracy. TA are expected to favour broad and progressively inclusive popular participation whereby answers to questions as to who to include, how and when are gaining precision. The concept of population is being redefined and inclusivity becomes a must for some techniques (notably constitution-making) and at some moments (notably towards the end) of the transition. In the same context, TA usually commit to some form of TJ and, subject to a few limitations, may choose how to do so. These practices contribute to custom formation in relation to TG. At the same time, the principle of self-determination gains in precision through such practices mostly seen as obligations of conduct.

Chapter 2 constitutes the core theoretical chapter of the book. It serves two functions. First, it introduces the micro–institutional rational choice approach that is applied throughout the work. It explains why producers targeted by market-driven regulatory governance can be considered boundedly rational actors, what this characterization entails, and how institutional arrangements can help such actors to overcome collective action problems. It then shows how Kiser and Ostrom’s Three Worlds of Action can be leveraged to link institutional design choices to their outcomes. In a second step, Chapter 2 examines market-driven regulatory governance using this approach. It uncovers the institutional design dilemma that standards face as they scale up, and specifies a number of hypotheses on how these choices (e.g., between binding and flexible standard–setting; strict or flexible oversight mechanisms; and a focus on price premiums or on capacity building) will affect the implementation of standards by drawing on institutional rational choice theory as well as insights from the socio-legal literature.