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Item Open Access Managing Jewish Identity in Arguments Over Jewish Support for Palestine(Wiley, 2025-01-08) Goodman, SimonThe Israel/Palestine conflict has led to intragroup conflict amongst diaspora Jews that do and do not support Israel's actions. This paper addresses that conflict, which is shown to not just be one of differing opinions but of exactly what it means to be Jewish; it is therefore a social psychological study of contested and conflicting identities. Context to intra-Jewish conflict and the concept of the ‘self-hating Jew’ is discussed alongside the discursive approach to identity. The research question is: How is British Jewish identity managed and policed in a debate about Jewish support for Palestine? A critical discursive analysis is conducted on a Facebook discussion initiated by the British Jewish pro-Palestinian organisation ‘Na'amod’, which contains over 300 interactions. The analysis shows that there is both support and criticism of Na'amod, with a major feature being the construction, by Jews, of what it means to be a Jew, including (1) supporting Israel and (2) attending a controversial march against antisemitism; together these actions constitute appropriate ‘Jewish ethics’ so that not doing these places a Jew as deficient because of self-hate and/or stupidity. The analysis therefore shows how Jewish identity is constructed in such a way as to police Jewish people's behaviour and ensure support for Israel.Item Open Access Learning from Genocide: A Pedagogy for Social Change(2024-10-29) Sadique, K.The research focuses on learning about difficult knowledge, that which causes us discomfort and challenges our view of and our being in the world – the example here is genocide. The research explored guiding experiences in memorial museums situated in former sites of mass atrocities (Auschwitz and Srebrenica) from both educator and learner perspectives. The work demonstrates the opportunities for Research-Informed Teaching to move beyond the confines of our own subject areas, the wider institution and to become income-generating Knowledge Exchange.Item Open Access Learning the Lessons: Education as Genocide Prevention(2024-12-09) Sadique, K.After the Holocaust we said ‘Never Again’ but with each subsequent genocide (Cambodia, Rwanda and Bosnia) we seem to have failed to learn any lessons. This paper therefore discusses what we have learned (to do genocide better), what lessons we could learn (and how) addressing the educative process itself. Focusing on the ‘Lessons from Srebrenica’ it considers the recently adopted UN Resolution on the International Day of Reflection and Commemoration of the 1995 Srebrenica Genocide and argues that a robust UN outreach programme and educational curricula should be developed using the model A Pedagogy for Social Change (Sadique, 2024) to support work towards the prevention of genocide and crimes against humanity.Item Open Access From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education(2024-12-03) Sadique, K.Encounters with ‘difficult knowledge’ (Britzman, 1998), that which is uncomfortable or unsettling, such as anti-racist, settler-colonial, or genocide education, have the potential for affective disempowerment of learners (Worsham, 2001) or can be the platform for encouraging radical action. Exploring educational experiences in memorial museums at sites of mass atrocities (Auschwitz-Birkenau State Museum and Srebrenica Memorial Centre) from the perspective of both educators and learners, this paper presents a Pedagogy for Social Change in Genocide Education (Sadique, 2024). The model addresses intergenerational learning from past injustices through education that promotes the building or maintaining of sustainable peace, and is delivered outside of the classroom (Bajaj, 2016). It argues that genocide education requires evidence, affectivity, memory formation, reflection and empowerment for learners to be moved from the less radical ‘Never Forget’ to a more action-oriented position (Zembylas, 2014). Further it proposes that learners need to try out the ‘skills’ of taking action to build confidence to stand with others in ‘empowered solidarity’, thereby working towards creating a more just society where ‘Never Again’ is a possibility.Item Open Access Walsall: From ‘Report to Support’. A Borough-Wide Study of Experiences and Responses to Hate.