The alliance between the leftist movement Perspectives Tunisiennes and university students delivered sustained opposition and repeated protests against Bourguiba's regime in the 1960s and 1970s. This article argues that these groups were driven by the “student question,” a counterproject for Tunisian national development that opposed the vision of liberal bourgeois modernity espoused by Bourguiba's reforms of elitism through education and depoliticization. Instead, the student question was fleshed out in the group's periodical, envisaging the emancipation of Tunisian subjects and their entitlement to citizenship and political participation, and how the struggle of students would sweep the whole country. Drawing on the movement's journal and memoirs of four former Tunisian leftists, I trace how Perspectives navigated the regime's repression in 1968 and 1972–75, and how two successive generations of leftists emerged with different ideological reference points. In so doing, this article takes seriously the political imagination of this group during the global 1960s and 1970s, while conceiving ways to reintegrate silenced memories and histories into the mainstream of Tunisian historiography after the 2011 revolution.

Beginning in 1856 and ending in 1876, Portuguese colonial authorities in Mozambique registered almost 55,000 enslaved and freed Africans (libertos). The sources for these twinned registration processes are located in the national archives of Portugal and Mozambique. Fragments of the originals survive for only six of the ten districts of the colony, but contemporary copies exist for nearly all districts. Combined, they provide a unique opportunity to understand both the extent of slavery — as opposed to the export slave trade — and the process of abolition in late-nineteenth-century Mozambique. In this article we first describe the registers themselves, then focus on the registration of enslaved and freed Africans, the resistance of slaveholders, and the kinds of information that we can glean from the registers. We also explore the ways in which freed Africans were employed after registration and the extent to which being a liberto implied ‘freedom’. Finally, we consider how the registration led to new laws and policies in Portuguese Africa, opening a new era of European colonialism and imperial expansion.

The coronavirus crisis is causing considerable disruption and anguish. However, the COVID-19 pandemic and consequent explosion of telehealth services also provide an unparalleled opportunity to consider ethical, legal, and social issues (ELSI) beyond immediate needs. Ethicists, informaticians, and others can learn from experience, and evaluate information technology practices and evidence on which to base policy and standards, identify significant values and issues, and revise ethical guidelines. This paper builds on professional organizations’ guidelines and ELSI scholarship to develop emerging concerns illuminated by current experience. Four ethical themes characterized previous literature: quality of care and the doctor–patient relationship, access, consent, and privacy. More attention is needed to these and to expanding the scope of ethical analysis to include health information technologies. An applied ethics approach to ELSI would addresses context-specific issues and the relationships between people and technologies, and facilitate effective and ethical institutionalization of telehealth and other health information technologies.

This article opens up a new perspective on market liberalism's triumph in the late twentieth century through an examination of the political battles that were fought in Britain over the regulation of homework. Ubiquitous in the late Victorian era, this form of waged labor was curtailed by Edwardian wage regulations but resurged in the 1970s as a result of competition from low-wage economies abroad and fast-changing consumer tastes. Alongside growing use of homeworkers in consumer industries, new information technologies made it increasingly possible for some forms of professional work to move into the home. This article explores the debates that swirled around these different forms of homework, pitting antipoverty campaigners, feminists, and activists against ministers, employers, and civil servants. It shows how Conservative and New Labour governments failed to recognize the structural similarities between Victorian-style “sweated” labor and the emerging world of telework, freelancing, and self-employment, and how the intellectual excitement generated by Britain's transition toward a postindustrial future dovetailed with the New Right commitment to deregulation and the creation of “flexible” labor markets. A brief comparison with homework in the United States underlines the value of local, particular histories to our larger understanding of ideological change in modern societies.

Indigenous peoples throughout the circumpolar north have made significant progress in terms of securing self-determination through greater political autonomy. Although such change is important, it must be accompanied by greater economic control aimed at reducing state dependencies. Using an analytical framework developed by Norwegian political scientist, Stein Rokkan, this article explores the interplay between economy, territory, and identity among the Inuit in Canada and the Sámi in Norway. It reveals that the economic destinies of both groups have been profoundly influenced by both domestic and international factors that determine the focus and type of economic development they undertake. While the Inuit have pursued a balance of modern and traditional forms of economic development that is grounded in a regionally based model of self-rule, the Sámi have opted for an economic development model that emphasises traditional economic activities and is supported by Norway’s international commitments to the rights of Indigenous peoples.

