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This study explored which of social dominance, social identity and perceptions of organisational justice were most predictive of self-reported empowerment among aid workers in the Philippines (N = 98). Responses to an online survey available in English and Tagalog were obtained from employees of diverse locally operating aid organisations in the Philippines. The survey included composite measures of empowerment, perceived social dominance, social identity and organisational justice. All measures except perceived social dominance performed as theorised in the Philippine context of this study. The best predictor of empowerment was the aspect of organisational justice centering on the fairness of personal interactions (interactional justice; β = .331). An interaction effect between interactional justice and aspects of empowerment and social (Filipino) identity was also observed (β = .233), implying that a secure Filipino identity may act as a buffer to consequences of injustice, all other things being equal. The overall pattern of results suggests that justice plays a more significant role than either social dominance or identity in contributing to empowerment amongst Filipino aid employees. Strikingly, interactional justice may matter more than distributive justice.

The International Baccalaureate (IB) curriculum is increasingly popular in both national and international secondary education settings. The Theory of knowledge (TOK) course is cast as the prime example of the international globalised values the IB Diploma represents. This article argues that such a positioning is contested within the TOK curriculum document, leading to confusion and tension in the positioning of teachers, students and learning. Two constructions of TOK are identified through discourse analysis, each of which positions teachers, students and learning differently. One construction serves primarily political goals, while the other serves pedagogical purposes. The tension between these positions may cause confusion for teachers and students, although techniques of tension reduction are identified. Further, this article argues that, in practice, both the pedagogical and political purposes of TOK may be achieved despite the tension in the curriculum document, if the personal pedagogical ideology of the teacher coincides with the political positioning of TOK.

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Men are still cast as the macho breadwinners and women in a caring, supportive role. This gender conditioning has become part of the company culture and tends to perpetuate the stereotype. Seeks to re‐form this conditioning and reinject the “softer” side of men, just as in a different way female gender conditioning must also be re‐formed. Concludes that equality of opportunity may be thus achieved, with equal benefits for both men and women.