(2023-11-01) Sadique, K.Item Embargo Antiracist Education: A Pedagogy for Social Change using a virtual Bosnian Genocide platform(Cardiff and Vale College, 2025-01-08) Sadique, K.This chapter considers mass atrocity crimes and specifically the crime of genocide and how we can apply the lessons from such crimes to build and deliver an anti-racist pedagogy that is activist-focused. Understanding the complex legal position of the crime of genocide and the events which demonstrate its manifestation, the settings in which genocide education occurs and the pedagogical models used to deliver such education is of paramount importance. Educators need to be equipped to address the demand on learners to move from a passive position of ‘Never Forget’ to work towards ‘Never Again’.Item Open Access Digitalising corrections(Sage, 2024-10-18) Knight, Victoria; Ross, Stuart; Wood, MarkThis special issue of the Journal of Criminology examines how this digital transformation is shaping prison and probation services, and what needs to be done to ensure that these developments yield beneficial outcomes for all those involved. We are particularly concerned with examining the values, theories, policies, and design principles that shape how services are translated into digital forms, and how, in turn, these services generate benefits and harms experienced by users. We are also interested in how technologies adopted as specific solutions to immediate problems can rapidly bring about more fundamental changes in operating systems and practices. Our goal is to speak to both academics and practitioners by presenting articles that are grounded in theory and evidence, but where the implications of the research are readily accessible to non-academic readers.Item Open Access Mapping Corruption Hotspots in Ghana’s Criminal Justice System and Processes(Juta and Company (Pty) Ltd, 2024-12-03) Amagnya, Moses Agaawena‘Corruption’ may be defined as the use or misuse of entrusted power for private, institutional or third-party gain. It is a serious global problem, particularly in developing countries. Corruption becomes more dangerous when criminal justice institutions and officials, who are usually the last resort to address conflicts and grievances, are affected by corruption. Unfortunately, research shows that criminal justice systems are often perceived as among the most corrupt public institutions in the world. One of the ways to help address corruption in criminal justice systems and institutions is to map out areas, procedures and processes that are prone to corruption – corruption hotspots. This paper maps out corruption hotspots in Ghana’s criminal justice system. It does this by examining the institutions, processes and procedures that members of the public navigate when accessing justice services in Ghana. The analysis reveals that entry points to the criminal justice system and/or institutions, particularly those that are complex and difficult for the public to understand, are significant hotspots for corruption. This paper also discusses the implications of these findings for corruption prevention in Ghana and beyond.Item Embargo Sickle Cell Disease and Its Psychosocial Burdens in Africa(Routledge, 2024-09-01) Ola, B.; Olushola, O.; Ebsenso, B.; Berghs, MariaIn Africa, sickle cell disorder (SCD), an autosomal recessive genetic disorder, has been recognized as a public health priority by the World Health Organization (WHO). Although progress has been made in the management of the disease, much of this is yet to be fully leveraged in many parts of Africa, with the result that the complications often lead to frequent hospital admissions. Among these complications are psychosocial challenges including common mental health and substance use disorders. Prolonged and perhaps lifelong psychological distress are comorbidities associated with living with SCD worldwide, and their burdens need to be examined. Hence, the focus on the psychosocial dimensions of the illness is necessary to achieve a better quality of life for SCD patients and their families. Psychosocial comorbidities are common in SCD and can strongly influence disease outcomes. Depression, anxiety, neurocognitive, and substance use challenges are common comorbidities. This chapter examines the relationship between SCD and mental health across different regions in Africa. In addition, literature on the epidemiology of mental disorders including substance use problems among persons who live with sickle cell disorders (WLCSD) is reviewed to highlight priorities for mental health and substance use burdens across lifespans and regions. Moreover, the impact of stigma and other risk factors for mental health and substance use problems among persons with SCD is also examined. The implications for clinical practice, policy, and research directions are further discussed.Item Metadata only Foreword: Unfolding creative co-operation beyond corporate higher education(Routledge, 2024-08-19) Hall, RichardItem Metadata only Podcast Series: The UN Sustainable Development Goals and Educational Research Implications for Policy and Practice.