Political legitimacy is highly important internationally—and probably increasingly so. The question of legitimacy is at the heart of some of the most vital and debated issues of international relations and international law. Think about the centrality of legitimacy with respect to just war theory, issues such as self-determination, the secession of a country and the creation of a new one, state recognition, tensions between the demands of national sovereignty and those of human rights, international humanitarian interventions, and so on. At stake in each of these situations is identifying what is the right course of action and what is legitimate and what is not—and how these situations are handled has an influence on the international system and its legitimacy. In this perspective, Chapter 7 shows that the significance of legitimacy at the international level unfolds in the context of the interactions between the national and international realms and the following distinctions: we/them, inside/outside, particularist/universalist, and system/society.

The use of the English language in many countries around the world greatly facilitates international communication. However, linguists have long pointed out that differences between established and emerging dialects of English may lead to miscommunication, especially because many users of the language may not be aware of many of these differences. Such issues may be particularly acute in high-stakes communicative endeavours such as persuading others to change their opinion or engage in a certain action. Psychologists have previously explored this construct mainly in experimental settings, whereas the present chapter uses a large database (‘corpus’) of natural language. The chapter thus provides an empirical, corpus-based analysis of the linguistic expression of persuasion across 21 international dialects (‘varieties’) of English from countries where English is widely used as a first or second language. Results indicate that there are substantial differences in the degree of overt expression of persuasion, with South Asian varieties of English indicating the lowest levels and (West) African varieties that greatest level of overt persuasion. The chapter concludes by discussing possible explanations of these patterns, implications for international communication as well as avenues for more detailed analyses of particular linguistic features involved in persuasion.

This chapter examines how women within the boundaries of the family and marriage became central to interwar Japan’s international relations. Scholars have argued that Japan’s politics, economy, and society shifted from liberalism and internationalism in the 1910s–1920s to conservatism and isolationism in the 1930s. While women’s history has been studied along the same lines, this chapter explores the continued reinterpretations of emerging ideals about gender, emphasizing the continuity and discontinuity of Japan’s modernity spanning those two decades. At the heart of those ideals were informal marital relationships – socialist and companionate marriages – introduced from Soviet Russia and the United States, and global concerns in the League of Nations about human trafficking involving prostitution and daughter adoption. Japanese intellectuals, social leaders, and diplomats continued to engage with reformist ideals to address women’s inequalities in marriage and the family. However, their appeals to progress redefined Japanese women in the preexisting family system and considered them to be promiscuous, reinforcing gendered burdens and sexual differences within Japan’s national contexts.

The novel of ideas was rejected by British-based modernist writers. In the international literary sphere there was less hostility to the fictional representation of philosophical, political and religious ideas, and there was also significant critical discussion of literature as a specific kind of speculative thinking. Outside Britain the representation of ideas and the formal experimentations of the modern novel were not seen as being in conflict with one another. Writers at the forefront of developments in the novel, including Fyodor Dostoevsky, André Gide, Thomas Mann, Rabindranath Tagore and Jean-Paul Sartre were both formally experimental and engaged with the novelistic implications of philosophical, religious or political thought. In this chapter I consider two kinds of modern novels of ideas, the ironic and the dialogistic. I focus on the writing of John Galsworthy in relation to Thomas Mann’s ironic Buddenbrooks and Graham Greene’s The Power and the Glory in relation to André Malraux’s dialogistic La Condition Humaine.

People who may identify as LGBTQ+ and other sexual, affectional, intersex, and gender-expansive (SAIGE) identities around the world face political oppression and social discrimination, including arrest, violence, and murder. In countries that have made strides toward affirming and including SAIGE rights, discrimination and social exclusion still exist. This chapter discusses colonialism, postcolonial theory, and increased awareness of counseling theory related to SAIGE individuals globally.

Chapter 31 scrutinises the term Weltliteratur (world literature), often invoked but little understood. Weltliteratur is a motif in Goethe’s oeuvre, rather than a unified theory, and it either describes the increased international literary exchanges which are the result of modernisation, or it has a normative charge, suggesting that Weltliteratur enables intercultural understanding. The chapter considers the origins of and various sources for the concept, together with its key resonances and concerns; it also reflects on the role played by the term in the establishment of the modern academic discipline of comparative literature.

For many visitors to China, airports may be where Chinese signs are first seen. This chapter will sample some signs that are commonly seen at airports, including those for customs, terminals, departure lounges, boarding gates, baggage claims, and transportation options. Most of the airport signs are bilingual with English translations. Most of the signs in this chapter are seen at the Pudong International Airport in Shanghai.

This chapter discusses Keynes’s Economic Consequences of the Peace as a matrix for understanding the changing institutional landscape of international trade. In 1919, Keynes highlighted the perils of German participation and US non-participation in international politics, twin problems that continued to frame trade debates in the League of Nations for the remainder of the 1920s. Generally, German leaders supported the construction of an open and regulated world economy. Many internationalists were eager to lock Germany into a system of multilateral norms but also feared that integrating Germany into global markets would reinforce its dominance in key strategic sectors. In contrast, the United States remained aloof from League trade negotiations in the 1920s. Europeans were divided over whether to respond with universal trade rules that the United States might eventually be persuaded to follow or with a regionalist approach that would enable Europeans to negotiate directly with their Atlantic neighbour on a more equal footing. As Keynes saw clearly, both sets of concerns were exacerbated by the financial imbalances stemming from war debts and reparations.

