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The Early Punishment of Accused Women: Experiences of Pretrial Detention of Mothers and Children in a Maternal-Child Unit in Chile
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the population deprived of liberty in Latin America and the Caribbean. This situation has significantly affected women accused of drug crimes, with those accused representing a higher proportion than those convicted of this type of crime in prison. In the face of structural gender inequalities that overburden women’s care, this heightened deprivation of liberty implies significant challenges hindering motherhood. As a result, in Chile, as in other countries, infants up to the age of two are allowed to be placed in maternal and child units in prison, both for convicted and accused persons, under the pretense of safeguarding the best interests of the child and strengthening the attachment bond. Based on interviews with accused women living in a mother-child unit with their children in Chile, this Article explores the experiences of mothers and children in the context of pretrial detention. The findings reveal precarious living conditions, difficulties in meeting children’s basic needs, and an institutional bureaucracy that contributes little to the well-being of mothers and children. In contrast to convicted women, this situation is exacerbated in the context of pretrial detention. Imprisoned children are deprived of their rights and suffer deficiencies in food, health, education, and recreation. As a result, women experience unique pains of imprisonment associated with the exercise of motherhood and care, such as uncertainty about their child’s future. This Article chronicles how pretrial detention is an early sentence that punishes, above all, based on gender and class. 
Secondary Mathematics Teacher Decision-Making and Their Selection of Digital Materials
Full text linkAs online spaces for mathematics content and lesson plans become more accessible, teachers are exploring these websites to make decisions about instructional materials for their courses. These resources then have an impact on what is enacted in the classroom and what opportunities students have to learn mathematics. One of the most popular online spaces teachers frequent is Teachers Pay Teachers (TpT). Using the Remillard and Heck’s model on curriculum enactment, this study investigates secondary mathematics teachers’ decision-making process and the heuristics they rely on when choosing mathematics content from online spaces, namely TpT due to its extensive use by educators. Findings suggest that these participants exhibit reliance on the availability, representativeness, anchoring and adjustment, and groupthink heuristics
Programs and Opportunities for Early Career Mathematics Education Scholars
Full text linkEarly career mathematics education scholars face several challenges as they navigate academia. Some of these challenges relate to disparities in access to information and encouragement to apply to certain opportunities. In this paper, a diverse group of early career mathematics education scholars presents programs that have supported their work. The purpose of the paper is to serve as a repository of some of these programs for advisors, mentors, and scholars. Based on their experience securing these opportunities, the authors also offer advice and encouragement for future applicants. Ultimately, the paper contributes to demystifying academia and facilitating the search for opportunities for those joining the field
Law in a Time Capsule: Should the 1960s Merger Cases Be Affirmed Today? William Rooney, Taylor Owings, Ben Allen, Kim Aquino, Matthew Nussbaum, Miata Eggerly
Full text linkThe NYSBA 2024 William Howard Taft Lectur
Merger Law is Not — and Should not Be — In a Time Capsule: Andrew Finch
Full text linkThe NYSBA 2024 William Howard Taft Lectur
'Masʾalatun or Mas'ʾalatun? That Is the Question! The Implications of Traditional Persian Metrics for Classical Arabic Stress
Full text linkWord stress in Classical Arabic (ClAr) is usually reconstructed through cross-dialectal and diachronic analyses of a number of varieties of Arabic and other Semitic languages. However, this paper introduces a new source of data on ClAr stress—namely, the traditional recitation of metra in metrical sequences by Persian prosodists. It shows that the reconstructed pattern of ClAr stress is also observed in such traditional recitation. This stress pattern has nothing to do with Persian phonological or metrical rules, and it should rather be considered an artificial performance practice whose purpose was to imitate the original pronunciation of the metra in Arabic metrics. In view of the oral nature of this practice, I suggest that it has persisted in Persian over a long period (maybe over centuries), and it can therefore be a reliable source of data on ClAr word stress. I also provide some supporting evidence for my hypothesis from medieval Persian texts. On the basis of this new source, I propose that in words with a final heavy syllable preceded by two or more light syllables, the antepenultimate stress pattern was common in many varieties of early Islamic Arabic, including ClAr, and that it was perhaps even more prestigious than the initial stress pattern. This hypothesis may allow us to trace the antepenultimate stress in this syllable structure back to the Proto-Arabic stage
Letter from the Editor
No full textDear Reader,
We are honored to publish The Columbia University Journal of Global Health Fall 2024 Issue. Health disparities—across communities, countries, and continents—persist, undermining livelihoods and shortening lives. With this in mind, our journal strives to advance scholarly discourse on health inequities, both their social determinants and structural solutions, while publishing diverse perspectives from researchers and practitioners. This issue critically explores present challenges to the well-being of vulnerable communities: the rise of antibiotic resistance in low- and middle-income countries and the prevalence of tropical disease infections among mobile populations, among others. The studies in this issue examine and propose community-led interventions, intentionally positioning disadvantaged communities as active architects of their public health systems rather than passive recipients of care.
