Emerald Publishing Limited

Subjectivity and Development in Rural Contexts presents a compilation of chapters that explore different phenomena of ruralness. Through a collection of theoretical and empirical works, the book attempts to show the role of the social-cultural environment in the subjective experience and processes of human development.

Psychology has historically been an urban science. However, rural psychology has experienced significant growth in recent decades. Rurality has historically been observed and analyzed through the “lenses” of the urban, sub-dimensioning its own characteristics and its psychological richness. Following a cultural approach, it can be understood that subjectivity is the result of the internalization of cultural artifacts and that it depends on the contextual frameworks in which its development takes place. Therefore, it is possible to think that ruralness has the potential to generate processes of subjectivation that are specific and typical of its social and cultural context. On the other hand, there is a need to explore development processes in rural contexts to counterbalance the urbanization of psychology taught in universities and research centers.

This book brings together works from philosophy, anthropology, cultural psychology, cognitive psychology, social psychology, developmental psychology, and education. Each chapter examines the processes of subjectivation and development in rural areas. Likewise, the role of the social and cultural context in cognitive, affective, and identity development is explored.

Subjectivity and Development in Rural Contexts is an invaluable resource for educators, psychologists, teachers, researchers, undergraduate and graduate students, and anyone who wants to know more about subjectivity and psychological development in ruralness.

Youth titled this book Personal Truths because they shared their personal journeys, what they think of themselves, what others think of them, and who they are when their masks are removed. Artists encourage us to recognize personal truths may differ from what society values and cultural conditioning. Intuitively, authors understand what it means to live their truth. They discovered what matters most to them and expressed how they feel when navigating these justice-oriented issues.

Putting their truths into words was difficult. Their lives, insights, and experiences were shaped by the way in which they live their lives, their truths. Artists encourage us to utilize their artmaking to make decisions based on love versus fear. They want each of us to live according to what we value and to look within and reflect how lived experiences shape who we become. Youth recognized their source of power came from within and deepened not only their sense of self, but internalizing self-worth begins from within.

Through their artmaking, authors honor their intuition, insights, thoughts, and feelings around a myriad of issues ranging from the need for culturally responsive teachers/leaders to police brutality to the need for children to be loved as their authentic selves as well as many more justice-oriented issues they deem significant to their development. Their artmaking provided space to deepen their understanding of how personal truths influence their decision making, values, beliefs, and actions. Their artmaking reinforces their beliefs and personal growth; in other words, these artists concluded the need to live their truths.

This powerful and moving artmaking taps into what youth deem significant. To be true to oneself suggests each of us be conscious of our values, beliefs, responses, and motives. As youth deepened their ways of knowing, they discovered how often society influenced their sense of self and how often society seemed insensitive and even contradicted their values and beliefs. For these artists, it was the first time they were provided space to explore how schools, communities, and society influence how they make sense of the world. Artmaking restored and strengthened that personal awareness.

This book aims to challenge what we consider to be static and superficial understandings of servant leadership within PreK-12 school communities. We highlight myriad ways servant leadership is misused and misunderstood within educational settings and contend that this misuse has led to a lack of moral leadership grounded in individual and collective conceptualizations of spirituality. Further, there is scant literature addressing both diverse manifestations of and the dearth of spiritual leadership within schools. Recent critical leadership theories have emerged to help leaders reflect on implications related to race and racism, gender (e.g., homophobia), and religion (e.g., Islamophobia). While critical reflections are difficult, they are imperative as, for example, Black boys and girls in special education and remedial courses are over-represented relative to their overall presence in schools. Additionally, Black students, both girls and boys, are disproportionately disciplined when compared to other racial groups, especially white students.

With this book, we aim to definitively explore servant leadership toward an ontological understanding and operationalization of critical servant leadership; offering ideal school policy and practice to support it, providing examples of its manifestations within school communities, and articulating a vision for this theory’s future. While many theorists acknowledge the necessity of culturally relevant, responsive, and congruent practices, they often proffer specific, discrete strategies and ideas to help facilitate these kinds of leadership. We disagree with offering leaders specific leadership strategies but argue rather that what is missing from what is now popular and mainstream professional development for leaders is the reflexive component that requires leaders to examine their own dispositions, practices, and biases, which ultimately can function as impediments to student learning. Moreover, we argue that most professional development purporting to “train” leaders fails to incorporate critical servant leadership and address the role of spirituality in leading public and charter K-12 schools.

Teachers have a vital role in ensuring a quality education for all. However, education systems across the globe face growing teacher shortages. Without urgent action, this teacher gap will have significant repercussions for the sustainability of the profession and education more broadly.

Teacher policies designed to tackle recruitment and retention crises vary by country. Moreover, teacher unions’ capacities to influence such reforms can differ considerably with implications for teachers’ work and professionalism. Yet, there is limited comparative research on teacher policy from the perspective of those involved in, or marginalised from, its development. Teacher Professionalism from the Margins addresses this knowledge gap by engaging critically with the policies and politics of two key policy documents in England and Sweden. Supported by interviews with former politicians, civil servants, academics, and trade union officials, it analyses the dominant discourses of teacher professionalism and highlights the epistemic status of various policy actors involved in their construction. Revealing teacher unions’ marginality, it advocates for their increased involvement in the development of policies oriented towards improving the attractiveness of the teaching profession.

This book gives teachers and union officials an insight into the education policies which affect their work today. Drawing on state theory, feminist epistemology, critical linguistics, sociology of the professions, and organisation and management studies, it offers researchers and students new theoretical perspectives on professionalism and policy development. Ultimately, Teacher Professionalism from the Margins questions whether democratic engagement through political institutions is possible for unions and wider civil society.

Being and Appearance: The Aporia of Husserlian Phenomenology sets out to take phenomenology at its word, with a phenomenological examination of Husserlian phenomenology. More precisely, it's a question of determining what properly shows itself with the transcendent thing, and in what way.

This investigation reveals that absence is what properly shows itself with the being of what is given; this is not only with regard to the transcendent thing, but also with regard to consciousness itself as an object for itself. This investigation also reveals that it is illusion that is the specific mode of phenomenality of the transcendent thing, to which being is conferred only because it has the appearance of being real.

In the final analysis, it appears that Husserlian phenomenology is torn between two criteria of being: being as pure presence, given as an absolute, and being as the objectivity of the object, i.e. absence. The aporia of Husserlian phenomenology lies in the impossibility of deciding between these two criteria of being.

Exploring the enduring legacy of colonialism as it transitions through postcolonialism and neocolonialism, shaping identity, culture, and indigeneity, Hamid H. Kazeroony reveals how power structures, representation, and justice continue to be influenced by these forces, especially in the evolving landscape of AI.

Covering the rise of AI-driven data biases, extractive business models, and the persistence of Western-centric knowledge production, chapters highlight how AI can be leveraged to disrupt global inequalities, promoting intellectual and cultural equity. Topics include global governance, the ethical implications of AI, and the potential for AI to reorient entrenched colonial power structures, offering a nuanced exploration of how AI can help foster social justice and responsible management.

It provides a valuable resource for those seeking to understand and dismantle the colonial mindset in the digital age.

This book is about the relation between the school, the family, and the community as agents of education considered as a large field that goes beyond schooling. The triadic dialogue taking place amidst boundaries is analyzed, mainly from the perspective of cultural psychology, in a complex way in reference to different epistemological, ideological methodological, and very practical issues. This volume situates this triadic dialogue amidst a field of tensions that take different forms. The tensions between systemic continuity and discontinuity across different ecological levels are central in this book. How diversity and difference are dealt with is at the core of such tensions.

This volume addresses a number of crucial issues. First, it brings to the field of home-school-community relationships a systematic theoretical scheme. Secondly, it gives us a comparative-cultural (India and Canada) glimpse into the histories of education as it has been used as a tool to conquer the minds of new—by force annexed—members of the society. Thirdly, it brings into the school-home-community relationships discourse basic dialogical principles. These relationships are not merely general themes of discourse but can take very concrete forms. Fourthly, the general model of Urie Bronfenbrenner, which has been used as a basis for looking at schools in society since the 1970s, is given careful analytic attention. Finally, we explore innovative pedagogical practices that are oriented towards the parents who may be brought into the school territory to join their children in joint construction efforts.

Many students world over who decide to pursue a doctorate have a very specific career path in mind when they enter a doctoral program. Some of these know they want to work in the world of academia. After the author’s more than forty years in academia, this trend is changing with time in that many doctoral students now end up working in business and industry, for profit, non-profit agencies and government agencies. For prospective or current doctoral students reading this book, please remember that if you land your position in academia, you must then work diligently toward achieving tenure or building a successful career as a teaching professor. If you want to be successful in academia, you should do as much as you can to achieve the skills and abilities needed to be successful while you are enrolled in your doctoral program.

This book is organized in a “generally” chronological order, but when I felt the need, I have drawn from experiences with students throughout my career. The first lesson in the book is drawn directly from the experiences with my first doctoral student and for a very good reason. I think it will become evident when you read the first chapter. One thing that I sincerely hope is evident throughout the book is my unwavering belief in the value of effective mentoring. In my opinion, this is something that has been seriously damaged in our age of mass production and immediate gratification. You cannot become an effective mentor in a few sessions. It takes a lot of time and effort.

One of my dearest friends in the world is a colleague with whom I worked for many years. He has been retired now for several years, but he has continued to be one of my most cherished friends and mentors. A few years ago, my friend’s wife (who is also one of my dear friends) hand-stitched a beautiful picture of a cardinal sitting on a flowering tree limb and gave it to me for a Christmas present. The picture is beautiful, and I treasure it. It has a place of prominence on the wall in my office. However, the note that she gave me with the picture is even more treasured. She starts by saying, “I wanted to thank you for being my husband’s mentor.” As he is a true elder statesman in our program, I always considered him my mentor. The following words in her note helped to affirm the worthiness of the doctoral advising aspect of my efforts over these last 40 plus years: She said that we (I and her husband),“. . . help students to go out in the world as blessed human beings and spread knowledge to the next generation.”

The workplace has remarkably changed in the aftermath of the 2019 pandemic. The transformation is profound and is still evolving. A wave of voluntary resignations unleashed in the wake of Covid-19 negatively affected the business landscape and triggered unprecedented labor shortages. This, in turn, played well into labor unions’ hands, leading in 2023 to historical gains for millions of workers across various industries. And while digital technology has enabled remote work for yet more employees than ever before, employers were hard pressed to offer their workers flexible work arrangements. Topping it all, the explosion of AI in the last two years promised to introduce an innovative revolution in our places of work and usher in a new era, albeit contentious, in the marketplace. With the new opportunities that opened up, a host of challenges surfaced, compelling company managers to consider new ways of tackling them.

The change in work behavior in the aftermath of the pandemic, coupled with a strong economy and tight labor market in some sectors, are likely to turn the workplace into a collision course between employee and employer. A reset in employer–employee relationships, perceptions, and employment arrangements is today a new must. Transformational leaders are presented with a unique opportunity to make the workplace a much healthier and happier one.

Workplace Transformations in a Post Pandemic Era: New Realities to Consider and Act Upon addresses issues that are hotly and publicly debated by practitioners in the field and by policy makers alike. Along with the challenges our places of work currently face, meaningful opportunities for change are also emerging that should not be wasted.

In this book, we share about the history of women of color in higher education, the pervasive marginalization of their presence and perspectives, and the need for liberatory relationships. We then highlight the duoethnographic research we conducted on three multigenerational relationships spanning 22 years of relationship of three women of color that resulted in the creation of the Transformational Mentorship of Women of Color in Higher Education model to give language to the unique and liberatory aspects of these relationships. This approach to studying mentorship is new in the field and offers deep insight into the transformative power of women of color relationships and a model counter narrative to current mentorship models and their inherent maintenance of White supremacy. Through approaching mentorship with critical pedagogies, these relationships have developed into spaces of transformative learning, liberation, and as sites as resistance to the systemic power and inequities at a predominantly White institution.

As the model is presented, we embed reflection questions to help readers prepare for the implementation of this research-based approach to improve student experiences. The final section of the book includes specific recommendations and tools for how to intentionally facilitate such partnerships using the model with considerations for program administrators, mentors, and mentees in higher education and beyond.