This chapter considers a range of internal and external restrictions (individual, institutional, national, and international) on the production of knowledge, which is situated in the dominant framing discourse of global neoliberalism. Recognising forms of restrictions on knowledge relates to how academic freedom itself is constructed, invoking the proposition that certain prerequisites are necessary for the practice of academic freedom. The chapter examines how university governance and funding mechanisms can constrain academic freedom. Within the university context, it extends its consideration to the role of ethics committees, bureaucratisation of university procedures, role of students, and university environment. The role of self-censorship at the individual level and the notion of scholars’ responsibility as well as freedom are critically examined. State-level restrictions are also considered. The chapter also situates these university-level and state-level restrictions within transnational restrictions, including international law and movement across borders.

This chapter extends beyond the single Australian early childhood centre focus offered by Robert Pratt in Chapter 4 of both previous editions. As co-editor, it has been a pleasure to collate five stories from the field with educators from early childhood education services across Australia. These stories highlight a deepening of pedagogical approaches and consolidation of what it means to be a sustainable early childhood service. The story authors well demonstrate how, over time, the multidimensionality of sustainability can readily be embraced in both meaningful and unique ways in early childhood education settings.

It is close to 15 years since the first edition of this text was published in 2010, and then translated into Korean in 2014. The second edition was published in 2015 and translated into Chinese in 2018. Much has happened in early childhood education for sustainability (ECEfS) since then. Hence, the case for a third edition was persuasive. When the first edition was written, the text demonstrated mainly an Australian orientation, while the second edition expanded authorship to include more international chapters. This third edition builds on the work of all previous authors and, as editors, we argue that the content of the two previous editions continues to be highly relevant! This third edition offers a much wider range of chapters from around the globe and almost double the number of authors, though it continues to maintain its Australian applicability. We reflect that Australian ECEfS benefits from the ideas and experiences of authors beyond Australia, just as we believe Australian perspectives have much to offer readers internationally.

In this chapter, the intersection between digital technologies and sustainability is explored, supported by many practice examples and comprehensive linking to relevant resources. Central to this chapter is a digital technology for sustainability education (DTfSE) framework proposed by the authors to guide educators in navigating this intersection. In a field of rapidly changing digital technologies, the possibilities for ECEfS are expanding.

In this chapter by three Swedish authors, the core positioning of children’s rights and equity in ECEfS is explored. The Swedish early childhood curriculum is strong on these points and sustainability, thus offering a unique platform for implementing a revised Swedish version of the OMEP ESD Rating Scale. The authors’ research study focused on the implementation of the scale as a self-assessment tool for teachers in their preschool contexts. The outcomes highlighted preschool teacher commitment to ESD, as well as the need for professional learning and systemic approaches to facilitate transformative change.

In this chapter, the authors write about science, technology, engineering and mathematics (STEM) education and its relationship with ECEfS. They argue that these fields are connected through their common, underpinning inquiry-based approaches to learning and teaching. They illustrate these connections through two stories from the field. They take these connections even further, however, and show how STEM and ECEfS can be enriched by adding an ‘A’ into STEM, to become STEAM. The ‘A’ stands for the ‘arts’, which can broadly include the humanities and social sciences. By expanding STEM into STEAM, richer, fuller learning experiences can be generated that offer stronger interdisciplinary connections to the ways in which the world really works, where empathy, creativity and curiosity are fostered and given multiple opportunities to be expressed. They show how a STEAM approach focusing on the creative arts can be used to reflect on artworks, for example, and how it can enrich a study of frogs and frog habitats. The authors also introduce a practical guide to assist early childhood educators to choose appropriate pedagogies when using inquiry-based learning. This is the IKOPE planning model – interest, knowledge, organisation, practice, empower – a series of iterative steps that build on children’s interests, supporting the creativity, problem-solving and communication of their STEAM learning.

Dr Jodi Edwards, an Aboriginal woman of Yuin and Dharawal kinship, wrote this chapter through her lens as an Elder connected to Country and the waters of the Illawarra coast of New South Wales. She explains how cultural knowledge-holders have seen, and continue to see and interpret, the natural environment through rich environmental play experiences that help shape cultural identity and strengthen Aboriginal Lore/Law. In a contemporary context, Jodi extends on these ways of understanding by sharing the rationale behind a children’s playscape and public art space being developed by the Shellharbour City Council in collaboration with the local Aboriginal community. The playscape is a play-based site for physical activity, and a place for storytelling and language learning, and for learning about bush tucker and bush medicines. It is intended to inform local young people and visitors alike about the multiple sustainable practices engaged in by the Aboriginal community of the area. At a broader level, the playscape also offers considerable potential for enhancing cultural and language reclamation, decolonisation and reconciliation.