This year, we have continued to engage experts through educational events. In the face of global health crises in Sudan, Palestine, and Somalia, our journal co-hosted the “Frontlines in Focus” panel, welcoming Dr. Unni Karunakara, the former International President of Médecins Sans Frontières, and other scholars to discuss the emerging challenges of humanitarian aid delivery in conflict zones. Titled “Publishing Playbook,” our most-recent event brought together student leaders of peer journals—the Columbia Medical Review, Gyneca, and the Columbia Undergraduate Science Journal. The gathering became a space for academic publications to reflect on and renew established commitments to open access and author diversity.
In keeping with our long-standing tradition of centering student voices, we have once again expanded opportunities for staff to share their perspectives on public health. On our blog, we published a staff article written in English and translated to Spanish, “Honoring Hispanic Heritage: Prioritizing Mental Health in Our Communities.” We welcomed the first cohort of our high school fellowship program, an opportunity for local students to publish pieces with our journal. With guidance from our staff, students from across New York have begun literature reviews on global health topics and drafted their blog posts.
The past year has also come with exciting developments for our journal: our published manuscripts received over 16,000 downloads and were accessed by 8,500 site users from most countries in the world. True to the “Global” in our name, our journal is proud to publish scholarship with such a broad readership.
This Fall 2024 issue is an accomplishment we will cherish with our staff members, whose dedication made this publication possible. The mentorship of our faculty advisors, Dr. Julianna A. Bol, PhD, and Dr. Ana Navas-Acien, MD, PhD, MPH, ensured a smooth editorial process, and for their guidance, our journal is incredibly grateful. To the authors, who submitted rigorous manuscripts, and the peer reviewers, whose insights made them all the more refined, we send our gratitude. Finally, we are indebted to our readers. You are a vital part of The Columbia University Journal of Global Health community, and we hope you find these manuscripts to be insightful and compelling.
Sincerely,
Ann Thanh Phan & Jorge Hernandez-Perez
Co-Editors-in-Chief, The Columbia University Journal of Global Healt
Evaluation of the Impact of the 1.5 MAX Initiative on Climate Change Education (CCE) in Malawi Secondary Schools: An Education for Sustainable Development Framework Approach
Full text linkThis qualitative case study evaluates the impact of the 1.5 MAX initiative on Climate Change Education (CCE) in Malawian secondary schools through the dual lens of Education for Sustainable Development and decolonial theory. Malawi’s curricula prioritize Western agricultural models over Indigenous knowledge, resulting in fragmented implementation due to teacher training gaps, resource shortages, and a stark divide between students’ climate knowledge and actionable engagement. While the 1.5 MAX initiative enhances climate awareness and practical skills through interactive methods, its effectiveness is constrained by limited teacher preparedness, curricular misalignment, and systemic resource limitations. The research highlights the importance of integrating Indigenous knowledge and adapting content to local contexts for greater relevance and effectiveness. By applying a decolonial lens, this research critiques the dominance of Western epistemologies in global educational initiatives and advocates for the co-creation of knowledge that centers local agency and context-specific solutions. While demonstrating the potential of international educational initiatives to complement local curricula, the study underscores the need for sustainable support systems and expanded teacher training. Future research should assess the long-term impacts of such interventions and explore strategies for aligning global practices with local needs, while dismantling colonial legacies to foster a more equitable and inclusive educational landscape
Climate Policies and Financing for Conflict and Displacement-Affected Contexts: Closing the Capacity and Education Gaps
Full text linkNew data streams highlight the low levels of access to climate finance by the most climate-vulnerable countries, which struggle with conflict and displacement and call for more effective financing mechanisms. While such measures are urgent, their effectiveness and impact depend on investments in capacity development and education. In exploring recent international policy trends in climate, conflict, and displacement, this article argues for greater attention to endogenous capacities and implementation of science-informed approaches. It highlights the key role academia and the education sector can play in addressing these gaps. In contexts where conflict and displacement are ongoing, and climate and insecurity jeopardize sustainability, this paper argues that strengthened capacities can represent a critical adaptation measure and a no-regrets investment opportunity
Rethinking Climate Change in Education: From Climate Coloniality to Decolonial Educational Ecologies in Comparative and International Education
Full text linkWe present methods to examine the relationships between climate change and education while rethinking educational approaches that do not rely on endless economic growth, extraction, and accumulation through dispossession. At this historical moment, which is focused on transitions toward a greener future, it is essential to consider how the roles of those most affected by climate change are often overlooked in narratives about “climate solutions.” The paper highlights what is absent from and erased within the United Nations Sustainable Development Goals and prevalent approaches to climate change education. It does so by focusing on a longer historical arc, as well as Black and Indigenous knowledge systems and cosmologies, alongside ongoing and historical injustices. Utilizing the framework of a decolonial educational ecology, we reimagine climate change in education within interconnected global contexts, emphasizing historically marginalized knowledge systems, confronting power imbalances, and creating alternative pathways toward more sustainable, just futures that transcend universal Western epistemic frameworks.