Multiraciality is not an identity to be fractured or abstracted by others, but rather integrated across multiple racial locations. Multiraciality is sophisticated and its weaving of complexity into forging new congruence posits new ways to understand identity. Multiraciality disrupts monoracial constructs and can be disorienting to others who are unable to have sufficient knowledge of self to be able to conceptualize that other persons occupy multiple racial locations across broader systems of culture and identity domains. Multiraciality is to be celebrated, explored, and made visible. Thus, this text is also reflected of different author identities and from the different academic disciplines of education, sociology, and counseling.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. This edited collection explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, Worldviews and Values in Higher Education delves into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution’s ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution’s mission, vision, and values statements.

The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities. They also explore how broad forces, such as globalization and internationalization, have accelerated cross-border education and impacted the presumptive universality of rights and responsibilities. The chapters demonstrate, through different countries’ perspectives, how educational rights are evolving across the academic landscape. This book is for any educator interested in higher education institutions' educational development.

We have identified 10 timely topics that are important to the profession of student affairs. Each of these topics will be a chapter within the book and will include: (1) an academic/scholarly introduction to that topic (i.e., an abridged introduction/literature review that will provide the context for that topic/chapter), (2) perspectives on that topic from seasoned and new student affairs professionals, and (3) perspective from a HE/SA faculty member.

This book will be geared toward graduate students in HIED Programs and new(er) professionals in student affairs. This book will be used within HE/SA graduate programs, departments/divisions to use as a common read for their staff, and individuals reading it to further their understanding of higher education administration. The strength of this book is that it will scaffold the topic in the academic literature while providing several perspectives on the same topic/chapter.

This book concerns any progressive discipline and human profession looking to transform its practice via the cultivation of thinking professionals, which are preferable to unthinking professionals who may be inattentive, unphilosophical, not inclined or not know how to think deeply and profoundly. Thus, they fail to give due consideration to an issue or the consequences before acting. Thinking professionals have a complete and accurate image (mastery) of their professional identity and reality, and they can reflect on, reason through, and justify any decision to act. They would have thinking acumen (i.e., able to make good judgements and shrewd decisions), which requires a rich repertoire of contemporary perspectives and lenses, ideally with a critical bend (exposing and challenging power).
Both The Thinking Professional and transformative practice are used as hooks and threads through the entire book and as anchors for each chapter. The 17-chapter collection is organized into (a) what thinking professionals could think about in the abstract as well as more concrete ideas including (b) how they could think about or view their practice differently and (c) how they could transform their practice and do things differently. Topics include paradigm shifts, the human condition, transdisciplinarity, the holomovement principle, philosophical well-being, perspective transformation, and transformative social change agency.
Readers will also engage with intellectual curiosity and skeptical thinking, tacit knowledge management, the critical science approach, and critical discourse analysis. Other topics include transformative leadership, postmodernism, after postmodernism, reflective human action leadership, and communities of practice. In some cases, the century-old home economics profession is used as a working case to bring ideas alive. This book showcases The Thinking Professional who has transformative practice as their end goal.

The concepts of student motivation and student engagement have emerged from related but distinct fields of study. Contemporary scholars suggest that student engagement is shaped by various sociocultural, contextual, and personal factors (including motivation), and that it serves as a pathway to various positive student outcomes (e.g., academic achievement, well-being). Given its significance, there is growing global interest among researchers, policymakers, and practitioners (teachers, interventionists, parents) in understanding how engagement can be promoted in schools, at home, or in other settings. That said, much of the research on student engagement has been conducted in WEIRD (Western, Educated, Industrialized, Rich and Democratic) contexts, leaving us with limited knowledge about generalizability of extant student engagement models on students from non-WEIRD backgrounds.

To address this gap, we invited experts in various areas of student engagement to critically examine their theoretical and empirical works through a sociocultural lens and consider the implications for future research and practice. Contributors of this volume have offered novel models for understanding how sociocultural contexts and backgrounds (e.g., ethnicity, socioeconomic status, immigrant status, relationships) and socioculturally learned attributes (e.g., cultural beliefs, values, and practices) shape student engagement in different settings (e.g., online, classroom, out-of-school time programs). Additionally, they provided insights on practical and methodological issues that both researchers and practitioners should be mindful of. This volume highlights the need to critically consider both the cultural specificity and universality of student engagement processes and discusses ways to promote engagement across diverse sociocultural contexts and student populations.

Social Justice in Library and Information Science addresses an urgent need for more credible, accurate, authoritative, authentic, and current experiences about library and information science (LIS) research, practices, policies, and services in the Islamic Republic of Iran.

 The collection of edited contributions focuses on how social justice and social equity is emerging as a powerful force in shaping contemporary LIS developments in Iran. The experiences capture the complex nuances of intersecting realities in local context, unrepresented voices, and empowering efforts in LIS to overcome marginalizing conditions and circumstances. Chapters include the participatory (and engaging) aspects of LIS (including academic libraries, public libraries, special libraries, LIS education, and more) that document empirical evidence and current scholarship on how progressive institutions and fearless change agents in LIS are promoting social justice outcomes and impacts via information-related work.

Managing the Smart Revolution in Travel, Tourism and Hospitality provides a comprehensive exploration of how cutting-edge technologies are reshaping the landscape of the industry.

Going beyond the surface of emerging trends, offering in-depth insights into the integration of smart technologies such as artificial intelligence, blockchain, and data analytics, chapters meticulously analyze their impact on operational efficiency, customer engagement, and overall management strategies within the realms of travel, tourism, and hospitality. From optimizing customer experiences to streamlining operational processes, the work serves as a vital guide, ensuring that stakeholders remain at the forefront of innovation, and capitalize on the opportunities presented by the rapidly evolving smart ecosystem in the constantly evolving hospitality sector.

By elucidating the intricacies of this digital transformation, Managing the Smart Revolution in Travel, Tourism and Hospitality equips industry professionals, academics and undergraduates with the knowledge and tools necessary to navigate the complexities of the smart revolution.

Making School with Children: Engaging Learners to Think Critically envisions a hopeful future where communities unite to support one another and create a better world. Inspired by Comber's (2016) reminder that young people should learn to work for justice from the outset of schooling, this book showcases a whole-school response. Readers will explore stories from K-6 classrooms, where students and teachers collaborated across grade levels to build critical literacy through civic-minded social action projects, driven by the children's inquiry questions, interests, and passions.

Making School with Children reflects Vasquez's (1994, 2014) belief that learners thrive when their education is relevant to their lives. By centering children's experiences, the book aims to foster what Routman (2023) describes as a "joyful culture of trusting relationships, respect, and celebration of learners' strengths." This approach not only enhances curriculum but also nurtures a dynamic relationship with the world, promoting change, progress, and the creation of new ideas.

The book is divided into two sections. The first section, comprising seven chapters, details the work done in each grade from kindergarten to sixth grade to negotiate civic-minded literacy learning that transcends mandated curricula. It concludes with lessons learned and their implications for other educational settings. The second section offers a collection of resources, including recommended children's books, teacher resources, teaching tips, and lesson plans, to support similar work in the readers' own settings.

To date, there remains limited knowledge about the cognitive, motivational and psychological impact of the COVID-19 global pandemic on K-12 teachers in both private and public educational sectors around the world. This book seeks to explore the impact of this global pandemic on the educational stakeholders as well, including K-12 teachers and administrators.

To date, there are no conceptual models which depict the impact of this event on the learner from an educational psychological perspective. Finally, this book seeks to investigate how K-12 teachers and administrators can best meet the needs of their learners in a challenging set of circumstances such as a global pandemic, while maintaining educational excellence to ensure that all learners continue to learn and achieve to the best of their abilities.

Fashion Industry and Tourism Strategy: Transforming Destinations and Shaping Experiences explores the growing intersection between fashion events and tourism, highlighting their socio-economic contributions to global destinations. Once limited to showcasing clothing, fashion events have evolved into a key driver of luxury tourism, influencing travel patterns, consumer behaviour, and destination branding. The increasing interest in luxury lifestyles, particularly in developing economies, has fuelled a surge in travellers to iconic fashion capitals such as Paris, Milan, and New York. While research has acknowledged the economic significance of fashion tourism, critical gaps remain in understanding its broader impact, including its role in cultural exchange, destination image-building, and sustainability.

In addition to economic considerations, this contributed work delves into the socio-environmental implications of fashion tourism, assessing its influence on heritage conservation, commercialisation, and sustainable development. The potential of fashion tourism to revitalise emerging destinations and serve as an off-season tourism strategy is explored, alongside concerns about overconsumption, resource exploitation, and social inequalities in the fast-fashion industry.

Through a multidisciplinary approach, encompassing organisational behaviour, finance, psychology, social development, and operations, Fashion Industry and Tourism Strategy: Transforming Destinations and Shaping Experiences fresh insights into an evolving tourism segment, making it a valuable resource for scholars, industry professionals, and policymakers.

Escape the Cape, From Existing to Evolving: Amplifying Voices of Black and Brown Women in the Mental Health Profession examines the narratives of Black and Brown women all over the world who adherently take on the Superwoman Persona. The imaginative armor of a cape contributes to the normalcy of trying to “do it all” for others while neglecting the self. The book amplifies the voices of Black and Brown women in the mental health and academia professions who needed a healthy outlet to shed light on their experiences. 

This book stems from an asset-based approach where chapter authors highlight the ebbs and flows they experienced in the workplace due to having melanated skin and/or identifying as Black and Brown. So many Black and Brown women have suffered in silence because of exploitive workplace politics and practices and haven’t felt safe, valued, or heard; the “need” of Black and Brown women became greater than their humanity. Escape the Cape, From Existing to Evolving is a call to action. It contributes to elevating scholarly conversations for employers who are seeking strategies in promoting equity in the workplace.

Science, Democracy, and the University is a significant contribution to the field of curriculum studies, linking to the work of philosophers such as Max Planck, Donna Haraway, Max Weber, and Jacques Derrida to make the case for rethinking the reason of the university. John A. Weaver outlines what a Diogenes, or real, university might look like and what values it might promote over that which the current university system peddles. He also uses Bernard Stiegler’s work to focus on how we can educate the young to become adults rather than consumers.

Touching on subjects such as ecology, algorithms and data, and ethology, Science, Democracy, and the University champions the need for self-reflexivity and to challenge methodocentrism in science. The book features fascinating insights into how we can foster a vibrant future for the young through our academic institutions.

As the main agents of economic growth world-wide, corporations embody a paradoxical role in our current social and political order. They are increasingly viewed as legitimate partners and subjects of global governance and the sustainable transition, but they are also routinely involved in scandals and crises both in relation to their financial power but also to the climate crisis.

Acknowledging corporations as both the (perceived) agents of sustainable growth and technological development favouring a sustainable transition, as well as of inequality, greenwashing, climate crisis and environmental disasters, this edited collection includes chapters that focus on the corporation as a specific form of business organization and the role of the corporation and corporate governance in the sustainable transition. It brings together innovative research that investigates ways of reforming corporate governance practices in the light of corporations’ responsibility for climate degradation; develops a deeper understanding of the specificity of the modern corporation, its legal claims to liability and personhood, and how that affects its role in the sustainable transition; and addresses the responsibility and accountability of corporations. How are corporations made accountable and responsible with regards to the sustainable transition? How is the corporation conceived as a subject, (un)accountable to its actions and (in)capable of enabling change?

Advancing a comprehensive research agenda that enhances the understanding of the pivotal and paradoxical role corporations and alternative models of corporate governance play in relation to climate change, The Corporation, Corporate Governance and the Sustainable Transition is a compelling resource for understanding the pitfalls and potential of corporate power.

Translanguaging Perspectives on Writing Development and Pedagogy takes up translanguaging perspectives on writing development and writing pedagogies across a variety of contexts. The chapters explore how a translanguaging lens – which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning - can shift and expand notions of writing practices and instruction. Individual chapters illustrate rich, descriptive studies of writing across three contexts: K-12 classrooms and schools, learning environments that extend beyond the classroom, and pre- and in-service teacher education, framing the book’s three-part organization.

Highlighting meaningful collaborations with teachers, students, families, and community members, the volume offers innovative methodologies and approaches to research relationships in language- and literacy-learning spaces.

Translanguaging Perspectives on Writing Development and Pedagogy advances a comprehensive view of translanguaging perspectives on writing and how such a perspective can shift traditional approaches to the research on and teaching of writing.