(British Educational Research Association, 2024-11-19) Hall, RichardIn 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. This podcast series explores the intersections of Higher Education (HE) and the United Nations Sustainable Development Goals (SDGs). Curated by Richard Hall and Kate Mawson, this series delves into how HE can respond to the urgent call for action set out in The 2030 Agenda for Sustainable Development. Adopted by United Nations Member States in 2015, the agenda envisions global peace and prosperity for people and the planet, centered on 17 transformative goals. While SDG 4, Quality Education, stands as a direct link to HE, the implications stretch far beyond this single goal. Higher education institutions hold a unique and powerful role in advancing understanding, reducing inequalities, and fostering innovation across all SDGs—whether addressing gender equality (SDG 5), climate action (SDG 13), or partnerships for the goals (SDG 17). This podcast series emerges from a collaborative initiative co-facilitated by the British Educational Research Association (BERA) Higher Education and Social Theory Special Interest Groups. At its core, the project aims to explore how HE policy and practice can engage with and impact the SDGs. It invites academics, practitioners, and policymakers to examine the intersections of HE with personal, social, ecological, and resource needs, including poverty eradication, sustainable cities, clean energy, and justice.Item Metadata only The UN SDGs and educational research: Intoduction: The importance of the relationship between the SDGs and higher education.(The British Educational Research Association, 2024-11-19) Hall, Richard; Mawson, KateIn 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This first podcast introduces our theories on the relationship between the sustainable development goals and research in and on higher education. The podcast is led by Dr Kate Mawson (Nottingham Trent University), and Professor Richard Hall (De Montfort University).Item Open Access Police officers’ assessments of factors that contribute to police corruption in Ghana(Emerald, 2024-11-29) Amagnya, Moses Agaawena; Akinlabi, Oluwagbenga Michael; Oluwatosin Bello, PaulPurpose: Police corruption – the use or misuse of entrusted power for personal, institutional, or third-party advantage, is widespread in emerging economies. Encounters with justice officials in developing nations often involve the payment of bribes, which undermines justice delivery and impedes socio-economic development. Efforts to tackle or address corruption are usually complex due to the secretive nature of corruption, its perceived benefit to both victims and perpetrators and a lack of consensus on the causes. This article investigates the causes of police corruption from the viewpoint of Ghanaian police officers. Design/methodology/approach: The study draws on data from a survey of police officers across three regions in Ghana. Descriptive, correlational, and linear regression analyses are used to address the issues. Findings: The results show that factors contributing to police corruption are classified into financial, cultural, institutional, and oversight/guidance. We found that police officers’ consideration of a factor as a cause of police corruption is influenced by their perceptions of other factors as causes of corruption. Practical implications: The results show that corruption causes should not be tackled in isolation as they depend on each other. This suggests that a holistic approach needs to be taken when developing strategies to address the causes of police corruption. Originality/value: This paper contributes to the debate on the causes of police corruption from an African perspective, where there is little quantitative research exploring the causes of police corruption. Control variables do not impact officers’ perceptions of the causes of corruption, which contradicts previous studies and contributes to the debate, literature, and theory development.Item Open Access The psychological impact of living with peritoneal mesothelioma: An interpretative phenomenological analysis(Sage, 2024-11-25) Lond, Benjamin J.; Apps, Lindsay; Quincey, Kerry; Williamson, I. R.Peritoneal mesothelioma is a rare life-limiting cancer that is likely to have an extremely negative impact on mental health; however, no studies to date have explored the impact and needs of those living with the condition. Ten individuals diagnosed with peritoneal mesothelioma (eight women, two men) participated in interviews and could share and discuss photographs to convey their illness experiences. Data analysis was informed by ‘Interpretative Phenomenological Analysis’. Two themes are presented: ‘Experiences of Care’ and ‘Psychological Distress’. Individuals experienced a lengthy diagnostic journey with little follow-up support. Women also reported negative impacts on body image due to abdominal swelling and scaring, diminished sexual ability and loss of fertility. Individuals recalled vivid feelings of anxiety and post-traumatic stress, and tried to cope by