The body as misinformation: Examining the role of bodily information in the formation of false health beliefs

These slides were used for the presentation of a short paper by the same name (https://publicera.kb.se/ir/article/view/51928) at the 12th International Conference on Conceptions of Library and Information Science – University of Strathclyde, Glasgow, UK, 2nd-5th June 202

Book Review: Girls, Performance, and Activism: Demanding to be Heard by Dana Edell

In this book review, the reviewer reflects on the quality, purpose, and argument of Dana Edell's book. The reviewer explains how the book fits into the current literature and provides critical evaluation, analysis of sources and methodology, and to whom they would recommend the book

AI and Digital Humanities in the Arabian Gulf: Interdisciplinary Perspectives on Infrastructure, Cultural Heritage, and Community Building

This article examines the integration of artificial intelligence (AI) in digital humanities and cultural heritage preservation across the Arabian Gulf region. It highlights the ethical, legal, and community-centered challenges raised by AI in archives, museums, and libraries, while showcasing local initiatives that adopt inclusive and culturally grounded approaches. The paper calls for an interdisciplinary governance of AI, anchored in shared infrastructures, context-sensitive regulation, and active community participation

ArtsPraxis: Volume 12, Issue 1

In this editorial, the editor reflects on the current political climate in the US and its impact on theatre education. The editor then introduces this issue, in which our contributors document and reflect on innovative educational theatre practices. Samantha Briggs and Marissa Barnathan explore how they combined methods from participatory democracy, futures studies, and Boal’s Legislative Theatre to create a multi-step audience engagement process consisting of pre-production, post-show, and post-production workshops aimed at collectively strategizing methods for preventing gun violence. Aghogho Lucky Imiti contends that Theatre Arts as a professional discipline in the humanities should be regarded as other disciplines, and its graduates be given equal opportunities as their counterparts from other fields in Nigeria. Rosalind M. Flynn analyzes embodied learning, using physical theatre activities to support the learning of vocabulary words. Finally, Dave Humphreys shows how carefully structured and targeted drama games can benefit learners’ experiences and support teachers in understanding a dramatic pedagogical approach

Outcomes of a Multi-Year Data Internship Program for LIS Graduate Students

This poster includes an overview of the Network of the National Library of Medicine's National Center for Data Services Data Internship Program's development, implementation, and evaluation. IT focuses on outcomes such as recruitment rates, and intern satisfaction scores as well as information on scholarly impact and job placement over 3 years.National Library of Medicine, National Institutes of Health

Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers’ and Teachers’ Experiences in Lebanon

In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs’ success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers’ engagement was driven by their recognition of the programs’ value and embracing of play-based learning. Using Weisner’s (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families’ diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs

Editorial Note: JEiE Volume 10, Number 1

In their Editorial Note accompanying JEiE Volume 10, Number 1, Samantha Colón, Nathan Thompson, and Dana Burde highlight the important contributions the authors featured in this issue make to education in emergencies scholarship and practice. In the research articles section, the contributing authors apply diverse, rigorous methodologies to practical questions in the education in emergencies field that relate to the opportunities and challenges of refining and scaling play-based learning; to the issues surrounding access to capacity-building initiatives for refugee teachers and for parents and caregivers in remote settings; and to the dynamics of intergroup contact, inclusion, and social hierarchy that are reflected in diverse learning spaces. The field notes section offers critical reflections on two adaptable, modular education in emergencies interventions: one is a place-based learning program centered on cultural heritage and young peoples’ sense of belonging, and the other is a teacher wellbeing program based on building social-emotional competencies. Finally, the three book reviews featured in this issue highlight themes of belonging and connection to place, especially in the refugee experience, as well as stories of students and their communities being enabled to claim their agency, power, and a stake in a better future

“It Would Help If We Actually Knew about the Initiative”: The Barriers Female Refugees Face in Accessing Incentive Teacher Training in Ethiopia

Since the early 2000s, the Ethiopian government and global actors in education in emergencies have made significant investments in training refugees to become primary school teachers who deliver education to refugees in Ethiopia. These investments include an incentive teacher training initiative in the country’s refugee-hosting regions. This initiative was enhanced in 2018, when the Ethiopian government, supported by global education funding, began offering scholarships to refugees so they could study at teacher training colleges to become qualified primary school teachers. The initiative has faced major challenges in recruiting participants, particularly female refugees. In February and March 2020, a team of 22 researchers conducted a situational needs assessment at 14 refugee camps in Ethiopia. The assessment included focus groups, surveys, and semistructured interviews that were used to collect data from 685 participants. We identified three initiative-specific barriers and four associated structural barriers that were hindering the participation of female refugees. Initiative-specific issues included poor recruitment, a lack of awareness of the initiative among female refugees, and delays in training and scholarships due to funding shortfalls. Structural barriers included the low incentive payment, a shortage of national teachers, limited opportunities for career progression, and a scarcity of eligible refugee girls. My aim in this article is to increase female refugees’ participation in the initiative and improve retention rates for both trainees and teachers by providing evidence-based and participant-driven recommendations to address these barriers

No evidence that anti-domestic violence laws reduce violent child discipline in Sub-Saharan Africa

Albeit rarely recognized as such in existing legislation, violent child discipline is a clear form of domestic violence (DV), with long-lasting implications for children’s health and wellbeing. This study investigates whether anti-DV laws introduced gradually in sub-Saharan Africa (SSA) since the mid-2000s had any effect in curbing violent caregiving practices. We do so by merging household survey data from 27 SSA countries with time-series information on anti-DV law implementation from World Bank’s reports. Leveraging a quasi-experimental approach, we compare African caregivers’ childrearing practices and attitudes toward harsh parenting in countries with and without anti-DV laws, before and after law implementation. We test the effectiveness of the laws and conduct heterogeneity analyses by caregiver, household, and child characteristics, alongside country-level indicators of development and inequality. We document a robust increase in violent child discipline following law implementation—mainly driven by emotional punishment—as well as a significantly higher endorsement of harsh parenting practices. Results are weaker, i.e., the consequences of the laws are less negative, in countries characterized by higher income and gender inequalities, where laws have more of a “protective” effect. Findings underscore the unintended consequences of legislation implemented without a clear aim of protecting children