Latin America has traditionally been both an object of great interest to business and human rights (BHR) scholars and a source of important contributions to the discussion of the most pressing challenges in the field. This article is an attempt at a systematic review of the Latin American contributions to the BHR scholarship to date. It relies on systematic data collection and qualitative analysis of an original dataset of existing literature on BHR in the Latin American context, with the hope of providing a baseline assessment of the state of the field and contributing to building an interdisciplinary and diverse research agenda moving forward. Special focus is paid to how particular regional characteristics shape Latin American contributions. More broadly, the article offers an opportunity to reflect on the place of Global South perspectives in the development of the field.

“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learner's motives (human needs directed towards an object) are highly malleable, subject to the influence of such contextual variables as institutional rules, community, tools and artefacts available (see Leont'ev, 1978, 1981 who popularised Activity Theory from Sergei Rubenstein's founding and also Engeström's more current work in 1999). Complexity Theory, which has been widely adopted in both physical and social sciences, originates from physics (Martin et al., 2019). Complexity Theory was later introduced into L2 research by Diane Larsen-Freeman who posits that language learning is not only a process but a volatile and emerging system that is shaped by components of the system (e.g., learners, teachers, schools) engaging in constant and vibrant interactions (Larsen-Freeman, 2014). Sociocultural Theory highlights the sociocultural contexts where learning takes place (Lantolf, 2000; Vygotsky, 1978). Informed by a social constructivist view of learning, key concepts such as scaffolding (e.g., teachers’ support for learners) are put forward. In particular, Vygotsky argues that communication plays an indispensable role in language learning. Extrapolating Vygotsky's work to L2 research, Swain (2006) claims that languaging, dialogues among learners to discuss issues in L2 learning, is an important process of learning a L2.

This article offers a fresh perspective on the study of the eighteenth-century musical dialogue between China and France, not as an episode of exotic encounter but as an intellectual movement that profoundly shaped how scholars conceived of music and the study of its theories within an increasingly integrated world. Taking Jean-Philippe Rameau's and Jean-Jacques Rousseau's explorations into the origins of music as an example, I foreground the importance of Chinese music in the formation of their influential concepts of the corps sonore and of the unity of music and language respectively. While these two thinkers made two opposing claims about the origins of music, both used Chinese music as key evidence to support their arguments. Moreover, certain Jesuit missionaries, particularly Jean-Joseph-Marie Amiot, played a crucial role in the global transmission of musical knowledge that enabled French thinkers like Rameau and Rousseau to incorporate music beyond Western Europe. Ultimately, this article reverses the Eurocentric narrative that tends to trace the influence of ‘Western music’ on other parts of the world by showing how Chinese music exerted a major impact on musical debates in France. Situating the study of eighteenth-century music in a global context, I demonstrate what we commonly recognize as ‘Western music theory’ was shaped by knowledge from the East.