compartmentalising their fears and modifying diets. These findings demonstrate the need to further signpost services, help individuals manage gendered issues, and alleviate feelings of anxiety.Item Metadata only Longitudinal associations between the frequency of playing Mahjong and cognitive functioning among older people in China: evidence from CLHLS, 2008–2018(Frontiers, 2024-03-14) Zhu, Lan; Wang, Yixi; Wu, Yuju; Wilson, Amanda; Zhou, Huan; Li, Ningxiu; Wang, YuanyuanBackground: Cognitive decline is prevalent among older adults, often resulting in decreased capabilities for self-care and a diminished quality of life. Mahjong, a culturally cherished and extensively played intellectual game in China, demands considerable cognitive function. While the cognitive benefits of playing Mahjong have been widely accepted, this study investigates an under explored aspect and aimed to ascertain the game’s potential contributions toward bolstering self-care abilities, enhancing overall quality of life, and mitigating against rising societal healthcare costs. Methods: The data analyzed in the study is collected from the Chinese Longitudinal Healthy Longevity Survey (CLHLS) with cognitive functioning being assessed through the Mini-Mental State Examination (MMSE). The frequency of playing Mahjong was measured through a self-reported questionnaire. Multiple linear regression models, latent variable growth models, and cross-lagged models were used to investigate the longitudinal relationship between game frequency and cognitive function in older people. Results: Of the 7,535 participants, the mean (SD) age was 81.96 (10.53) years. There were 7,308 (97%), 4,453 (59%), and 1,974 (26%) participants in 2011, 2014, and 2018, respectively. The results showed that Mahjong players had significantly higher MMSE scores compared to non-players from 2008 to 2018 (β = 0.893; p < 0.001), and non-players had significantly lower scores in 2011, 2014, and 2018 than in 2008 (β = −1.326, −0.912, −0.833; Ps > 0.05). Moreover, the frequency of playing Mahjong was associated with improved various cognitive domains. The declining frequency of playing Mahjong was substantially associated with the declining rate of MMSE scores (r = 0.336; p < 0.001). Mahjong frequency showed positive effects on MMSE scores, while the influence of Mahjong on MMSE scores were not significant. Conclusion: Playing Mahjong has a positive influence on the cognitive functioning among older people. It can help buffer against the decline in cognitive function and maintain cognitive function levels. The higher frequency of playing Mahjong is associated with improved reaction, attention and calculation, and self-coordination. A decline in the frequency of playing Mahjong was associated with a declining rate of cognitive function. The higher frequency of playing Mahjong among older people unilaterally influenced the improvement of cognitive function levels in older people in China.Item Metadata only A thematic analysis of the perceptions of reversible inhibition of sperm under guidance as a potential family planning method in the United Kingdom(Sage, 2024-07-26) Wilson, Amanda D.; Gheorghe, Cristina M.; Slack, OliviaBackground: This exploratory study aimed to look into public perceptions of Reversible Inhibition of Sperm Under Guidance (RISUG) as a family planning method in the United Kingdom (UK). It also aimed to discover if there were any sex differences in perceptions between males and females. Design: Twelve semi-structured interviews were conducted, six with males and six with females, all residents of the UK. Methods: The audio data from the interviews then was transcribed for analysis. An inductive and a semantic thematic analysis was conducted on the data set. Results: Three main themes were constructed, including: (i) RISUG Hesitancy, (ii) Females perceived benefits of RISUG and (iii) Males perceived concerns regarding RISUG. Hesitancy was related to vaccination hesitancy, females wanted males to have more reproductive autonomy and males placed their concerns through the lens of ‘other’ males that their may be unintended side effects. Together these three themes represent both perceived risk and overall benefits of the method. However, while randomized control trails have been completed to standard for RISUG, males perceived concerns, suggesting a disconnect between the public’s perceptions and professionals understanding of trails. Conclusion: RISUG was perceived as a viable option for family planning in the future, however trust of the new contraceptive method will need to be fostered among the public in order to effectively transfer knowledge on the potential side effects and the standard of pre-market testing for these. Effective public health messages can result in better education of people concerning the new contraceptive method, including the risks and benefits. By