“As a man of color, our image and reputation is everything. I have always kept my personal life and my private life separately. However, when I transitioned into higher education, I saw men who walked like me, talked like me, but also lived their truth in secret like me. It wasn't until I attended a higher education conference where I met this amazing Black man and he told me these words. No matter what you do in this life to thy own self always be true. You have one life, so live it and live it unapologetically. From that moment on, I begin to live my truth. One thing that I have learned is that people will not always respect your choices of how you live your life, however they will respect how you carry yourself when you live the life that you live in a positive light. So today, I am living my life mentoring, coaching, and inspiring the next generation of same gender-living males, because you only have one life to live and you can have it all. Success, love, truth, respect, but most importantly a life free from shame and guilt of denying who you are.” –Desmond Dunklin

“One experience that helped shape my identity as a Black, same-gender-loving male was during the height of the pandemic and quarantining. At that time, everyone was stuck inside, while also seeking community outside of our own minds. I was able to find community and curate a space on the audio app, “Clubhouse”. I came together with a group of talented Black Queer men to create the group, “Black Gay Men Chat”! On the app, we were able to educate and highlight the lived experiences of Black SGL men across the world. I tapped into my creativity and my voice in so many ways, by producing multiple projects such as: a talent show through the “Black & Gay” group, a seductive improv audio show, “The Art of Seduction”, a shoot your shot show “The Black Gay Bachelor”, a book club called “Reading Rainbow”, and facilitating/moderating multiple conversations across the platform (crystal meth in the Black Queer community, Black Gay Fatherhood, Dating Red Flags, etc). This experience shaped my identity because I was able to share/facilitate a space with individuals that were able to challenge me and validate my lived experiences, while bringing new perspectives to the conversations. Our group currently has 7,000+ members and showed me the power and influence that we have as Black Queer people when we come together. I recognize that at times society will not accept us fully which was evident in heterosexual spaces on the app where the expectation was for us to show-up "Black first", but we are full people, and we deserve to share and take up all the space we desire, while standing in all that we are. This experience was empowering, inspiring, and made me feel seen holistically.” –Sean Rice, Jr.

“As a Black gay male, this project holds personal significance for me, providing a rare space to openly communicate, share, and embrace Black, gay, male experiences within higher education. Each section unfolds as an individual narrative, emphasizing the importance of every unique story.” –Antione D. Tomlin, PhD

As the world pursues the UN’s Agenda 2030, nations face challenges in balancing economic growth, social equity, and sustainability. South Africa, a symbol of democracy since 1994, grapples with political instability, economic inequality, and environmental concerns. Assessing its progress in achieving Agenda 2030 offers insights into the broader challenges faced by developing democracies.

In South Africa and Agenda 2030: Critical Perspectives on Delivering Sustainable Democracy and Development, editor Daniel Silander brings together a comprehensive collection of analyses examining South Africa’s commitment to the UN Sustainable Development Goals (SDGs). This volume explores key dimensions of sustainable democracy and development, with a particular focus on SDG 16, which emphasizes peace, justice, and strong institutions. Authors in this collected work delve into critical aspects of political governance, judicial integrity, media freedom, and public accountability; all factors essential for fostering a stable and democratic society. Additionally, the analyses extend beyond governance, addressing economic and environmental sustainability through chapters on industrial policy, labour rights, poverty reduction, and climate change. By integrating theoretical perspectives with empirical findings, this work provides a nuanced assessment of South Africa’s successes and persistent challenges in meeting the Agenda 2030 targets.

Providing a multidimensional analysis of South Africa’s sustainable development, this volume is invaluable for academics, students, policymakers, and anyone invested in democracy, governance, and global development. Offering critical perspectives and policy recommendations, it serves as both a reference and a call to action for fostering a more sustainable and equitable future.

Shaking the Table provides perspectives and narratives of practitioners working in, or who have worked in, identity centers. Colleges and universities across the country continue to grapple with supporting students in their marginalized identities, including gender, race, ethnicity, sexual identity, ability, socioeconomic status, religious identity, and citizenship status. The creation of spaces and centers to support students in their acclimation, belonging, and identity development has been one way institutions have sought to address the needs of those with marginalized identities. Those working within these spaces have provided students with transformative learning and developmental experiences.

Despite this contribution to campus equity and inclusion efforts, the voices and experiences of those engaged in this work are often invisible. In the face of increasing resistance to equity and inclusion work nationally, and the multiple demands placed on the staff in these spaces, it is crucial to center and uplift these voices that are often relegated to the margins. This book features first-person accounts of the complexities, challenges, joy, and resistance practitioners experience while surviving and healing through and from this work.

Shaking the Table is a resource of guidance, wisdom, connection, and community for those who share in this labor and who aspire to do this work. It is also a call to action for colleagues, supervisors, and institutional leaders to better understand, champion, and uplift those working in these spaces.

Reframing Developmental Psychology: Perspectives from the Global South critically examines the dominant frameworks in Developmental Psychology, challenging the discipline’s reliance on mainstream theories, universalist assumptions, and culturally narrow research samples. By addressing issues such as WEIRD (Western, Educated, Industrialized, Rich, Democratic) psychology and developmentalism, the book calls for a more inclusive and culturally grounded approach to understanding human development. Contributors to this volume carefully question the assumptions that underlie conventional developmental discourse and advocate acknowledging historical contexts, cultural specificity, and diverse epistemologies, while retaining the larger objective of universal scientific study. Universalism should not imply uniformity.  

Emphasizing perspectives from the Global South - understood as both a geographical and conceptual space - this book highlights the importance of integrating indigenous knowledge systems, alternative methodologies, and collaborative scholarship in the advancement of a culturally informed study of human developmental processes. It critiques the over-reliance on positivist, standardized research methods that fail to capture the complexities of meaning-making and cultural variation. Instead, it calls for a redefinition of what constitutes valid knowledge, advocating for interdisciplinary approaches that bridge psychology, anthropology, sociology, literature and philosophy. By dismantling colonial legacies and reconsidering the ethical, epistemological, and methodological foundations of the field, the book fosters a vision of Developmental Psychology that is equitable, pluralistic, and responsive to the diverse realities of human experience.

From Mainstream to Digital explores the complex landscape of digital participation in a country where both digital and traditional media interact in shaping public life. As digital platforms have become ubiquitous, they no longer exist solely as alternatives to mainstream media, reshaping how identity, politics, and culture are expressed and contested. This collection acknowledges the expanding influence of digital platforms in South Africa. While digital spaces offer the potential for greater inclusivity and grassroots participation, they also replicate the economic and structural inequalities such as data control, algorithmic biases, and the commodification of self-expression.

Chapters explore how South African users leverage these platforms to reclaim agency, subvert dominant narratives, and build socio-economic value, while also navigating the competing pressures of self-representation and commercialisation. From the challenge of beauty standards on Instagram to townships businesses harnessing social media to reconfigure local economies, the studies highlight the creative and transformative ways digital media is being used for self-definition and resistance. They critically examine the limitations imposed by factors like power and historical injustice, which continue to shape access, visibility, and participation in these spaces.

Grounding the exploration in the South African context, authors amplify local voices and perspectives, offering new insights into how digital media is negotiated, adapted, and repurposed within specific cultural and socio-political environments. It invites scholars, students, and practitioners to rethink participation—not as a universal experience, but as a negotiation shaped by context, culture, and community.

The Covid-19 pandemic triggered an unprecedented shift to remote work, made possible by a vast array of technologies. While the frequency of remote work has decreased post-pandemic, many workers and organizations are now embracing remote and hybrid work options. Technologies that proved beneficial during the pandemic continue to be used, and the explosion of AI across industries has left many wondering about the future of work and society.

Meaningful Work in a Post-Covid Age: The Impact of New Technologies presents examples of how technology can enhance efficiency and effectiveness in education, industry, and healthcare when used to support organizational stakeholders. However, it also cautions that we must consider the long-term impact of technology on human well-being. The widespread use of new technologies has resulted in lasting shifts in organizational and worker mindsets about what is considered normal, appropriate, and desirable in how and where work is performed. These changes have also impacted how meaningful work is experienced.

The book addresses the underlying concern about whether the pervasive use of technology will result in net benefits or losses to society. Technology that focuses primarily on efficiency at the expense of relational and creative needs can detract from the meaningfulness of life and work, leading to worker unrest and alienation, and potentially impacting the physical and mental health of the global population.

Meaningful Work in a Post-Covid Age presents models and tools to help leaders, decision-makers, and workers navigate their organizations and careers to find meaningful work amidst the accelerating growth of new technologies.

STEM and the City (second edition) is a book that takes the topics of the first edition and brings them into a post-Covid educational world. Urban public schools are under attack, and the American culture wars are re-emerging and finding their way back into public school curriculum. The authors remain true to their original premise: that American public schools are the greatest vehicle for democracy we have, and because of that they are struggling to re-invent themselves in an America where some are trying to shut them down. Drs. Berube and McKinney discuss STEM schooling during Covid lockdown, the effects it has had on urban science and math students, and schooling post-Covid as schools opened back up to face students traumatized by the experience.
The culture wars rage on in classrooms, governors’ mansions, school board meetings, and content "experts" who dictate which books to ban from school library shelves. There is hope, however, and the authors use their experience in the classroom, both at the middle school and college level, to reassure teachers (especially STEM teachers) that the children of America still need you.

Introducing the Liberal Arts: A Guidebook for English Learners offers students a broad introduction to the essential disciplines of a Liberal Arts education. Covering Humanities, Social Sciences, and Sciences, each of the 31 chapters—written by experienced professors—guides readers through subjects ranging from English Literature and Sociology to Biology and Physics. Each chapter provides context and explains the relevance of the subject to the overarching Liberal Arts curriculum, making this book an indispensable resource for those exploring or considering a Liberal Arts education.

Building Academic Vocabulary for Success

This book not only introduces readers to key academic subjects but also supports language learners by integrating high-frequency English words from the General Service List (GSL) and the Academic Word List (AWL). Each chapter highlights essential vocabulary in bold, helping learners focus on the most critical terms for both everyday and academic English. Accompanied by carefully curated vocabulary lists and glossaries, this approach ensures that students develop the language skills necessary for success in their academic journey.

Engaging, Flexible Teaching Tool

Designed for teachers and students alike, this book is a flexible resource that can be tailored to individual needs. Whether used as a supplemental text or a core part of the curriculum, the suggestions for group discussions, presentations, and writing exercises encourage active engagement with the material. By blending academic content with structured vocabulary development, this volume provides both an introduction to Liberal Arts disciplines and a pathway for improving English proficiency.

Exploring Culturally Relevant Leadership Learning: Case Studies for Leadership Educators offers a comprehensive collection of case studies that delve into the eight critical aspects of the culturally relevant leadership learning model. These aspects include identity, capacity, efficacy, and the cultural dimensions of historical legacy of inclusion and exclusion, compositional diversity, psychological dimensions, behavioral dimensions, and organizational structure.

Through meticulously curated case studies set in both curricular and co-curricular spaces, this book provides readers with a rich tapestry of diverse contexts and environments. These case studies serve as invaluable tools for leadership educators, helping them develop a broader and more inclusive perspective on leadership learning. Whether used in classrooms, workshops, or personal study, these stories offer practical insights and real-world applications that can enhance the journeys of those seeking to understand and practice leadership in a culturally relevant way.

Centering culturally relevant leadership learning is not only crucial for educators striving to create inclusive learning spaces but also for students learning to lead in diverse contexts and with diverse people. As the field of leadership education evolves beyond traditional and canonical theories, this book encourages educators to explore various contexts and perspectives. With contributions from forty diverse educators, practitioners, and scholars in higher education, these case studies highlight the benefits of educational stories in supporting learners to gain insights from various situations, perspectives, and contexts.

Exploring Culturally Relevant Leadership Learning is a guide to fostering inclusive leadership practices and enriching the educational experiences of future leaders.

Gender, Power, and Society explores the multifaceted relationship between gender and power in contemporary society. Bringing together a diverse set of scholars who apply innovative theoretical frameworks, including intersectionality and feminism, chapters examine how power is distributed and exercised in various social structures, institutions, and interpersonal interactions. Authors investigate the manifestations of power at the macro, meso, and micro levels, addressing critical issues such as gender-based violence, sexual harassment, fertility decisions, and media representation. Exploring how economic, political, and legal forces intersect with gender, the edited collection uncovers the complex ways in which power operates in both overt and subtle forms, from universities and workplaces to new oil towns and Indian cinema.

Targeting scholars and students in gender studies, sociology, legal studies, and media studies, Gender, Power, and Society provides valuable insights for those seeking to understand the intersections of gender and power in contemporary society. Its interdisciplinary approach makes it essential reading for anyone engaged in research or education focused on gender-based inequality, social justice, and the broader implications of power.

