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Schools as Sites of Social Reproduction: Student Interactions in Diverse Secondary Schools in Nigeria
Full text linkIn this study, we explore intergroup relations and student interactions in eight diverse secondary schools in Nigeria over one academic year. We use mixed methods and a social network analysis of these interactions and relationships to highlight the perspectives of students within a divided society. We analyze data from student interviews we conducted and social network data from our student surveys to explore the ways students exhibit ethnic and religious relations in a school setting. This study finds that Hausa Muslims are the most segregated group within Federal Unity Colleges in Nigeria, driven by the intersection of religion, ethnicity, and language. Religion emerges as a stronger social boundary than ethnicity. Our findings also point to the importance of both academic and nonacademic spaces (such as dormitories, where students can separate into groups) in mediating student interactions. Our work contributes to the discourse in the fields of education, conflict, and peacebuilding and, more broadly, to discussions in comparative education about the role schools play in mitigating or exacerbating intergroup conflict
Editorial: Complicity
Full text linkIn 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 offer reflections and documentation of creative practices that are reimagining the field. Dermot Daly launches the issue with a provocation, asking how and why we need to diversity curricula in theatre programs. Crestcencia Ortiz-Barnett interrogates her experience (alongside students of color) of the imposter syndrome through an analysis of community building work she has instituted at North Carolina A&T State University. Kaitlin Orlena-Kearns Jaskolski returns to ArtsPraxis to explore the paradoxes of disability inclusion in theatre through four case studies from The Oasis League, an applied inclusive theatre project at Oasis Association, a group home for adults with intellectual disabilities in Cape Town, South Africa. Shuangshuang Cai examines the role of applied theatre as a tool for community development within contemporary China’s urban context, with a specific focus on its capacity to strengthen community identity and social capital. Lemar O. Archer considers how documentary theatre can be used as an arts-based research method for international graduate students to share experiences of language barriers, financial limitations and cultural adjustment difficulties in order to promote awareness, empathy, and institutional reflection. Couched in the politics of a Southern Indiana school district, Luke Foster Hayden explores how Christopher Small’s concept of “musicking” can be used as a methodological framework for critical pedagogy. Nabanita Chakraborty contends that Badal Sircar's 'third theatre' or 'intimate theatre' provides a compelling model for transforming literature classrooms into participatory spaces. Carla Lahey documents the way some evangelical churches provide spaces for children and teens to engage in the arts. Finally, in reviewing Jo Beth Gonzalez’s Temporary Stages III: How High School Theatre Fosters Spiritual Growth and Critical Consciousness, Lauren Gorelov demonstrates how Gonzalez situates theatre pedagogy within a critical spiritual framework that unites students’ inner developmen
From Home to Stage: Applied Theatre as Social Practice in a Residential Community
Full text linkThis paper examines the role of applied theatre as a tool for community development within contemporary China’s urban context, with a specific focus on its capacity to strengthen community identity and social capital. Drawing on participatory action research, the study analyses two community-based theatre festivals held in 2019 and 2021 within the Lakewood Hills residential complex in Zhuhai, Guangdong. It traces how residents evolved from passive cultural consumers into active co-creators and performers of theatrical art.
The practice followed a four-stage model:
Family Theatre Workshops
Collective Rehearsals
Theatre Forum
Final Performances
Core applied theatre methods—including educational theatre, improvisational, playback theatre and among others, were used to elicit residents’ personal narratives. Fragments of lived experience, such as migration memories, neighbour relations, and identity formation, were collectively devised into original theatrical pieces. Ultimately, residents took the stage as performers, presenting their work to the community.
