The COVID-19 pandemic has invited us to envision education anew, embracing a new era of instructional practices and learning environments. This study explores language teachers' and students' experiences in the post-pandemic landscape, providing valuable insights into the challenges, adaptations, and opportunities. Grounded in socio-cultural perspectives and educational theories, such as Vygotsky's socio-cultural theory and Deci and Ryan's self-determination theory, the study employs Interpretative Phenomenological Analysis (IPA) to comprehensively analyze secondary data sources. Findings reveal the significant role of social interaction and cultural context in language learning, amid reduced face-to-face contact and increased reliance on technology. The study uncovers the intricate interplay between individual, interpersonal, and environmental factors, shedding light on educators' and learners' challenges. Autonomy, competence, and relatedness emerge as crucial for intrinsic motivation and optimal learning outcomes. While acknowledging limitations related to secondary data sources, the study offers a comprehensive overview of the literature, informing language education practices in the post-pandemic era. It contributes to understanding the complex dynamics and interactions within language education and calls for future research using primary data collection methods to explore experiences and perspectives further. By understanding post-pandemic experiences, this study aims to shape education policies, practices, and pedagogical approaches, supporting effective language learning and the well-being of educators and learners in this transformed educational context.

This paper explores indigenous perspectives on the understanding and management of cultural heritage within the Mapungubwe and Makgabeng Cultural landscapes in South Africa. State-based management system paid little attention to indigeneity resulting in contested interpretation of the archaeological past. This by-passing of indigenous input is a product of colonial and apartheid policies that glorified Western practices at the expense of black African heritage stakeholders. World heritage mechanisms are also skewed in favor of modern practice which is overly designed to be sensitive to tangible aspects of the past than the intangible elements that make up much of indigenous African heritage. We used the archaeology of Mapungubwe and Makgabeng Cultural landscapes as a test case for the impact of indigenous voices on heritage, but the results have wider applicability. We employed semi-structured interviews and focus group discussions to gather qualitative data that we calibrated with our lived experiences as products of Tsonga-speakers from this broader landscape. The results expose that indigenous people use physical manifestation of sites, ethnographic inquiry, names, oral history, spirit mediums, landscape memory, genealogy, and praise poetry to identify, interpret, evaluate, and manage their cultural heritage. Additionally, indigenous perspectives which rely on collective memory, ritual practices, and indigenous knowledge systems have huge potential for enriching our understanding of the archaeological heritage. We propose a more inclusive archaeology and heritage management practice that involve indigenous groups in the identification, interpretation, grading, and presentation of the African past.

The sexual health needs of female immigrant adolescents in Canada have been largely unmet and have increased in magnitude over the last few years. Evidence suggests that immigrant adolescents lack sexual and reproductive health knowledge and use fewer sexual health-related services and sex education resources than do non-immigrant youth. In Pakistani immigrant adolescents, this difference appears to be associated with socio-cultural and religious practices. This paper aims to describe how first-or-second generation Pakistani-descent female adolescents, living in Canada, describe their perspectives on developing sexuality and well-being. In addition, this paper explicates female adolescents’ perceptions of their needs to support their sexuality while going through the adolescence stage. Using a qualitative interpretive descriptive design, individual interviews were conducted in combination with drawing timelines. A purposive sample of 21 female adolescents who were first- or second-generation Pakistani-descent was obtained. A thematic analysis approach was used for data analysis. Findings suggest that immigrant female adolescents encounter mental health concerns as a result of confusing messages they received from their parents related to sexuality. Also, discrimination, exclusion from sex education classes, and lack of knowledge on sexual health can result in social exclusion, avoidance of health care, and poor mental health outcomes such as depression and anxiety. These participants related experiences are potentially contributed by the lack of communication with parents about sexuality and lack of health care providers who can understand and speak to their needs and realities as immigrant individuals. Female adolescents expressed their need to break the silence around the topic of sexuality, to have a non-judgemental and blame-free attitude from adults, and for open, honest, and stigma-free conversations. This study provides preliminary qualitative evidence of the interplay between experiences of developing sexuality and overall well-being, particularly psychological wellbeing in female adolescent immigrants. It is crucial to involve, listen to, and incorporate adolescent girls’ voices when planning and implementing interventions to support healthy sexuality among immigrant adolescents.