Global Marketing in Times of Disruption, Volume 22 in the Review of Marketing Research series, delves into the multifaceted disruptions reshaping the domain of international marketing, fuelled by shifts in geopolitical dynamics, technological advancements, and consumer behaviour. A diverse selection of international authors contribute to our understanding of the implications of disruptions for global marketing strategy, based on their impact on firms, markets, consumers, and policy makers. They address the range of disruptions across four categories: anti-globalisation and nationalistic sentiments; trade wars; climate change; and digital platforms and payment technologies.
The convergence of these disruptions has fundamentally altered the dynamics of international marketing, necessitating a paradigm shift in how firms approach global market expansion and consumer engagement. Agility and adaptability emerge as indispensable attributes for marketers seeking to navigate the complexities of the global marketplace. By embracing innovation, sustainability, and a nuanced understanding of local contexts, firms can position themselves to thrive amidst disruption and seize opportunities for growth in an increasingly turbulent global landscape.

GenAI offers the opportunity to transform schooling just as the introduction of the printing press enabled mass literacy and Google revolutionized information access. We can no longer assume schools should look like they did for us – chairs in rows with teachers leading students from the front with a lengthy curriculum to cover. In The Future of Schooling in a GenAI World, the authors use a multi-method approach to gain insights from tech experts, gurus, and school leaders into the opportunities and challenges to change how we “do school.” Educators, policy-makers, and parents are encouraged to act immediately, not in the usual slow change process. GenAI enables the personalization of learning, and the authors share examples of where this is occurring right now around the world.

The practice of visiting locations connected to death, calamity, and human suffering—known as "dark tourism"—has become a fascinating but contentious area of research. Bringing together top academics and specialists from across the globe, The Emerald Handbook of International Dark Tourism provides a thorough and multidisciplinary investigation of this phenomena.

This handbook offers new perspectives on the changing role of dark tourism in modern society, drawing on contributions from a variety of academic fields, such as sociology, history, tourist studies, heritage, psychology, religious studies and cultural geography. Chapters address issues like black magic, impact of dark tourism on mental health, dark events, ethical dimensions, technology advancements for dark tourism, commodification of tragedy and many more; that is vital tool for academics, decision-makers, and business professionals.

The Emerald Handbook of International Dark Tourism is a vital resource for understanding the shades of how and why people visit places of death, grief, war and disaster and what this reveals about society's relationship with history, memory and ethics by striking a balance between academic rigour and practical relevance.

Educating the Phoenix focuses on the rebuild of an entire school system in the wake of absolute physical devastation and population diaspora from wildfire. When school started on November 8, 2018, the Paradise Unified School District (PUSD) boasted a thriving network of eleven campuses housing 3,401 students and 390 full-time employees. Four hours later, the Camp Fire had reduced three schools to ash, and all PUSD power, communications and maintenance infrastructures were wiped out. The food service warehouse and offices were gone. The transportation office was gone. Seventeen buses were damaged or converted to melted, sooty shells. The remaining eight campuses were in various states of ruin, from smoke damage only (one school and the District Office) to partially or mostly destroyed (seven schools). Nearly all of the students and seventy percent of PUSD employees also lost their homes. Meanwhile, some teachers, bus drivers, administrators, and other school personnel shepherded thousands of children to safety in a small, spontaneous Dunkirk of the Sierra Nevada foothills. Many of their colleagues stayed at the campuses, checking every cranny in every school to make sure no one was left behind. It may be the most dramatic story of in loco parentis ever recorded.

California law required that the PUSD shut down, perhaps permanently, but this is not what the students or their parents said they wanted. When PUSD leadership visited with families, the message was clear: These children had already lost nearly everything else that was stable in their lives, and dispersing them to unfamiliar schools would be another blow. They wanted to be together with their friends and their teachers. Hearing this feedback, Superintendent Michelle John O’Neal led the charge to keep the PUSD intact. She prevailed, and many kids came back, even if that meant their first “classroom” was an aisle in an empty hardware store in a nearby city. By the fifth anniversary of the Fire, PUSD had rebuilt a dynamic, fully functioning district with six beautiful campuses and an e-learning academy.

This book uses interviews with key personnel to tell the remarkable story of how the people of the PUSD made this happen.

The Emerald Handbook on International Higher Education is a comprehensive and structured exploration of the challenges and opportunities arising from the digital age's impact on workforce and leadership in higher education institutions. Chapters provide evidence-based guidance, real-world examples, and valuable resources to equip educational leaders, administrators, faculty and all stakeholders with the knowledge and strategies necessary to excel in this transformative era of international higher education.

Contributing international scholars and experts from various disciplines delve into the challenges and opportunities associated with a globally dispersed and increasingly diverse pool of employees. They examine how universities harness talent from around the world and how this workforce diversity can lead to innovation and cross-cultural collaboration. Featuring an extensive collection of new and diverse case studies from higher education institutions and systems worldwide, these real-world scenarios offer practical, on-the-ground insights into the challenges and successes of global education. Readers can draw from these case studies to inform their own strategies and decision-making processes, allowing for immediate application and relevance in their respective contexts.

The Emerald Handbook on International Higher Education is a new and significant contribution to the research in a new era of education, with remote work and online learning becoming more prevalent than ever before. It will be of special interest to international higher education researchers, leaders, administrators, faculty members and policy makers. 

The Teacher and the State explores the dynamic relationship between the state and teachers using a theory of global cultural dynamics. Through a comparison of eight Nordic and East Asian regions, the authors examine how interactions between teachers and the state influenced the teaching profession, educational policies, reforms, and social capacities.

The book explores the responses of regional and national actors to international reforms and policy discussions within a globally influenced education system. The authors illustrate how, over time, the teaching profession has been pivotal in shaping national identity, generating human capital, and more recently, enhancing a society’s ability to adapt to change. In a world where global forces can significantly impact national education, they examine how regional and national actors respond uniquely to globally spreading reforms and transnational policy dialogues.

This is a valuable resource for graduate courses in comparative education, international politics, and teacher education. It provides extensive historical, qualitative, and quantitative data linked to core theories, and critiques the impact of globalization on academic research, engaging with global governance theories to refine assumptions about organizational power in a globalized world.

Digital transformation and AI innovation are revolutionizing the healthcare industry, offering unprecedented opportunities to enhance patient care, streamline processes, and improve outcomes. The integration of artificial intelligence (AI) into healthcare systems is a pivotal aspect of this transformation, promising to reshape how healthcare is delivered and experienced. AI technologies have the potential to optimize diagnosis, treatment, and resource allocation, ultimately leading to more efficient and effective healthcare services. However, the introduction of AI in healthcare necessitates a cautious approach, considering factors such as patient perception, ethical implications, and the need for robust evaluation frameworks. This book explores the transformative synergy between digital transformation and AI innovation in the healthcare sector, with a focus on optimizing operational processes and delivering superior patient care and enhancing healthcare business practices. The convergence of digital technologies and AI is revolutionizing healthcare delivery, from streamlining administrative tasks to enabling personalized treatment and diagnosis. This book aims to investigate into key applications, challenges, and future directions of this dynamic synergy, offering practical insights for healthcare professionals, researchers, policymakers, and technology enthusiasts.

The "Advances in Digital Technology and Data-Driven Business Practices" series aims to shed light on the rapid developments, significance, benefits, and practical applications of evolving digital technologies and data-driven decision-making practices in businesses.

Digital technologies from the Internet and social media to artificial intelligence and robotics are reshaping the world. They offer joy, participation, and higher productivity, but they have also brought disruption, alienation, control, oppression, and exacerbated inequalities. This volume explores this ongoing transformation and its social implications between domination and participation. Outcomes at any given time are not taken as predetermined but as results of the decisions by a range of diverse social actors who compete, cooperate, or conflict with one another and can draw on differential access to resources within shifting political-legal frameworks and structural contexts. Scholars of communication, media studies, sociology, political ecology, employment and labor relations, science and technology come together to examine the social shaping of digital futures across different world regions and domains.

Contributing to these fields, the volume highlights the merits of interdisciplinary research and transnational perspectives to illuminate the intricate complexity in which digital technologies are shaped by and are shaping social relations of power between domination and participation. The authors present critical case studies that make timely progress toward a deeper understanding of these new dynamics and toward broadening the horizon for imagining preferable democratic future alternatives.

This volume is sponsored by the International Sociological Association Research Committees on Futures Research (ISARC07), ProFutur, Denkwerk für Antizipative Demokratie, and Initiative for Transnational Futures (ITF).

In recent years, UK higher education (HE) has sought to pursue more inclusive practices. However, we are yet to fully understand the experiences of a breadth of working-class people in HE. This edited collection uniquely brings together working-class reflections in the different roles and professions that exist in UK universities.

Focusing on understudied groups including working-class academics, students, professional services, administrative staff, ancillary workers and parents, the chapters explore definitions of class, reflections of classism, class-based experiences, inequalities, and theory in conjunction with roles and professional experiences. Guided by a collaborative and community oriented editorial process which embodies the ethos of working-class communities, the collection focuses on five main section areas: academics, students and student journeys, pedagogy, teaching & learning, non-academic staff in HE, and a final section dedicated to practical steps for the future.

A first of its kind, observing the experiences of working-class people across the breadth of UK higher education, this is a breath of fresh air on this subject. It is compelling reading for sociological researchers of class and society, academics across disciplines who have shared lived experiences, those in higher education management and those who work with social class and social mobility in industry.

Child Labour in the Global Human Rights Regime is about children’s rights, child labour and child slavery in modern and modernizing societies in the context of what has been summarized as a well-established and increasingly sophisticated framework of treaties, institutions, networks and ambitious standards with respect to human rights.

The main focus is on the implications of children’s forced labour within compulsory systems of formal education, or schooling, that have been spreading around the world as an integral feature of economic, political and cultural globalization towards a single global-reach social space. It is argued that children’s forced educational labour appears to qualify as slave labour in terms of prevailing notions of ‘slavery’ in international human rights and humanitarian law, social policy frameworks, theoretical discourses, and widely held everyday, common sense perspectives.

Digital technologies from the Internet and social media to artificial intelligence and robotics are reshaping the world. They offer joy, participation, and higher productivity, but they have also brought disruption, alienation, control, oppression, and exacerbated inequalities. This volume explores this ongoing transformation and its social implications between domination and participation. Outcomes at any given time are not taken as predetermined but as results of the decisions by a range of diverse social actors who compete, cooperate, or conflict with one another and can draw on differential access to resources within shifting political-legal frameworks and structural contexts. Scholars of communication, media studies, sociology, political ecology, employment and labor relations, science and technology come together to examine the social shaping of digital futures across different world regions and domains.

Contributing to these fields, the volume highlights the merits of interdisciplinary research and transnational perspectives to illuminate the intricate complexity in which digital technologies are shaped by and are shaping social relations of power between domination and participation. The authors present critical case studies that make timely progress toward a deeper understanding of these new dynamics and toward broadening the horizon for imagining preferable democratic future alternatives.

This volume is sponsored by the International Sociological Association Research Committees on Futures Research (ISARC07), ProFutur, Denkwerk für Antizipative Demokratie, and Initiative for Transnational Futures (ITF).

Building and expanding on the literature of case studies of urban commons that have emerged which question the development of urban commons theories and concepts and identify results and contradictions, this edited collection progresses our understanding of the different aspects, characteristics, challenges, contradictions and potential of the urban commons in Italy.

Presenting different case studies of urban commons and socially innovative and democratic practices in Italian cities, the chapters analyse the different contexts and specific political and socio-economic needs that are being addressed. Uncovering the motivations, discourse and actions of the different actors involved as well as the dynamics among them, the authors investigate negotiating with commons actors and the state involving conflict, negotiation and collaboration, as well as the relationship with the surrounding urban environment and local institutions and how they intertwine. In which ways do the urban commons and their socially innovative governance challenge the urban development model? In which manners do urban commons initiatives advance the right to the city? How do territorial and local communities contribute to the creation and diffusion of social innovation, recognising its structuring effect?

With chapters written by scholars with expertise in urban studies, sociology and political science, this collection is a multidisciplinary effort needed to fully understand an evolving phenomenon in social sciences. It is an important contribution to theoretic debates on the urban commons in Italy, wider Europe, and beyond.

In the evolving field of Teaching English to Speakers of Other Languages (TESOL), there is a growing need for practical guidance on applying a functional approach to language development for multilingual learners (MLs) in K-12 classrooms. Applying a Functional Approach to Language Development addresses that need by focusing on the content areas of English language arts, mathematics, science, and social studies.

