Group teaching is rapidly spreading across the world, but little research has been conducted to investigate its impact on students’ musical abilities in comparison to inclusion in group tuition contexts. This article investigates how music teachers from the classical orchestra instrumental tradition discuss group tuition. Three focus group interviews were conducted with participants from one Art and Music School in Sweden. The results show a tension field between progression and inclusion as well as different views on the definition of these concepts. These differing views on teaching quality imply a balancing act for the different agents within the profession.

This article explores the experience of the Afro-Colombian movement over the course of two peace processes, investigating the relationship between opportunities for participation and effective inclusion. The 1991 Constituent Assembly that emerged from the peace processes of the late 1980s presented a particularly open opportunity for civil society participation, and yet the Afro-Colombian movement was unable to gain representation in negotiations for a new constitution. In the 2016 peace process with the Fuerzas Armadas Revolucionarias de Colombia, or FARC, despite insistence from the government that its negotiations with FARC were exclusively bilateral, the Afro movement was able to gain a seat at the table along with its Indigenous counterparts and generate a commitment from both parties to protect ethnic rights, known as the Capítulo Étnico (Ethnic Chapter). In contrast to existing literature that focuses on international actors as drivers of inclusion, we argue that effective inclusion reflects in large part the internal capacity, coherence, and unity of the movements themselves.

Examining recent developments in deliberative democracy alongside growing attention to system-wide racism, I look at the ways deliberative systems theory and practice deals with the tension between the theory's normative claims and the structural injustice against which deliberative systems unfold. I focus on work aimed at deepening inclusion in deliberative systems, noting that this focus on inclusion into unjust systems stops the deliberative literature from taking full responsibility for structural and systemic racism. Taking a critical approach to the deliberative literature's capacity to confront systemic racism and live up to its normative principles of treating all people as equals, I argue that we need to reframe power to centre the relationship between race and democracy. As I do so, I propose ways to begin dismantling foundational injustice in deliberative systems, centring foundational inequalities in deliberative theory and design, and setting out differential responsibilities for listening as deliberative theorists confront the problem of white supremacy in deliberative systems.

The Clinical and Translational Science Award (CTSA) Program recognizes that advancing diversity, equity, inclusion, and accessibility (DEIA) requires moving beyond statements of commitment to transformative actions. In 2021, the CTSA Program created a Task Force (TF) to initiate work in support of structural and transformational initiatives that advance DEIA for the consortium and its individual hubs. We describe the process of forming the expertise-driven (DEIA) TF and our activities to date. We 1) developed and adopted the DEIA Learning Systems Framework to guide our approach; 2) defined a set of recommendations across four focus areas (Institutional; Programmatic; Community-Centered; and Social, Cultural, Environmental); and 3) designed and disseminated a survey to capture the CTSA Program’s baseline demographic, community, infrastructural, and leadership diversity. The CTSA Consortium also elevated the TF to a standing Committee to extend our understanding, development, and implementation of DEIA approaches to translational and clinical science. These initial steps provide a foundation for collectively fostering environment that support DEIA across the research continuum.

The National Center for Advancing Translational Science (NCATS) seeks to improve upon the translational process to advance research and treatment across all diseases and conditions and bring these interventions to all who need them. Addressing the racial/ethnic health disparities and health inequities that persist in screening, diagnosis, treatment, and health outcomes (e.g., morbidity, mortality) is central to NCATS’ mission to deliver more interventions to all people more quickly. Working toward this goal will require enhancing diversity, equity, inclusion, and accessibility (DEIA) in the translational workforce and in research conducted across the translational continuum, to support health equity. This paper discusses how aspects of DEIA are integral to the mission of translational science (TS). It describes recent NIH and NCATS efforts to advance DEIA in the TS workforce and in the research we support. Additionally, NCATS is developing approaches to apply a lens of DEIA in its activities and research – with relevance to the activities of the TS community – and will elucidate these approaches through related examples of NCATS-led, partnered, and supported activities, working toward the Center’s goal of bringing more treatments to all people more quickly.

This study analyses the situation of persons with disabilities caught up in armed conflict in the Democratic Republic of the Congo, in particular in North Kivu Province. The study goes beyond the few statistics available – which show the vulnerability of persons with disabilities during humanitarian crises – to identify the obstacles to taking persons with disabilities into account in humanitarian action in North Kivu. As a result, the study provides practical recommendations to overcome these obstacles, fill in the gaps in humanitarian action and improve the situation of persons with disabilities by ensuring efficient and effective protection in times of armed conflict.

School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.

HE Pekka Haavisto is the Minister for Foreign Affairs of Finland. He was a Member of Parliament in 1983–95 and was returned to Parliament in 2007. He served as Minister of Development and the Environment in 1995–99, and as Minister for International Development in 2013–14. In 1993–95 and 2018–19, he was Party Leader of the Greens in Finland. He has also served several years as a member of the Helsinki City Council. He stood as a candidate in the presidential election in Finland in 2012 and in 2018.

He has gained wide experience of various areas of foreign policy, for example while chairing the UN Environment Programme Task Forces on environmental impacts of war in the Balkans, Afghanistan, Iraq, Liberia, the Occupied Palestinian Territory and Sudan. He has also worked as the EU Special Representative for Sudan and Darfur, Special Adviser for the UN (ASG) in the Darfur peace process, and Special Representative to the Minister for Foreign Affairs in African crises. In addition, he has served in several positions of trust, including President of the Board of the European Institute of Peace in 2016–19, Chair of the Board of the Finnish Federation of Settlement Houses in 2014–19, and Chair of WWF Finland's Board of Trustees.

Mr Haavisto has worked as Editor-in-Chief of several publications, including Vihreä Lanka magazine. Additionally, he has authored many books, the most recent one, Eurooppa raiteilla (Europe on Rails), in 2018. He lives in a registered partnership, and his main interests are books, cycling, wooden boats and cultural backyards.

Despite progress in recent years, including UN Security Council Resolution 2475 of 2019, there remains a significant gap in our awareness of the disability dynamics of armed conflict and the barriers that persons with disabilities experience in accessing the protections of international humanitarian law (IHL). This brief article will consider the protective purpose of IHL and the diversity of civilian populations, and, focussing on the principle of proportionality as an example, demonstrate how IHL must be interpreted, implemented and monitored in a manner that is inclusive and reflects the reality that civilian populations are diverse.

A crucial reckoning was initiated when the COVID-19 pandemic began to expose and intensify long-standing racial/ethnic health inequities, all while various sectors of society pursued racial justice reform. As a result, there has been a contextual shift towards broader recognition of systemic racism, and not race, as the shared foundational driver of both societal maladies. This confluence of issues is of particular relevance to Black populations disproportionately affected by the pandemic and racial injustice. In response, institutions have initiated diversity, equity, and inclusion (DEI) efforts as a way forward. This article considers how the dual pandemic climate of COVID-19-related health inequities and the racial justice movement could exacerbate the “time and effort tax” on Black faculty to engage in DEI efforts in academia and biomedicine. We discuss the impact of this “tax” on career advancement and well-being, and introduce an operational framework for considering the interconnected influence of systemic racism, the dual pandemics, and DEI work on the experience of Black faculty. If not meaningfully addressed, the “time and effort tax” could contribute to Black and other underrepresented minority faculty leaving academia and biomedicine – consequently, the very diversity, equity, and inclusion work meant to increase representation could decrease it.