using perceptions to inform health messages around RISUG, researchers and practitioners can learn from potential users how to best address misinformation or concerns, while at the same time building an evidence base for when new male methods reach the contraceptive market.Item Metadata only The representation of medical risks and incentives concerning egg donation: an analysis of the websites of fertility clinics of Belgium, Spain and the UK(Taylor and Francis, 2024-07-26) Jacxens, Lara; Coveney, Catherine; Culley, Lorraine; LaFuente, Sara; Pennings, Guido; Hudson, Nicky; Provoost, VeerleConsidering the growing demand for egg donation (ED) and the scarcity of women coming forward as donors to meet this demand, scholars have expressed concerns that clinics may (initially) misrepresent risks to recruit more donors. Additionally, (non-)monetary incentives might be used to try to influence potential donors, which may pressure these women or cause them to dismiss their concerns. Since the internet is often the first source of information and first impressions influence individuals' choices, we examined the websites of fertility clinics to explore how they present medical risks, incentives and emotional appeals. Content Analysis and Frame Analysis were used to analyze a sample of Belgian, Spanish and UK clinic websites. The data show that the websites mainly focus on extreme and dangerous risks and side effects (e.g. severe OHSS) even though it is highly relevant for donors to be informed about less severe but more frequently occurring risks and side effects (e.g. bloating), since those influence donors' daily functioning. The altruistic narrative of ED in Europe was dominant in the data, although some (hidden) financial incentives were found on Spanish and UK websites. Nonetheless, all information about financial incentives still were presented subtly or in combination with altruistic incentives.Item Open Access COVID‑19 experience and student wellbeing amongst publicly funded higher education students in South Africa after the frst, and second waves(Springer, 2024-08-21) Wildschut, Angelique; Wilson Fadiji, AngelinaAlthough higher education students have been identified as one of the social groups most affected by the impact of COVID-19, higher education literature appears to focus more on documenting implications for teaching and learning, curriculum and institutions, than student wellbeing. This has resulted in gaps to our understanding and approaches to intervene positively in, student wellbeing within the higher education space ‘post-COVID-19’. Drawing on a novel survey data set administered in November 2021, of the 6877 higher educa tion (University and TVET College) students in South Africa, this paper aims to contribute through cross-sectional data that allows analysis of student experience of COVID-19 and its relationship to student wellbeing. As expected, our fndings confirm COVID-19 experience as a significant predictor of student wellbeing. We also identify satisfaction with interventions from higher education stakeholders in response to COVID-19 as the strongest, and the extent to which students felt impacted by changes to their routine behaviours as the weakest, predictors of wellbeing. The paper adds to existing international literature, the South African context with a large sample. Secondly, the analysis provides a more comprehensive view of the link between COVID-19 and higher education student wellbe ing, as TVET College students are included. The composite measurement of COVID-19 experience is a further contribution. Finally, the findings add to the literature on COVID 19 and higher education student wellbeing, the experience of disadvantaged students. The findings underscore the emotional health of students as a critical area for higher education policy and intervention during times of uncertainty or disruptionItem Open Access Collaboration in Higher Education(Collaboration in Higher Education: TLN Take5 Symposium, 2022-04-07) Wright, Emma; Smith, Rosi; Wall, Robyn; Vernon, Melissa; White, LucindaOur presentation reflects on our co-creation project to re-design the Special Educational Needs and Disability module on a BA Education Studies programme at De Montfort University, Leicester. The project, led by a co-creation group of disabled and neurodivergent teachers and students, consisted of two strands: research and module design. Research strand: What disabled and neurodivergent people, their families, practitioners and academics think new educators should know and understand, and how they think we should teach it. Module design strand: Learning outcomes, course content and assessment.Item Metadata only It always comes back to this: my panic to have a child’: Negotiating uncertainty and the anticipation of infertility amongst women with endometriosis(2022-10-27) Law, Caroline; Hudson, Nichola Anne