This book offers innovative strategies for engaging students in exploring meaning in texts through classroom discussions about language. With the introduction of the new WIDA English Language Development Standards Framework (2020), the emphasis on a functional approach has become even more critical. The WIDA Standards highlight the importance of creating culturally and linguistically sustaining learning environments where MLs can thrive. The book underscores a commitment to equity for MLs by leveraging their linguistic and cultural assets, integrating content and language in collaborative settings, and making language visible as a tool for communication and a means to enact roles, through a functional approach. Grounded in systemic functional linguistics (SFL), this approach provides a metalanguage for discussing the meanings behind authors' choices and helps teachers identify language patterns to support MLs in understanding how language works. This methodology is applicable in any content classroom and is particularly vital for MLs as they expand their linguistic repertoires to engage effectively with educational content.

The book is divided into two sections. Section 1 presents applied chapters that utilize a language-based approach to content instruction to design unit plans for MLs across K-12 grades. Section 2 showcases the implementation of a functional approach in teacher education programs across various states, offering valuable insights for educators. This comprehensive book aims to empower teachers with the tools and knowledge to plan effective instruction for MLs, fostering an inclusive and dynamic learning environment.

Although the Micro/Small and Medium Enterprises (M/SMEs) in India (as also in other countries) make significant contributions to the economy (with about 30% share in GDP, 50% share in exports, and more than 60% share in employment), their developmental needs are addressed primarily through the facilitation of the external environment. In order to take advantage of the external facilitation, M/SMEs have to develop their internal capabilities, which are hardly attended to. Training is widely recognized as a major tool for developing the internal capabilities of M/SMEs. However, there were hardly any studies on the training-related issues of Indian M/SMEs. It is in this context that the present study was undertaken for identifying the perceived training needs and the training-related preferences of M/SMEs. The study covered a wide range of issues related to training in M/SMEs, such as the perceived training needs, the preferred training contents, methods, timings, duration, and training providers, as well as the actual training provided, for various levels (owners/directors, managers, and employees) in the organization. The findings of the study and the recommendations made on their basis will be useful for researchers, trainers/consultants, and practitioners/entrepreneurs, as well as policy-makers.

Artificial Intelligence (AI) is revolutionizing agriculture and environmental sustainability worldwide. As global demand for food and sustainable practices grows, AI is paving the way for smarter farming and more efficient environmental management. Artificial Intelligence in Agriculture and Environmental Sustainability: A Global Perspective delves into how AI is driving these changes, offering critical insights from both theory and practice.

In this edited collection, authors explore the multifaceted impacts of artificial intelligence (AI) across various sectors, with a particular focus on agriculture and environmental sustainability. The work begins by examining the economic implications of AI in agriculture, addressing both the challenges and future directions for farming. It delves into smart crop recommendation systems and the transformative potential of AI on Asia’s food supply. The discussion then broadens to analyze AI’s role in economic growth and financial inclusion in the context of the environment. Authors investigate the relationship between environmental pollution and the integration of AI in sustainable practices. Finally, the work considers the socio-economic and environmental consequences of AI, offering a critical analysis of disruptive digital technologies.

This work is essential reading for academics, policymakers, and industry professionals. It offers critical insights into how AI is revolutionizing agriculture and environmental sustainability, making it a valuable resource for anyone looking to understand and leverage AI’s transformative potential.

“To be better, we must do better! As educators and practitioners, it is our responsibility to do right by our students, no excuses!”Antione D. Tomlin, PhD

As higher education continues to evolve, institutions are reimagining how they serve adult learners—students who bring diverse experiences, responsibilities, and aspirations to the classroom. Innovative Approaches, Practices, and Strategies in Adult Education explores the transformative strategies, innovative pedagogies, and institutional shifts that enhance adult learner success while addressing the evolving challenges educators face today. Through a lens of equity, flexibility, and student-centered innovation, this collection delves into three critical themes: redefining success through assessment, which examines how multiple measures assessments provide a more holistic understanding of student potential beyond standardized testing; supporting diverse learners, which highlights initiatives that create inclusive learning environments for first-generation, international, and adult students; and promoting flexibility and innovation, showcasing adaptive pedagogical strategies, online learning innovations, and organizational transformation to meet the unique needs of adult learners.

With contributions from leading scholars and practitioners, this book offers actionable insights and evidence-based strategies that empower educators to drive meaningful change. It is a call to action for institutions to embrace innovation, cultivate equity, and prioritize student success, ensuring a more accessible and transformative future for adult learners in higher education.

Education professionals have consistently recognized the profound impact of mental health on students' learning and academic achievement. Numerous studies document how mental health influences PreK-16 outcomes, including graduation rates, academic performance, coursework completion, motivation, and emotional stability. These challenges are further complicated by the demands placed on the PreK-16 staff responsible for supporting student mental health. Often, these staff members themselves are at risk of experiencing high levels of stress and burnout due to the emotional and psychological toll of their roles.

Forging Interdisciplinary Collaborations explores a wide range of mental health issues affecting PreK-16 schools and highlights both successful and unsuccessful approaches taken by school districts, colleges, and universities to promote the emotional well-being of students and staff. Through a collection of chapters written by interdisciplinary professionals in education, the volume seeks to break down the silos within the field of education and foster collaboration on addressing student mental health through both preventative and responsive approaches. Each chapter offers practical recommendations for mental health practitioners, teachers, higher education faculty, parents, and students, providing concrete strategies to support mental health across all educational settings.

US Secretary of Education, highlighted the “Raise the Bar: Lead the World” call to action that was then the slogan of US Department of Education in an interview hosted by The Atlantic. Cardona took part in a convening of “activists, policy makers, industry leaders, and pioneers” working to close multiple equity divisions across multiple indicators. While Cardona’s focus during the interview was on the situation in the United States, the conditions for learning that he discussed surely resonate in international contexts in which dedicated educators are also keen to raise the bar and lead the world.

Such an ambitious call to action would be challenging during a time of consensus, but our contemporary educational context both nationally and internationally is characterized by divisions of perspectives regarding the causes of and remedies for student achievement and discipline disparity, in addition to a raft of mental health and well-being issues. Further, there are unresolved concerns over who can teach what and to whom in the wake of legislative initiatives. One could be excused for suggesting that, in the contemporary field of education, we are uncertain about where we are and where we are going, but there is no shortage of ideas about what to do next.

The authors whose work are showcased in Learning in a Time of Division: School-University-Community Research in Education share the ways in which their practice as educators has enshrined viable ideas about how to bridge divisions and facilitate learning, thereby contributing to reuniting a polarized world.

In the era of a constantly changing tourism and hospitality landscape, Digital Transformation in Tourism and Hospitality: Sustainable Management Strategies for Long-Term Excellence serves as a comprehensive guide on how to lead, innovate, and sustain forward-thinking approaches within the industry. Catering to leaders, entrepreneurs, and academics, it distils ground-breaking ideas about the impact of digital innovations and how sustainability-centric practices are shaping the future of travel. Explore how emerging technologies—such as artificial intelligence, data analytics, and digital marketing—can be leveraged to create seamless, immersive guest experiences while addressing critical environmental and social challenges.

Digital Transformation in Tourism and Hospitality is a roadmap to future-proof leadership, filled with case studies, expert insights, and actionable frameworks. From implementing green technology to optimizing digital operations, each chapter provides a deeper understanding of how to achieve sustainable success in an industry where environmental and social responsibility are essential for differentiation and resilience. Whether you are a tourism professional, business strategist, or academic, this book equips you to drive responsible growth and achieve long-term excellence in a digitally driven world.

Intersectionality acknowledges the ways social identities intersect to influence individuals’ experiences of privilege and oppression. While widely embraced across regions and academic fields, understanding its application to mentoring relationships remains limited. This edited collection bridges this gap by exploring how intersectional scholarship intersects with mentoring practices within the context of the Caribbean.

Emphasizing the role of mentoring as a form of activism, Intersectional Mentoring, Solidarity and Advocacy in Higher Education: A Caribbean Perspective navigates the multifaceted dimensions of intersectionality, grounding the dynamics around its theoretical, methodological and empirical applications within the Caribbean context.

Academics, researchers, and professionals across various disciplines, particularly those interested in intersectionality, Caribbean studies, mentoring practices, and social justice, greatly benefit from this work. Its comprehensive exploration of intersectional scholarship within the Caribbean context, coupled with insights into mentoring dynamics and applications across diverse domains, offers valuable perspectives and strategies for addressing social inequalities and fostering inclusive practices within academia and beyond.

From Problem-Solving to Responsible Decision-Making is a comprehensive and culturally responsive problem-solving approach that addresses the complexities of culture, identity, and the impact of decisions on individuals, families, and communities. It is a guide for problem-solvers seeking to make better-informed decisions in professional and personal situations. I see the usefulness of this resource for my college students who face the daunting task of making daily decisions with significant and long-lasting consequences. Counselors can use this primer to help students understand how developing self-identity and self-actualization can improve problem-solving skills. By employing the LIBRE Model (Listen, Identify, Brainstorm, Reality Test, Encourage), individuals can contextualize how their decision-making ultimately impacts not only themselves but the whole of those they care about.

Ultimately, the best decision for the individual is the decision that they can fully embrace and keeps them whole. Problem-solving can be a powerful exercise with valuable insights leading to a better understanding of yourself and your place in the community and within the family. The unique element of this text lies in its ability to provide historical familial terms so the reader can insert their family context to gauge how they might respond. In hindsight, when employing problem-solving and responsible decision-making, clarity of who the beneficiaries are becomes clear; a worthy reflection for anyone who cares about others. There is a resonant humanizing effect in understanding how difficult certain decisions can be, yet there must be an employed process of decision-making. The LIBRE Model has been used effectively for some years by counselors and individuals seeking to make responsible, efficient, and timely decisions.

Heart Work: The Handbook on the Survival and Success of Cultural and Identity Centers in Higher Education highlights the experiences of higher education professionals working in these centers. This handbook offers a blend of personal stories and the latest research on cultural and identity centers, building on Dr. Lori Patton Davis’ 2010 book, Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice. Since 2010, these centers have navigated significant challenges, including the global COVID-19 pandemic, and have increased focus on institutional racism.

The book delves into the experiences and histories of various cultural and identity centers, including Latinx/e Cultural Centers, Asian, Pacific Islander, Middle Eastern Arab and Desi Cultural Centers, Native American/Indigenous Cultural Centers, Black/African American Cultural Centers, Disability Cultural Centers, Lesbian, Gay, Bisexual, Transgender, Queer+ Centers, and Undocumented Student Resource Centers. In light of recent events affecting minoritized populations, it also covers topics such as evolving practices in cultural/identity centers, university politics, and strategies for practitioners to advance and sustain the Heart Work.

Heart Work offers community members - especially potential and current practitioners, faculty, and staff in higher education - an understanding of the recent environmental context of cultural and identity centers. As our society evolves, recognizing that identities are not monolithic and embracing intersectionality allows for a deeper understanding of oppression and lived experiences. This handbook aims to bridge the gap by continuing the research and practice of cultural and identity centers in higher education.

Explore the transformative world of charter schools with this comprehensive analysis of their growth, governance, and impact in three pioneering states: California, Arizona, and Florida. Navigating Charter School Landscapes delves into what charter schools do differently, their successes, and the new challenges they face.

With Arizona leading the way with 20% of students enrolled in public charter schools, followed by Florida at 13% and California at 11.5%, this book examines how these states have reshaped their educational landscapes. What began as a limited experiment has now become a central element of educational governance, with the percentage of U.S. students attending public charter schools more than doubling in the past 13 years.
This volume provides a balanced comparison between charter schools and traditional public schools, highlighting the diverse perspectives of stakeholders and the inherent tensions within the educational system. Readers will gain valuable insights into the most salient qualities of charter schools, their implications, and the ongoing debates surrounding them.

Navigating Charter School Landscapes is an essential guide for educators, policymakers, and researchers, offering thoughtful recommendations for future research and helping readers navigate the complex charter school landscape.

In an age defined by volatility, complexity, and constant disruption, organisations face an imperative to adapt—or risk obsolescence. Yet despite the abundance of strategic models and change frameworks, many transformation efforts falter. The reason is not flawed strategy, but a persistent underestimation of the most critical enabler of change: human capital. Leading Strategic Transformation: The H-Factor challenges conventional approaches to change management, placing people—not processes—at the heart of successful transformation. Rooted in insights from strategic management, organisational behaviour, and complexity science, this incisive work introduces a dynamic, systems-based perspective on how organisations can thrive in uncertain, rapidly evolving environments.

