This article advocates for the expansion of research into the topic of well-being in language education. It begins by outlining key definitional concerns and then moves to outline general issues and gaps in the current body of research such as a need for a diversification in research in social contexts, working conditions, languages, cultures, as well as a clarification of the domain specificity of the construct. In the main body of the paper, three core specific areas are outlined in detail with suggestions of not only what could be researched but how this could be done in concrete empirical terms. Task 1 concerns the dynamism of well-being across different timescales and how those interact. Task 2 focuses on the relationship between self-efficacy and well-being as an example of one core individual difference that could impact well-being development. Task 3 reflects on the possible interplay between learner and teacher well-being. The article ends by arguing for language teacher well-being to receive the urgent and critical attention that it deserves across the whole range of contexts and individuals who identify as language educators.

Since its inception in 1831, the French Foreign Legion, a specialised unit within the ranks of the French military, has played a prominent role in the wars of both colonisation and decolonisation. This article seeks to trace the origins, development and eventual decline of an Italian and international ‘Legionary issue’ regarding the recruitment and employment of Italian volunteers in a foreign military force deployed in the French decolonisation war in Indochina. Through the examination of archival sources as well as autobiographical narratives by Italian legionnaires, this study offers a novel perspective on the interplay between Italy’s political, economic and sociocultural trends, the enlistment of Italian volunteers into the French Foreign Legion, and the evolution of Italo-French relations in the postwar period.

Paradigm cases of disappointment occur when we fail to attain the object of our desire, or when doing so frustrates some of our other desires. However, some non-standard cases seem not to fit this pattern. We occasionally find ourselves disappointed despite perceiving that our desire has been fulfilled. Experiences of this sort are sometimes called ‘Dead Sea apples’. Such cases threaten the viability of theories that claim that fulfilling our desires always makes our lives go better for us. This paper considers what reflection on the nature of Dead Sea apples can teach us about the structure of desire and its relationship to well-being. I argue that this type of disappointment often occurs when we have a frustrated conjunctive desire that contains some satisfied conjuncts. The fact that the desire contains some satisfied conjuncts explains why we are prone to misidentifying it as fulfilled.

State repression of ethno-religious minorities is a widespread practice among dictatorships. Nevertheless, political science literature on the topic presents inconsistent findings regarding the causes and consequences of this phenomenon, largely due to the challenges associated with researching human rights violations in non-democratic regimes. The present systematic literature review covers theme-related articles indexed in the Web of Science database and published in English, Spanish, Japanese, Korean, or Chinese from January 1990 to December 2022 (n=169). By reviewing a wide array of theoretical frameworks, methodologies, and data collection strategies, this article identifies causes, consequences, and endogenous relationships, as well as key gaps in the literature on ethno-religious repression in non-democratic settings, providing a solid starting point for further research.

Procedural justice considerations have long justified both the instrumental and intrinsic value of effective participation among court users, where ideals of impartiality, dignity and fairness remain pre-eminent. However, recent developments in socio-legal research as well as legal policy and practice point to an inchoate normative reframing of the law beyond procedural justice grounds, based on what we call the humanising imperative for effective participation. We utilise the philosophy of Hume to elucidate its distinctive features, namely the significance of partiality and the virtues of humanity. The paper further explores the putative enactment of the humanising imperative in three court settings in England and Wales – the Court of Protection, criminal courts and inquests – that indicates the precarity of this orientation in relation to procedural justice principles.

In the present study, we combine southern multilingualisms and linguistic governmentality frameworks to analyze the dominant framings of multilingualism in Pakistan and the subject positions they entail. Using critical policy studies and narrative analysis, we draw upon official policy documents (n = 6) and university students’ narratives (n = 2). Our analysis suggests that the dominant framings of multilingualism in Pakistan are informed by (post)colonial and neoliberal ideologies centered on bounded notions of language and commodification of linguistic competencies. They are characterized by hierarchization of named languages and their functions in relation to their political and economic value, otherization of indigenous languages, and compartmentalization of students’ linguistic competencies into economically privileged languages. These framings entailed subject positions that gradually erased their (students’) multilingual identities and instead morphed them into plurimonolingual subjects of/for the state and the market. We also discuss implications for scholars, teachers, and policy makers in this study. (Multilingualism, southern theory, governmentality, neoliberalism, language education, language policy)

Between 1814 and 1826 four members of the family of Jane Talbot and her cousin William Henry Fox Talbot had an active and varied interest in the study of mosses, which included the collecting, drawing and naming of specimens. This article explores the textures of their developing practice of learning natural history, and considers their activities within the framework of the circulation of knowledge, their reading and skill development, and the networks that supported them. Their social status and connections provided access to the expertise of numerous British botanists, including Lewis Weston Dillwyn, William Jackson Hooker, and James Dalton, placing the family as a locus of knowledge (re)production and transmission. This work illustrates the pedagogical practices of an elite group as they engaged with botany in a domestic setting, and makes suggestions as to their motivations and stimulations, as well as the conditions that maintained or diminished their interest. At a time when mosses were little-studied even by professed botanists, it demonstrates how a family group including many young women filled their leisure pursuits with these small plants, and reveals how an extended family with no previous expertise in formal botany could be actors in early nineteenth-century knowledge exchange.