The study argues that applied theatre, through its participatory, process-oriented, and ritual characteristics, effectively transforms physical residential spaces into emotionally connected communities. It offers a replicable model for addressing the prevalent issue of neighbourhood indifference in upscale urban developments. The final performance represents not merely an artistic product, but a core outcome of sustainable community development: robust social bonds and an active public spirit
What does the body know? Nursing students’ perspectives and epistemic beliefs about embodied health misinformation
Full text linkPoster presented at the 2025 Medical Library Association Annual Conference, Pittsburgh, PAAcademic health librarians are deeply invested in helping future healthcare professionals develop the information literacy skills necessary to navigate an increasingly fraught information landscape. In that vein, this poster presents initial results from a qualitative study exploring how nursing students contend with a particularly complex form of health misinformation. Specifically, this study investigates nursing students' perceptions and epistemic beliefs related to "embodied health misinformation" - the misinformation that arises in the messy intersection where bodily experiences conflict with biomedical evidence. In investigating how nursing students respond to this type of misinformation, the study aims to reveal how they engage with information outside of traditional scholarly evidence, challenging simplistic binaries in the study of misinformation. In doing so, this study contributes to the scholarly conversation around how health professionals’ information literacy practices can balance epistemic justice with a commitment to evidence-based health care.
Objectives:
The objective of this research is to explore nursing students' perceptions and evaluation of "embodied health misinformation" - misinformation that is woven into bodily experience, where an individuals’ intimate knowledge of their own body is positioned as more credible than biomedical evidence. Healthcare professionals need well-developed personal epistemologies to navigate these complexities, yet there's limited research into how they perceive this type of information. To fill that gap, this study asks: (1) What are nursing students' perspectives on the body as a source of health information and misinformation? and (2) What are nursing students' epistemic beliefs related to embodied health misinformation?
Methods:
This study follows a qualitative methodology, employing a series of in-depth, semi-structured interviews with nursing students. In order to elucidate their thoughts on how to contend with bodily information when it appears to convey misinformation, participants are asked to respond to two conflicting information sources on the same topic: a personal health narrative that incorporates subjective, affective health experiences, and an evidence-based information source. The audio of the recorded interviews is transcribed and transcripts are coded inductively for emergent themes in the nursing students’ perspectives on bodily information, and deductively for any specific epistemic beliefs they reveal in their responses.
Results:
Preliminary results following the analysis of 6 interviews with undergraduate nursing students reveal key initial themes and topics that include: triangulation of bodily information with external sources of information; the practice of bodily listening; issues of individual vs. generalized health claims; and considerations of time and risk in evaluating health information.
Conclusions:
This project is ongoing, but it is anticipated that the results will contribute to broader conversations about the development of sensitive information evaluation practices among students who are entering health professions. Specifically, understanding nursing students’ perceptions and beliefs around embodied information can inform how librarians help prepare health professionals to contend with the full complexity of the health misinformation that they will encounter, as both information consumers and eventually, trusted sources of health information themselves.Loyola Marymount Universit
Editorial: Stay Woke
Full text linkIn 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
An economic perspective on diversity within organizations
Full text linkThis paper summarizes the theoretical and empirical research in economics on the impact of employee diversity on organizational performance, where diversity is predominantly viewed through the lens of gender and ethnicity/nationality. The literature has studied this topic through two types of interactions: horizontal interactions between workers who are peers and vertical interactions between managers and workers. The theory of horizontal interactions highlights the conditions under which diversity is beneficial, such as when different groups bring complementary knowledge, but also when it is costly, as in the case of intergroup communication frictions. The theory of vertical interactions focuses on discrimination against different social groups due to the hierarchical nature of these interactions. Discrimination can result from preferences that favor or disfavor certain groups, or from imperfect information and the use of beliefs about group productivity to infer individual productivity. For both horizontal and vertical interactions, the empirical findings on the impact of diversity are mixed, with varying effects on organizational performance, ranging from positive to negative to no impact. Although this may suggest the field has little to say on the subject, the impact of diversity is often in line with the theoretical predictions.
This suggests that for organizations to reap the potential rewards from diversity, they must consider how their context relates to the theory and act accordingly
Guidelines for Preservability in New Forms of Scholarship
Full text linkA Self-Assessment Tool is available to be used with these guidelines at https://doi.org/10.33682/r23i-9zg2Updated and with a new title, these recommendations will guide publishers to create digital publications that are more likely to be preservable. They are meant to be shared with authors, editors, digital production staff, software developers and those who design and maintain publishing platforms. An interactive web version of the guidelines is published at https://preservingnewforms.dlib.nyu.edu.The Andrew W. Mellon Foundatio
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