Rejecting linear planning and top-down control, the authors advocate for a shift toward complex adaptive systems thinking. Here, leadership is reimagined as the capacity to enable networks, foster agility, and mobilise human talent in service of long-term value creation. Combining theory with actionable insight, the book offers practical frameworks such as the Value Creation Pentad and the MELT model for human capital engagement and is essential reading for scholars and practitioners alike.

Considerations for Culturally Informed Leadership: Moving Toward the Future explores the dynamic process of leadership across diverse cultural landscapes. This book invites readers to embark on a journey of self-discovery and reflection, encouraging them to see themselves as learners, engagers, and connectors in a global context.

Each chapter begins with a framing section to set the stage for learning, followed by stopping points for readers to pause and reflect on their insights. Thought-provoking questions and discussion prompts at the end of each chapter foster meaningful conversations and deeper understanding. Additionally, practical activities are designed to elevate leadership skills, taking learning to the next level.

Whether readers are college or high school students, part of a student organization, or pursuing individual learning, this book offers valuable opportunities to enhance leadership practice in a classroom setting and beyond. It aims to unlock the potential of culturally informed leaders and make a lasting impact in today's interconnected world.

Across South Africa and the broader Sub-Saharan region, issues of cultural intolerance, diversity, and inclusive education are more urgent than ever. As societies and economies evolve, disparities in access to quality education, social justice, and equity remain stark, particularly for marginalized groups. While legislative efforts and policies have been introduced to foster inclusivity, persistent issues involving intercultural and inclusive education continues to hinder the realization of a truly unified and equitable society.

In Fostering Global Citizenship: African Perspectives on Interculturalism and Inclusive Education, Mbulaheni Obert Maguvhe presents a critical study that explores how issues surrounding intercultural and inclusive education can be addressed. Through an in-depth examination of strategies, policies, and educational frameworks, Maguvhe highlights the importance of fostering mutual respect, social justice, equity, and inclusivity. Drawing from African epistemologies and the unique socio-political landscape of South Africa, this study provides a compelling argument for treating inclusive education as an investment in social cohesion and global citizenship rather than a mere policy obligation. Various chapters offer practical insights into promoting diversity in education, ensuring disability access, integrating indigenous knowledge systems, and creating environments that embrace all learners.

Bringing together educators, policymakers, researchers, and advocates, this study is key for anyone committed to advancing diversity, equity, and inclusion in education. Within this work, readers gain valuable perspectives on fostering global citizenship through an African lens, ensuring that no learner is left behind.

The BOSS for 21st Century Organizations is a must-read for seasoned managers and executives, newly appointed leaders, and anyone contemplating a supervisory role. This comprehensive guide is designed to equip leaders with the tools and insights necessary to excel in their positions and foster a Human Intelligent (HI) Workplace.

Drawing on nearly four decades of experience in leadership development, the author has conducted numerous workshops and provided executive coaching to countless managers and executives. With firsthand experience as a manager, the author has observed effective and ineffective behaviors, offering invaluable insights into what truly works in leadership.

This book features two essential questionnaires that serve as powerful tools for self-assessment and organizational evaluation.

• Human Intelligent (HI) Workplace Questionnaire: Evaluate your workplace from both an individual and 360-degree perspective to understand what it takes to create an environment that thrives on human intelligence
• Leadership Behavior Effectiveness (LBE) Questionnaire: Assess your leadership effectiveness and identify areas for improvement to become a more impactful leader.
  

Whether you are an experienced leader looking to refine your skills, a new manager stepping into a challenging role, or someone considering a supervisory position, The BOSS for 21st Century Organizations offers the guidance and tools you need to succeed. Embrace the journey to becoming a better boss and create a workplace where human intelligence and effective leadership drive success.

The Black Male Educator Guide to Thriving aims to advise Black male educators in various areas of their professional responsibilities. While anti-Blackness is rampant, Black educators need support and mentorship to develop in their educational bearing. By extension, this book is also intended to support Black male educators and those who support them in the immersion of effective practices to erode environments of the antiracism that plague them.

Full of practical tips, case studies, and real-world examples and offering best practices derived from cutting-edge research, the book is a versatile resource designed to educate, inspire, and entertain. It significantly advances the field by exploring previously unrecognized or infrequently considered topics through innovative research questions, the inclusion of diverse perspectives, and a focus on contemporary issues. Whether readers are seeking to gain knowledge, apply practical advice, find personal motivation, or engage in perspective-taking or community discussions, this book provides the tools and content to meet those needs. By exploring its pages, readers can expect to enhance their understanding, improve their skills, and find enjoyment and inspiration.

The edited volume, Digital Video Composing: Multimodal Teaching & Assessment, provides an in-depth examination of teachers’ intentional use of learning, teaching, and assessment practices with digital video (DV) across a range of educational contexts. As a versatile multimodal educational tool, DV has become ubiquitous in twenty-first-century culture, allowing users to produce, share, and view others’ work.

The chapters in this book contain grounded portrayals using DV for in-school, out-of-school, and online educational contexts across a range of ages. Divided into three sections—foundational aspects of DV, portraits of educational practice, and DV in teacher preparation and professional development—the chapters present tangible examples of DV educational applications that promote critical and constructive thinking and life-long learning. The authors employ various frameworks—including multimodality, semiotics, anti-racism, critical literacies, trauma-informed care, and critical media literacy—while exploring a range of subject matter. Chapter topics include rhetorical features and affordances of reading and composing with DV, cultural counterstories, social and political inquiry and critiques, and connections between print and video.

Together, these examples of research and practice represent a montage of how DV is being used across different multimodal learning spaces, including urban, rural, and online settings.

Lifelong Learning: The Education of the Aging Population focuses on the education of the aging population worldwide. The book includes studies representing a variety of perspectives and research methods, rich and informative in analyzing the issue under country-specific social, cultural, historical, economic, and political contexts, and strategies to improve life-long education of aging society.

The chapters address

• Key trends, status, major theories, and models of life-long education for the aging population across a variety of communities
• Issues and challenges that exist in life-long education for the aging population
• Effective and successful practices and models that may benefit other countries.

The book unites expert researchers, educators, advocates, policymakers, and community leaders from various countries to offer insights, key trends, theories, and practices in education for the aging population, aiming to positively influence lifelong learning for this group globally.

In today’s active learning scenario, the focus is on student learning and less on teaching. Enhancing Faculty Professional Development: A Quest to Empower Lecturers in Collaborative Active Learning provides tips and advice to empower lecturers in collaborative active learning through faculty professional development. The book is written for professional development (PD) practitioners and faculty developers as primary audience, it will also appeal to teacher educators, deans, education academy directors, lecturers, and students. Building on a user-friendly approach of faculty professional development, the book offers evidence-based insights from research findings. Drawing from the author’s rich experiences as a professional development facilitator, Enhancing Faculty Professional Development offers practical tips for reshaping assessment and feedback practices, and design of learning activities aided by technologies including artificial intelligence. It recognises the importance of social media and digital technologies to support engagement and interaction in formal and informal learning spaces.

This thought-provoking book provides practical strategies for incorporating collaborative active learning into teaching, while exploring the potential of faculty professional development to transform traditional teaching practices. This allows readers to discover how faculty professional development can help with the adoption of student-centred approaches and address personal and professional changes.

Each chapter introduces a basic concept of collaborative active learning, explains the connections between research findings and their practicalities in real-world learning and teaching settings, and provides firm examples of how the interventions could be used in a variety of disciplines. Specially designed blended learning workshops in each chapter allow participants to collaboratively engage in purposeful critical discourse and reflection over the depth and breadth of the training content of their own unique needs. Readers are encouraged and supported to unlock the full potential of collaborative active learning and embrace its transformative power to take their professional careers to the next level.

Higher education continues to evolve and transform, with faculty being an essential component of this establishment. Mentoring is vital to the success of faculty, which can result in positive benefits in the development and eventual success of new faculty members. This mentoring traditionally assists them in acclimatizing to the university and academic environments. However, the ultimate goal should be to assist early career faculty with reaching success beyond their graduate school preparation. Thus, the foundation of effective mentoring should include a network of support, which should include advising, guides, and resources for faculty success, but these components are not always present.

Faculty Success in the Academy: Tips, Tools, and Resources for Success fills a need within higher education faculty development, mentoring, and support. It accomplishes this by serving as a guide for new faculty, a rejuvenator for existing faculty needing a boost, and an opportunity for all faculty to identify opportunities that will help them to assimilate as valued members of the academy. Higher education is often a space for transition, conflict, and unanswered questions without a safe space to explore these concerns. This book highlights various faculty voices across the spectrum of higher education who openly share their knowledge to support other colleagues within this unique space. Readers can use this book as a window, mirror, or sliding glass door to help jumpstart or restart their success in the journey of higher education.

Faculty Success in the Academy helps readers enhance their knowledge, skills, and dispositions to further their career in higher education. Each chapter extends knowledge beyond what might be present within the readers’ own university, bringing to light resources and opportunities that might not otherwise be openly shared but can be beneficial to the success of all faculty. 

The presence of intelligent tools, both in the digital and physical realms, is progressively enhancing our capacities to act on personal, organizational, national, and international levels, leading to both intended and unintended consequences. Collectively, these changes are reshaping our world at a speed and scale that necessitate earnest consideration. In the midst of uncertainty, the development and utilization of these new capabilities would greatly benefit from CyberSystemic approaches and methods of learning.

The book drives readers to adopt a different - CyberSystemic approach, moving beyond perceiving individuals merely as subjects or consumers to recognizing them as citizens. This shift implies an active role in constructing organizations and social policies as conversational networks wherein individuals collectively contribute to the formulation of purposes and products. The editors put forward concepts and examples that illuminate and exemplify these perspectives on citizenship in organizational and social contexts.

Readers will discover several conceptual frameworks and usage cases of CyberSystemic methodologies in various fields, providing the first look at the latest development of the grey methodology and the AI relation to individuals and governance and will provide the first discussion on the General Interactions theory.

In this era of transition from traditional, people-centric Human Resources (HR) to data-driven and unbiased approaches, this collection not only highlights the revolutionary potential of Artificial Intelligence (AI) but also addresses the challenges and ethical considerations of AI deployment in the workplace.

Impact of Artificial Intelligence on Data-Driven Decision Making in HR for Revolutionizing Organizational Growth explores the transformative role of artificial intelligence in reshaping HR, recruitment, and organisational culture. As AI becomes increasingly embedded in organisational systems, it offers unprecedented opportunities to enhance HR operations—from advanced analytics that predict employee behaviours and trends, to optimising structures that foster innovation and growth.

By providing a comprehensive overview of AI’s impact on HR, this insightful volume offers HR leaders, C-suite executives, organisational strategists, and academics the tools to harness data-driven decision-making for organisational growth in a rapidly changing world.

Sex and sexuality are prominent features within families. Given the many issues associated with sex and sexuality there is a need for a more comprehensive understanding of sex and sexuality within the family context.

This compelling collection offers a deep dive into the diverse and complex issues surrounding sex, sexuality, and family dynamics across different cultures and societies. From the marital aspirations of sexual minority transgender young adults to the evolving intimacies of Indian women, each chapter provides a unique perspective on how personal and societal factors shape sexual identities and relationships. The book also examines the intersection of religion, politics, and sexuality, exploring topics such as the views of religiously conservative Christians on adolescent sex, toxic masculinity among Generation Z undergraduates, and the impact of dominant conservative socializing agents on attitudes toward same-sex adoption. Other chapters delve into the long-term effects of adverse childhood experiences on sexual health, survival mechanisms for identity management in Zimbabwe, and the challenges faced by gay and lesbian parents in Ireland. Additionally, the collection addresses cultural taboos in Turkey, the role of social media in sex education, and the support needs of parents in Italy.

By breaking the silence on these critical issues, Sex and Sexuality within the Family Context provides valuable insights for scholars interested in understanding the intricate connections between sex, sexuality, and family life.

Higher Educational Leadership in VUCA Contexts addresses emerging issues in Higher Education leadership in a Volatile, Uncertain, Complex, and Ambiguous (VUCA) context, that have rapidly exasperated since the COVID-19 pandemic.  Higher education has been redefined, changing how and where we work, teach, research, and engage stakeholders, thus resulting in existing strategies and plans being revisited to respond effectively.

Using the model of Vision, Understanding, Clarity, Agility (VUCA prime) to address emerging issues in Higher Education leadership, chapter explore seven key issues of globalization, status quo thinking, e-leadership, mentorship, gender equity, racial equity, and funding.