This paper argues that uterine transplants are a potentially dangerous distraction from the development of alternative methods of providing reproductive options for women with absolute uterine factor infertility (AUFI). We consider two alternatives in particular: the bioengineering of wombs using stem cells (which would carry fewer risks than uterine transplants) and ectogenesis (which would not require surgical intervention for either the prospective mother with AUFI or a womb donor). Whether biologically or mechanically engineered, these womb replacements could provide a way for women to have children, including genetically related offspring for those who would value this possibility. Most importantly, this alternative would avoid the challenge of sourcing wombs for transplant, a practice that we argue would likely be exploitative and unethical. Continued research into bioengineering and ectogenesis will therefore remain morally important despite the recent development of uterine transplantation, even if the procedure reaches routine clinical application.

The application of machine-learning technologies to medical practice promises to enhance the capabilities of healthcare professionals in the assessment, diagnosis, and treatment, of medical conditions. However, there is growing concern that algorithmic bias may perpetuate or exacerbate existing health inequalities. Hence, it matters that we make precise the different respects in which algorithmic bias can arise in medicine, and also make clear the normative relevance of these different kinds of algorithmic bias for broader questions about justice and fairness in healthcare. In this paper, we provide the building blocks for an account of algorithmic bias and its normative relevance in medicine.

The amount of data available to healthcare practitioners is growing, and the rapid increase in available patient data is becoming a problem for healthcare practitioners, as they are often unable to fully survey and process the data relevant for the treatment or care of a patient. Consequently, there are currently several efforts to develop systems that can aid healthcare practitioners with reading and processing patient data and, in this way, provide them with a better foundation for decision-making about the treatment and care of patients. There are also efforts to develop algorithms that provide suggestions for such decisions. However, the development of these systems and algorithms raises several concerns related to the privacy of patients, the patient–practitioner relationship, and the autonomy of healthcare practitioners. The aim of this article is to provide a foundation for understanding the ethical challenges related to the development of a specific form of data-processing systems, namely clinical algorithms.

Two of the most poignant decisions in pediatrics concern disagreements between physicians and families over imperiled newborns. When can the family demand more life-sustaining treatment (LST) than physicians want to provide? When can it properly ask for less? The author looks at these questions from the point of view of decision theory, and first argues that insofar as the family acts in the child’s best interest, its choices cannot be constrained, and that the maximax and minimax strategies are equally in the child’s best interest. He then proposes a guideline according to which the family can demand LST if it is physiologically possible to preserve a life the child can be expected to welcome, and refuse such treatment if it causes suffering that is “more than can be borne” even if an uncompromised life is expected to emerge.

Important advances in biomedical and behavioral research ethics have occurred over the past few decades, many of them centered on identifying and eliminating significant harms to human subjects of research. Comprehensive attention has not been paid to the totality of harms experienced by animal subjects, although scientific and moral progress require explicit appraisal of these harms. Science is a public good and the prioritizing within, conduct of, generation of, and application of research must soundly address questions about which research is morally defensible and valuable enough to support through funding, publication, tenure, and promotion. Likewise, educational pathways of re-imagined science are critical.

The removal of controversial names and monuments from the public sphere in the United States has gained traction in the context of efforts to achieve social justice for historically mistreated and marginalized communities. Such debates are increasingly raising issues in the healthcare setting as hospitals and medical schools grapple with the legacies of figures whose scientific contributions are clouded with ethical transgressions. Present efforts to address these challenges have largely occurred at the institutional level. The results have been guidelines that are complex, highly inconsistent across institutions, and largely downplay the symbolic importance of such historical redress. This paper proposes a simpler three-part test for name and monument removal in the medical and hospital settings that places greater weight on the symbolic importance of the renaming process itself instead of only considering the outcomes.

The purpose of this article is to show that animal rights are not necessarily at odds with the use of animals for research. If animals hold basic moral rights similar to those of humans, then we should consequently extend the ethical requirements guiding research with humans to research with animals. The article spells out how this can be done in practice by applying the seven requirements for ethical research with humans proposed by Ezekiel Emanuel, David Wendler, and Christine Grady to animal research. These requirements are (1) social value, (2) scientific validity, (3) independent review, (4) fair subject selection, (5) favorable risk–benefit ratio, (6) informed consent, and (7) respect for research subjects. In practice, this means that we must reform the practice of animal research to make it more similar to research with humans, rather than completely abolish the former. Indeed, if we ban animal research altogether, then we would also deprive animals of its potential benefits—which would be ethically problematic.

Teaching healthcare ethics at the doctoral level presents a particular challenge. Ethics is often taught to medical students, but rarely is medicine taught to graduate students in health care ethics. In this paper, Medicine for Ethicists [MfE] — a course taught both didactically and experientially — is described. Eight former MfE students were independently interviewed in a semi-structured, open-ended format regarding their experience in the experiential component of the course. Themes included concrete elements about the course, elements related to the broader PhD student learning experience, and themes related to the students’ past and future career experiences. Findings are related to the educational philosophy of John Dewey and David Kolb’s experiential learning theory. Broader implications of this work are explored.