More than three quarters of surveyed teachers in the European Union (EU) have encountered antisemitic incidents in their classroom, according to this report published by UNESCO with the support of the European Commission on the occasion of Holocaust Remembrance Day. The survey also shows alarmingly high levels of Holocaust denial and physical violence against Jewish students. Drawing from 2,030 teachers from 23 European Union countries, UNESCO’s new report provides the first European study of trends in teachers’ perceptions and experiences of antisemitism in the classroom. The data shows that more than three quarters (78%) of surveyed teachers have encountered at least one antisemitic incident between students, while over a quarter of them (27%) had witnessed nine or more such incidents.

This article critically examines how non-academic women of colour experience inclusion within UK higher education institutions. Drawing on narrative and semi-structured interviews, it reveals that inclusion is often choreographed through surface-level gestures that legitimise universities without redistributing power. The analysis develops three conceptual tools – curated inclusion, institutional affective discipline and progression ambiguity – to theorise how diversity initiatives function as containment strategies rather than mechanisms for transformation. Informed by Black feminist, critical race and decolonial theories, the study exposes how emotional labour, strategic silences and conditional belonging operate as everyday technologies of racialised governance. By centring the voices of women in non-academic roles, the article extends existing debates on institutional whiteness and performative inclusion, arguing for a structural reimagining of equity work grounded in decolonial praxis and epistemic justice.

Progress and Stubborn Barriers in the Inclusion of Disabled Students Disabled Students UK is delighted to conclude Disability History Month with the release of the 2024 Access Insights Report. The second year of the Annual Disabled Student Survey 

from the Womens resource centre

The chart below is an updated version of our annual monitoring reports into legal implementations of the Marrakesh Treaty around the world. Where a country has been updated or added since the last report, this is indicated with an asterisk. Information is sourced from contacts with library associations, associations representing people with print disabilities, expert inputs, and desk-based research into copyright laws .

The categorisations of what laws permit are based on our evaluation of what the law says. This document should not be relied upon as legal advice, but can provide a starting point for further investigation. For clarification on the terminology and questions used, see the information at the bottom of the document. Corrections, clarifications and improvements are highly welcome – please feel free to send them to ifla@ifla.org.

Australian Human Rights Commission

Understanding violent pasts is essential to understanding the world we live in today

Language is a major source of systemic inequities in science, particularly among scholars whose first language is not English. Studies have examined scientists' linguistic practices in specific contexts; few, however, have provided a global analysis of multilingualism in science. Using two major bibliometric databases (OpenAlex and Dimensions), we provide a large-scale analysis of linguistic diversity in science, considering both the language of publications (N = 87,577,942) and of cited references (N = 1,480,570,087). For the 1990–2023 period, we find that only Indonesian, Portuguese, and Spanish have expanded at a faster pace than English. Country-level analyses show that this trend is due to the growing strength of the Latin American and Indonesian academic circuits. Our results also confirm the same-language preference phenomenon (particularly for languages other than English), the strong connection between multilingualism and bibliodiversity, and that social sciences and humanities are the least English-dominated fields. Our findings suggest that policies recognizing the value of both national-language and English-language publications have had a concrete impact on the distribution of languages in the global field of scholarly communication.