Higher Educational Leadership in VUCA Contexts is academically informed but practitioner focused as it incorporates recent research into VUCA and VUCA prime, Leadership, HEI’s, Education, Information Systems and Generative AI. The research is supplemented with real-world applications, toolkits, and case studies designed to enhance leadership development and effectiveness.

Innovate to Integrate: Data-Driven Management and TechStrat Fusion Unveiled explores the intersection of data-driven decision-making and technology strategy. A diverse team of authors explore the ground breaking TechStrat Fusion framework, emphasising the dynamic relationship between data management and strategic innovation. Real-world case studies from diverse industries illustrate successful implementations, while forward-looking chapters anticipate the emerging challenges and opportunities in this evolving landscape.

As a comprehensive resource, Innovate to Integrate delves deep into the technical aspects of data analytics, machine learning, and emerging technologies, offering a robust foundation for understanding the strategic integration of technology in modern organisations.

By providing actionable strategies and practical frameworks, both academics and professionals will find this a valuable work of reference.

Navigating Mental Health in the Male Open Prison re-examines how mental health is managed within the male open prison, focusing on the under-explored role of peer support during transfer, transition, and adaptation. Schreeche-Powell addresses a neglected gap in penal research by investigating how ‘well-meaning interventions’ can produce unintended, iatrogenic harms. Through the lens of power and pain, the book critically explores how peer-led support operates at a time of heightened stress and uncertainty to support adaptation and transition to the open prison environment.

With attention to theory, lived experience, and policy development, this book offers a vital and timely analysis of peer support and how it can better support those navigating the emotional and institutional complexities of open prison life.

The 21st century looks quite different in reality to the predictions made by science fiction writers. Instead of a world dominated by flying cars and androids, we have found ourselves living in the wake of a global pandemic, experiencing an increasing frequency of natural disasters, battling political turmoil and global refugee crises, all set against the backdrop of the climate emergency and the mass extinction of species, including, eventually, our own. Meanwhile, we send off our kids to school to prepare them for a future that we as grown-ups increasingly come to fear. In this setting, what is the role of education at the potential end of the world? What societal as well as personal role does education play when our hopes for the future may need to be drastically readjusted?

Education at the End of Time addresses these questions and explores the role of education in current society not in a limited sense of formal schooling, but rather in terms of what it means to live and engage with a world that is at the brink of collapse. Yet, it falls not into fatalism, but to account for a journey that leads to a (re)discovery of the world beyond the modern notion of development and personal realization. It offers an a journey to open up new perspectives for how to think of education as a way out of a path set towards the end of the world.

This third edition of Designers’ Guide to Eurocode 4: Design of composite steel and concrete structures – EN 1994-1-1 provides comprehensive guidance in the form of design aids, indications for the most convenient design procedures and worked examples to Eurocode 4.

It reveals how to deal with problems that can arise in applying the code and offers background information and references to enable users of the code to understand the origin and objectives of its provision.

This new edition has been fully revised for changes in materials and products, problems that have arisen with interpretation, and response to questions from industry on unfamiliar methods. Brand new topics covered include shallow-floor construction and use of precast concrete in floors, whilst composite structures and shear connections are overhauled.

This book will cover:

• terms, definitions and symbols
• basis of design
• materials
• durability
• structural analysis
• ultimate limit states
• serviceability limit states
• composite slabs with profiled steel sheeting for buildings composite joints in frames for buildings.

With the text following closely the sequence of clauses in the Eurocode and with clause numbers in the margin for quick reference, this book will be an essential read for civil and structural engineers, code-drafting committees, clients, structural-design students and public authorities.

In today's digital age, data is ubiquitous and holds tremendous value for businesses looking to better understand their customers and make smarter decisions. Companies that effectively collect, analyze, and act on data insights can gain a significant competitive edge. This is especially true in marketing, where data-driven strategies are becoming crucial for success. 

In this book, the chapters explore how data can transform marketing by enabling more precise targeting, better optimization of campaigns, and deeper understanding of what drives customer engagement. With the massive amounts of customer data available today - from web analytics to social media to mobile apps - marketers can develop highly customized segments and messages.

Examined are techniques and tools for collecting and making sense of all this data, including methods like A/B testing, regression analysis, and machine learning algorithms. Using real-world examples and case studies, the reader will learn how leading companies use data-driven insights to optimize digital marketing campaigns, website experience, and content strategy.

The Advances in Digital Technology and Data-Driven Business Practices series aims to shed light on the rapid developments, significance, benefits, and practical applications of evolving digital technologies and data-driven decision-making practices in businesses.

Ethnic Minority Agency in Mainstream Education provides a comprehensive overview of the lives of BAME educational professionals in a regional environment, dominated by racism, both explicit and implicit. Each chapter is informed by original research examining these different strands of the teaching profession and revealing the stories of their aspirations and obstacles in becoming successful educators. Irrespective of the role, position, level of experience of BAME professionals in mainstream education, there is a thread of marginalisation, injustice and oppression that runs through their individual and collective narratives.

Across the various chapters the experiences of school leaders, teachers, teaching assistants and teacher educators are captured through the empirical research which foregrounds the exploration, analysis and discussion. For some of the authors, their lived experience is intertwined with their chapter content and for others a candid examination of their ontological positioning and its impact on the storied experiences of their research participant.

Ethnic Minority Agency in Mainstream Education offers a platform for senior leaders in mainstream education to take action based on the findings of this research. Recommendations for change and reform focused on the regional experience of BAME educators are presented, demonstrating the urgency for more targeted action to centre support for BAME professionals and to remove the explicit and implicit barriers.

Academic Integrity Meets Artificial Intelligence examines academic integrity practices in higher education institutions (HEIs) in the Caribbean, assessing the current and potential impact of generative artificial intelligence tools on academic integrity and how HEIs globally have been responding.

Using the Academic Integrity Rating Scale (AIRS), Baker-Gardner assesses the academic integrity practices of 31 HEIs native to the Caribbean to determine whether these institutions have the structures in place to manage the challenges which are likely to result from the unethical use and possible misuse of generative artificial intelligence tools such as ChatGPT.

Baker-Gardner promotes an educative approach to academic integrity in which students are supported in the development of academic integrity knowledge and practices through structured programmes. This includes providing them with an understanding of the use of generative artificial intelligence tools and instructing them in how and when to use these tools ethically to support learning.

In Equity at the End, authors Staci M. Zavattaro and Jennifer L. Wright-Berryman explore the intricate and often confusing landscape of deathcare in the United States. This complex system of public, private, and nonprofit institutions often leaves individuals perplexed as they navigate their final arrangements, revealing significant inequities.

Combining comprehensive research from public administration and social work to examine policy design and deathcare bureaucracy, Zavattaro and Wright-Berryman scrutinize the governance of the deathcare system, the policies shaping it, and the economic and personal biases influencing its implementation. They begin by defining the concept of death equity, exploring disparities in access to resources like eco-friendly burials, identity-aligned services, and affordable body disposition. Through their extensive research, including interviews with over 70 deathcare professionals from both the public and private sectors, the authors provide readers with tools to navigate these inequities, addressing the reluctance to discuss and prepare for death.

Equity at the End offers practical tools and insights to reduce inequities and improve transparency in the deathcare system. Promoting death literacy and equitable practices, this work is essential reading for social scientists, public policy experts, healthcare professionals, and educators.

Advances in Group Processes publishes theoretical analyses, reviews, and theory based empirical chapters on group phenomena. The series adopts a broad conception of “group processes.” This includes work on groups ranging from the very small to the very large, and on classic and contemporary topics such as status, power, trust, justice, social influence, identity, decision-making, intergroup relations and social networks. Previous contributors have included scholars from diverse fields including sociology, psychology, political science, economics, business, philosophy, computer science, mathematics and organizational behavior.

Volume 42 assembles papers related to a variety of topics in small groups and organizational research. The volume includes papers that address theoretical and empirical issues including 1) literature reviews in the areas of race, gender, masculinity and DEI initiatives, 2) how political party affiliations impact social forces such as situational affective definitions and levels of institutional trust, and 3) whether or not group membership affects the tendency to intervene in fraternity hazing, if gender ideologies are related to support for legalized abortion, and the emotional responses to acts of intergroup forgiveness and revenge. Overall, the volume includes papers that reflect a wide range of theoretical approaches from leading scholars who work in the general area of group processes.

Recruiting more teachers of color, especially Black men, is a challenge. Recruitment alone is not sufficient to increase the presence of Black males in American classrooms, which is currently less than two percent. Black Male Educators in American Classrooms explores the unique challenges and valuable perspectives Black males bring to the school setting and explores how to better understand, incentivize, and effectively utilize Black males in America’s classrooms and the widespread impact this can have in K-12 education, in the community, and throughout society. 

Documenting the results of a multi-year study carried out by the Editors, chapters delve into the mental, emotional, and intellectual development of Black male educators and those they connect with throughout the school community, why they leave or remain in K-12 education, and what they see as the role of school leaders in helping them achieve their purpose as contributing, respected, and valued educational leaders.

The personal narratives of Black male educators include their recommendations to improve strategies to support them in classrooms and throughout society. Readers will experience first-hand how being a black male educator impacted their lives, their students and their communities. Not only are stereotypes dissolved through the research and personal narratives of Black male educators, but the proposed initiatives also suggest and offer strategies for continuing growth of Black male educators within the classroom, as academic leaders, role models, and other levels of engagement.

Supervision in the social sciences has been under scrutiny over the past decade. With the emergence of social service professions beyond social work, there has been a drive around each profession being supervised by senior members of its own profession. With a particular focus on South Africa, this insightful text meets the need for a succinct and inclusive source for all three of the South African social service professions, offering an in-depth discussion of processes, functions and skills within the legal framework of professional supervision.

Co-produced by an academic and practitioner, uplifting the voice of the practitioner that is not always heard, Supervision for the Social Service Professions provides critically needed clarifications on the concepts, elements, stages, skills and functions of supervision on an international level. Swanzen and Morokane provide the pathway for the establishment of an integrated model for supervision, informed by vast perspectives on supervision and best practice guidelines, aimed at a revised framework.

A comprehensive, succinct, and useful tool in the hands of professionals and academics, this is a celebration of supervision in the social service professions which will ultimately lead to better care for vulnerable populations.

In the rapidly evolving landscape of the modern world, understanding the fundamentals of these interconnected domains is not just a choice but a necessity for those aspiring to lead and thrive. Decision Making with Exponential Technologies for Leaders is a fascinating exploration of the dynamic and transformative journey through the intersecting territories of exponential technologies, principles of management, the evolving role of leaders, strategic decision-making, and the compelling concept of disruptive leadership.

Decision Making with Exponential Technologies for Leaders serves as a comprehensive guide for reader’s eager to investigate into the intricate web of Basics of Exponential Technologies, Principles of Management, Evolving Role of Leaders, Strategic Decision Making, and the paradigm-shifting philosophy of Disruptive Leadership. It is designed to equip both aspiring and seasoned leaders with the knowledge and insights needed to navigate the complexities of the contemporary business environment.

Trauma-Informed Educational Leadership, part of the Emerald Studies in Trauma-Informed Education series, is a new development in the field of educational leadership and specifically addresses educational leadership through the lens of trauma- informed educational practice. It is the first research to document work with leaders over time as they undertook the complex work to bring about changing their schools from trauma-impacted to trauma-informed.

The research is drawn from four Australian schools (secondary, primary and special education) in suburban areas that experience high levels of financial and social disadvantage and low levels of educational achievement. The authors research with school leaders has resulted in suggested key leadership practices for implementing trauma-informed strategies, embedded supports for upskilling and supporting staff to sustain trauma-informed education, and incorporating the mindset of a trauma-informed leader working towards student achievement and equity within their communities.

The authors explore how school leaders can support teachers to change their practice in the classroom, how they can move their schools from undertaking professional learning in trauma-informed positive education (TIPE) to then implementing, maintaining and growing a positive trauma-informed culture in their schools and what leadership practices are pivotal to bringing about change.

Despite discourses of inclusivity and gender equity in higher education, women’s experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs). Drawing on interviews with two cohorts of STMs following a one-year ITE programme (before and during COVID-19), the book provides a thoughtful and research-informed discussion of the challenges the women faced, and the shifts in practice adopted by ITE providers during the pandemic.

