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Marylin, a novel by the Austrian writer Arthur Rundt about a mixed-race woman passing as white, moves from Chicago to New York City and concludes tragically on a Caribbean island. First published in 1928 and now translated into English, it offers a European view of racial attitudes in the US during the era of the Harlem Renaissance and Jim Crow. Rundt's short but powerful novel touches several vital issues in society today, engaging each in a way that prompts further examination and cross-fertilization. First, it sheds historical light on what has become painfully obvious in the Black Lives Matter era (if it wasn't before): the continued injustice experienced by Blacks in America as an effect of structural racism. Second, it confronts issues of migration and hybrid identities. Third, it has relevance for Women's Studies through the title character's interaction with the patriarchy. Through these connections, it responds to a growing current in German Studies concerned with diversity and inclusion and integrating the discipline into the broader humanities. An introduction and an afterword, both of them extensive and scholarly, contextualize the novel in its time and as it relates to ours.

African American women. --- #MeToo. --- Black Lives Matter. --- Caribbean island. --- Chicago. --- German Studies. --- Harlem Renaissance. --- Jim Crow. --- New York City. --- Women's Studies. --- diversity and inclusion. --- hybrid identities. --- migration. --- mixed-race woman. --- passing as white. --- patriarchy. --- racial attitudes. --- structural racism.

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Indigenous Motherhood in the Academy highlights the experiences and narratives emerging from Indigenous mothers in the academy who are negotiating their roles in multiple contexts. The essays in this volume contribute to the broader higher education literature and the literature on Indigenous representation in the academy, filling a longtime gap that has excluded Indigenous women scholar voices. This book covers diverse topics such as the journey to motherhood, lessons through motherhood, acknowledging ancestors and grandparents in one’s mothering, how historical trauma and violence plague the past, and balancing mothering through the healing process. More specific to Indigenous motherhood in the academy is how culture and place impacts mothering (specifically, if Indigenous mothers are not in their traditional homelands as they raise their children), how academia impacts mothering, how mothering impacts scholarship, and how to negotiate loss and other complexities between motherhood and one’s role in the academy.

Education --- Indian universities and colleges --- Indian women college students --- Indigenous women --- Motherhood. --- Parent participation. --- History. --- Education. --- historical trauma, Motherhood, mother, mothering, grandparents, ancestors, Indigenous mothers, women, woman, female, women scholars, scholars, Indigenous representation, journey to motherhood, scholarship, loss, higher education, higher ed, academia, university, trauma, indigenous women, women in higher education, women in academia, minorities in academia, diversity, inclusion, equity, diversity and inclusion in academia, diversity and inclusion in higher education, female scholar, minority scholar, working mothers, childcare, equity in higher education.

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Cultural competence has been acknowledged as an important set of skills and mindset for working effectively with diverse patients and for reducing social disparities in healthcare. In this Special Issue cultural competence was approached as an umbrella term and submissions relating to the whole spectrum of the concept were invited. Nine papers are published, 7 of which are research articles, 1 is a concept paper and 1 is a review, from authors from Spain, the UK, Germany, Denmark, Cyprus, France, Portugal, and Brazil. These 9 articles discuss a variety of concepts and aspects of cultural competence, such as cultural communication, cultural humility, diversity competence, and structural competence, and highlight the importance of cultural competence in healthcare and healthcare education, while opening new directions in research and policy making.

Public health & preventive medicine --- interpreters --- medical education --- educational and health outcomes --- cultural competence --- leadership --- healthcare leadership --- leadership development --- healthcare education --- curriculum --- equality --- diversity and inclusion --- NHS --- Delphi study --- diversity competence --- training objectives --- competence prioritisation --- health professionals --- migrant health --- minority health --- further education --- cultural asymmetries --- patient’s mother tongue --- health professionals’ perceptions --- dominant language --- minoritized --- structural competency --- access to healthcare --- migration --- medical training --- diversity --- health equity --- primary health care --- qualitative research --- sociology --- anthropology --- psychology --- curriculum development --- health inequalities --- critical incident --- hidden curriculum --- disciplinary knowledge --- global health --- neglected diseases --- black populations --- participatory research --- decolonization --- advocacy --- social production --- health policy --- public health --- human rights --- communication --- hospitals --- voluntary termination of pregnancy --- n/a --- patient's mother tongue --- health professionals' perceptions