By 1849 the kindergarten spread across the German Confederation as an alternative space of revolutionary politics and protest. I argue that the kindergarten worked alongside the barricade as a key location to protest traditional forms of state and religious authority and cultivate a new humanity that centered on women's gendered labor and children's education. For the founder of the kindergarten Friedrich Fröbel and his supporters, the classroom was a garden for the future in which educators and children alike could “perform utopia.” For female revolutionaries, the kindergarten provided a forum to make political claims in ways not open elsewhere. This article provides insight not only into the history of Central Europe in the Age of Revolutions, but also into the histories of emotions, gender, and education. I argue that historians should examine how ideas of “utopian hope” have been utilized in moments of upheaval to create new spaces of opposition.

We are happy to publish a roundtable debate based on the discussions carried out at the webinar organized by our journal to discuss Ayşe Buğra’s latest book, Social Policy in Capitalist History: Perspectives on Poverty, Work and Society. Buğra’s important contribution to the field of social policy is critically evaluated by Guy Standing, Andrew Fischer, and Tuba Ağartan. Social policy is an important field for New Perspectives on Turkey, one in which we try to publish research articles, book reviews, and commentaries. We are hoping that this roundtable debate, by revisiting the theoretical and historical foundations of social policy via Standing’s, Fischer’s, and Ağartan’s takes on Buğra’s arguments, will contribute to the enhancement of the ongoing critical discussions at a time during which the capitalist economy is going through a major transformation at the end of the first quarter of the twenty-first century. We are grateful to Başak Akkan for organizing and moderating the webinar and seeing through the publication process and our associate editor Z. Umut Türem for making it possible.

One century ago, US Secretary of State Charles Evan Hughes made the first official statement regarding US policy toward Antarctica by declaring it would not recognise sovereignty in areas that could not actually be settled. The Hughes Doctrine formalised US opposition to countries dividing Antarctica into sovereign territory, a doctrine that has become the bedrock upon which subsequent US decisions toward the region were built. This paper gives a broad overview of the development of US policy toward Antarctica, starting with the Hughes Doctrine, including the period when the United States secretly considered making its own claim to sovereign territory before deciding to champion then maintain the multilateral, sovereign-free region based on the Antarctic Treaty in order to achieve its national goals. This paper also reviews how the policies are working today and considers the significant challenges and costs the United States would incur if it altered its century-old policy toward Antarctica.

The European Union and China have a relationship that is characterized by strong economic interdependence. But since Xi Jinping’s ascent to power, the gap in power and interests between the EU and China has widened, and cooperation has become more difficult. As a result, the EU’s China policy has shifted towards a more structural realist perspective, strategy, and policy. The EU’s realist turn will be analysed in two major areas of the EU–China relationship: security and defense with a focus on Taiwan, and trade. The EU has increased support for Taiwan and for maintaining the status quo in the Taiwan Strait by bandwagoning with the United States. In external trade, the EU is strengthening its own economic security and is balancing against China through diversifying its trade relations in the Indo-Pacific region.

Skeptical theism attempts to address the problem of evil by appealing to human cognitive limitations. The causal structure of the world is opaque to us. We cannot tell, and should not expect to be able to tell, if there is gratuitous evil, that is, evil which isn’t necessary for achieving some greater good or for precluding some greater evil. At first, it seems tempting to think that the rapid development of artificial intelligence (AI) technologies might change this fact. Our cognitive limitations may no longer be a fixed point in responding to the problem of evil. But I argue that this won’t ultimately matter. The workings of any AI capable of rendering the problem of evil tractable will likely be just as opaque to us as the causal structure of the world God created. Interestingly, then, both God and a sufficiently advanced AI are alien intelligences to us. This reveals what is truly difficult, and perhaps intractable, about the problem of evil. For the evils to be defeated, we would need a relational understanding of why God permitted them. Yet such an understanding of an inscrutable God seems forever beyond our, and even our post-human descendants, ken.

Historical accounts of the Indian space programme inevitably invoke the figure of Vikram Sarabhai (1919–71), credited as the father of its early development in the 1960s. A physicist by training, Sarabhai was best known for his ‘leapfrogging’ vision, into which social applications of space technology would catapult developing countries out of poverty. By interrogating official and unofficial records, speeches, cinematic productions and obituaries, this article examines how Indian leadership utilized Sarabhai’s persona to substantiate the role of space flight in the nation’s domestic modernization and geopolitical leverage. Especially after his death in 1971, the making of Sarabhai into the pioneer of Indian space flight allowed India to fashion a geocentric appeal specific to its space programme, which construed the benefits of low-earth-orbit satellite communication to tackle unequal development. In the 1990s, Sarabhai’s image was further appropriated by international powers and actors to propagate the commercialization of satellite systems. Despite its elitist outlook and subscription to received notions of nationhood and modernity, a closer look into the public resonance of Sarabhai’s persona reveals how the geocentric promise of space flight in the Indian context contributed to the formation of post-1960s astroculture globally.

In our critical review, we explore the progress of second language (L2) teaching research in Japan from 2019 to 2023, focusing particularly on English Language Teaching (ELT) and Japanese Language Teaching (JLT). After scrutinising numerous publications from over 50 academic journals, as well as academic books and chapters, we selected around 40 studies for analysis. These studies met our screening criteria of articles published in Japan, which were written in English or Japanese, peer-reviewed, presented original findings or insights, and focused on the Japanese context. We highlighted six key areas: grammar, language testing, teachers’ professional development, the realities and influences of foreign residents and immigration, the identity of language learners/users and language education policy. Through our review, we provide notable characteristics, developments, and challenges in L2 teaching research in Japan for a global readership. This contribution furthers the ongoing conversation and sets directions for future research in this field.