Motherhood and Initial Teacher Education raises issues for consideration by ITE providers and practitioners who work with STMs. The book raises awareness of how this largely overlooked group of students might be better supported, drawing on some of the lessons learned during COVID-19, when educational institutions offered increased flexibility and family-friendly policies. The authors consider what shifts might be needed in UKHE policy and culture to cultivate compassionate, gender-equitable, educational institutions. The study also offers insights for mothers who are embarking upon ITE, or thinking of applying. The work is timely, as it has implications for teacher recruitment, at a time when appropriately qualified teachers are in short supply.

It is recognised by researchers that children’s voices must be included in shaping knowledge and understanding of social life. However, a consistent barrier to co-produced or participatory research is ethical decision making, impacting the type and nature of research that is granted approval. If we are to respond to the UNs Sustainable Development Goals, which demands a unity of purpose, children’s voices must be enabled and ensuring effective ethical frameworks to enable research with children is critical.

Advances have been made to the role children play in research. However, there is a tension between the creativity that informs efforts to allow children to participate and rigid and limiting models and frameworks for ethical oversight. This edited collection takes on an underrepresented topic by investigating the ethical considerations that impact on what research is or is not approved, through chapters that look at competence, consent, methodologies, safeguarding, assessment, and meaningful participation. Exploring the extent to which ‘ethical’ decision making has become limited by institutional understandings of children as ‘objects’, or at best ‘subjects’, within a research process, this collection invites us to start to reimagine a process in which child centred practices are at the centre of encouraging a more fluid and relational method of managing risks and vulnerabilities.

The Ethics of Unlocking Research with Children seeks to understand the challenges and offers solutions to maximise research opportunities with children.

Leadership Theories, Frameworks, and Approaches in Practice is a comprehensive guide to theory and practice in leadership studies. Drawing from over a century of leadership literature and the insights of countless scholars and practitioners, this book offers a rich tapestry of knowledge from multiple disciplines.

The book is an essential resource for students, practitioners, training developers, faculty, and scholars. It explores the evolution of leadership theories, paying homage to the thousands of contributors who have shaped the field. Each chapter delves into the history and application of specific leadership theories, providing a deep understanding of how they work in practice.

Leadership Theories, Frameworks, and Approaches in Practice is a tribute to the social scientists and authors who have memorialized their work in books, articles, and resources, crafting leadership into the phenomenon it is today. By bridging theory and practice, it aims to refine and enhance leadership for all.

The European Union has fully committed itself to implementing the UN Sustainable Development Goals (UNSDGs) in all its policies by 2030 and encourages every single one of the member states to do the same. However, laying down the foundations for a sustainable and inclusive economy in a situation of geo-political tensions is quite a daunting task and there is no certainty this can be achieved in the current economic climate. In addition, achieving sustainable economic growth (as defined by the European Commission) must be considered in the delicate balance between social progress on one hand and the pursuit of growth in the Gross Domestic Product (GDP).

It is argued here that the right to a decent living, fair working conditions, the protection of social values must be at the forefront of economic policy. Also relevant is a ‘fair’ transition to climate neutrality. The emphasis is on the wellbeing economy covering the more important aspects such the need for social and productive investment, education and research and innovation.

This timely publication appeals to those researching economics, sustainable development, geopolitics and sociology, as well as having implications for policy makers.

Although there is broad agreement that research should inform the instruction of students with learning and behavioral disabilities, implementation of research-based practices in real schools and classrooms is a nuanced endeavor, fraught with challenges. This volume OF CASE STUDIES illuminates the realities and complexities of implementing research-based instructional programs and practices targeting improved academic and communication outcomes in real-world settings. The case studies featured in each chapter are authored or co-authored by educators who are or who have recently been in the classroom and highlights their experiences in critical stages of implementing evidence-based practices, such as selection of the practice (e.g., evaluation of evidence, alignment with learner needs and characteristics, consideration of resources), implementation of the practices (e.g., training and supports, challenges/difficulties, fidelity and adaptations), evaluation of effects, and long-term implementation and impacts.

Recommendations for implementing the targeted practice are suggested, and collectively the case studies this volume provide educators of students with learning and behavioral disabilities with lessons to inform the implementation of research-based practices.

Although there is broad agreement that research should inform the instruction of students with learning and behavioral disabilities, implementation of research-based practices in real schools and classrooms is a nuanced endeavor, fraught with challenges. This volume of case studies illuminates the realities and complexities of implementing research-based instructional programs and practices targeting improved behavioral outcomes in real-world settings. The case studies featured in each chapter are authored or co-authored by educators who are or who have recently been in the classroom and highlights their experiences in critical stages of implementing evidence-based practices, such as selection of the practice (e.g., evaluation of evidence, alignment with learner needs and characteristics, consideration of resources), implementation of the practices (e.g., training and supports, challenges/difficulties, fidelity and adaptations), evaluation of effects, and long-term implementation and impacts.

Recommendations for implementing the targeted practice are suggested, and collectively the case studies in this volume provide educators of students with learning and behavioral disabilities with lessons to inform the implementation of research-based practices.

Tech-Driven Leadership: Strategies to Maximize Business Potential with Emerging Technologies draws on research from a range of international contributors, to offer a holistic exploration of leadership in the digital age; encompassing essential skills, data-driven decision-making, ethical considerations, cybersecurity, and future trends. Its breadth and depth ensure that readers gain a thorough understanding of the multifaceted challenges and opportunities associated with technology-driven leadership.

Unlike purely theoretical texts, the authors provide practical guidance rooted in real-world examples, case studies, and best practices. Readers will not only grasp theoretical concepts but also learn how to apply them effectively in their own organizational contexts, empowering them to drive tangible results and navigate complex challenges with confidence.

Drawing on insights from diverse disciplines such as business, technology, ethics, and psychology, Tech-Driven Leadership offers a unique interdisciplinary perspective. By synthesizing knowledge from various fields, it provides readers with a comprehensive toolkit for addressing the multifaceted aspects of tech-driven leadership, making it a valuable resource for scholars, practitioners, and students alike.

At the most basic level, the purpose of this book is to help classroom teachers include more (accurate) Latinx stories in their classroom. We believe that when used intentionally, and critically, media representations of Latinx communities and histories are powerful tools of and for high-quality curriculum and instruction. In line with previous iterations of the Hollywood or History? series, we believe inquiry-based lessons are well-suited to capitalizing on this potential. Still, we emphasize that inquiry be rooted in critical approaches and theoretical underpinnings that invite rich discussion on social justice over ephemeral nods to diversity, inclusion, and recognition. Latinos deserve complexity and nuance, truth and beauty. Hence, as we explain throughout the book, students and teachers must examine the historical accuracy of events and the ways (our) stories are told – how, why, where, and on what/whose terms Latinx are represented in film and television. Representation, like education itself, is a political project that is entrenched with systems of power and inequality. This general approach provides a path that, we hope, meets teachers where they are, providing avenues to better learn and refine knowledge of Latinx history for some, and to incorporate additional criticality and perspectives for others. We know most teachers are working hard (often in perilous situations) to include Latinx stories. As such, we hope that the lessons and ideas provide comfort and assurance as well as the opportunity to sit with and better teach the lasting impacts of many uncomfortable, yet often consequential histories. While it is well-established that Latinx histories are marginalized and over-simplified in social studies curricula, we aim to support teachers in breaking a vicious cycle of exclusion (or suspect inclusion) as Latinx histories are largely absent in textbooks and teachers are unsure to include new stories because the curriculum they learned didn’t have them. For those teachers who do feel confident centering Latinx media, this book is for you as well. While the adage don’t preach to the choir makes sense, it also bears mentioning that there are times when the choir needs rehearsal to gather, re-group, expand, and challenge the repertoire. In sum, we sought to create a book that would house a collection of stories that featured a variety of Latinx worlds, histories, and experiences. We hope that we not only provide pathways to increase the diversity of Latinx stories, but give tools for teachers and students to grapple with various projects of Latinx representation.

This book explores the intersection of social equity-related issues with concerns within the field of public administration in Canada. Shifts in public sector governance, populist discourse and political extremism, democratic instability, and super-wicked challenges such as climate change and environmental disasters, demographic transformations (aging society along with increased migration), financial crises, terrorism, housing crises, religious conflicts and racial inequities, dominate the landscape. This book challenges scholars from schools of public administration to use a social equity lens to reimagine and rethink the ways in which public administration is currently practiced, with the goal of abandoning colonial logics that betray social equity. The chapters in this volume include contributions from a diversity of authors, each contributing their unique perspectives on social equity as they relate broadly to their areas of expertise. The authors share a common interest in critically exploring how social equity intersects with their areas of public administration research or practice including concerns with environmental justice, Indigenous rights, education and decolonization.
This book is intended for three audiences: (1) scholars who are also involved in teaching public administration; (2) students of public administration who want to learn more about what they are learning, and why social equity matters to their field of study; and (3) public administrators who are managing public institutions and who may also be involved in training public administrators.

Leveraging Crisis for Equitable School Improvement: Leadership Strategies from the Field is a must-read for school leaders seeking to navigate crises effectively while prioritizing equity. The book draws on real-world examples and extensive research to explore how school leaders can leverage crises to bring about equitable school improvement. It provides practical guidance on crisis leadership, from assessing the crisis to delivering resources and connecting with the community. The authors highlight the disproportionate impact of crises on marginalized populations and the need for a coherent and equitable response to crises, especially in the wake of the COVID-19 pandemic. They also address the challenges faced by school leaders in managing crises, including limited funding and access to resources. Leveraging Crisis for Equitable School Improvement is a valuable resource for anyone interested in crisis leadership, equity in the public school system, and improving education outcomes for all students. The book's insights and strategies will help school leaders build more resilient, equitable, and effective schools that can thrive in the face of crises.

Research Methods for Studying Young Children is a volume developed to bring together in one source research techniques that researchers can use to collect data in early childhood education. These studies can then contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies. The volume primarily addresses researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the volume is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This volume is also useful to professors of education who conduct research and prepare teachers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the volume can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately. 

This volume is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that Research Methods for Studying Young Children will serve the needs of many individuals in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. The volume’s chapters present several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education. 

Shiksa Speaks: A White, Non-Jew’s Understanding of the Cuban Jewish Diaspora and Its Legacy focuses on Cuban Jews, or Jewbans, whose family emigrated from Eastern Europe to the island in the 1920s then again to the US after the 1959 revolution in which Fidel Castro took power. It highlights the historical, social, cultural, and political experience of Jewbans as well as the narratives they have passed along to subsequent generations residing largely in South Florida. This “double diaspora,” as it has been called, is of personal and scholarly interest. This book is mix of history with personal narratives shared in interviews with Jewbans across three generations.
After an introduction and brief history of the Jewban diaspora, the book is organized into two parts. Part One is organized around themes that emerged from personal interviews as well as from prior research. Part One includes five chapters: identity, community, family, work ethic, risk-taking and resilience, and idealized Cuba. In Part Two, themes that have been identified in other research but that were minimally noted by interviewees form the basis of the chapters. These are privilege and politics today. The book concludes with personal commentary from the perspective of the daughter of an immigrant with a significantly different trajectory and offers thoughts on what the Jewban story offers to the areas of immigration studies and diasporas as well as the ways the narratives told by the Jewban double diaspora do and do not help promote a more peaceful and just world.

It is More Than the Miracle Question aims to help counselors, and specifically school counselors, figure out how to utilize a theory, mindset, or belief system in their everyday work with clients. These ideas on how to think like a solution focused counselor were born at the Brief Family Therapy Center in Milwaukee, Wisconsin. This book is not a strict academic text but instead offers insights and ideas for utilizing Solution Focused Therapy based on training at the Brief Family Therapy Center, years of supervised practice using Solution Focused therapy, readings, research, and decades of training others on how to utilize Solution Focused Therapy.

Continue your journey in Trauma-Informed education with the 3rd installment of our series, Contemporary Perspectives on Developing Trauma-Informed Teachers. In this volume, we delve into the heart of educational evolution: Intentional Partnerships to Create Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches.

Discover the profound impact of Trauma-Informed Practices (TIP) on the educational landscape as we challenge traditional paradigms, encouraging educators to shift their perspectives from 'what is wrong with you?' to a holistic understanding of 'what has happened?'

Driven by a deep commitment to holistic student well-being, this edited text is a beacon of hope for in-service teachers seeking to truly understand and address their students’ needs. Through intentional partnerships with Early Childhood Centers, K-12 schools, and Districts, educators are equipped with the knowledge, skills, and expertise to implement trauma-informed practices rooted in asset-based approaches. By recognizing the profound influence of trauma on student behavior, development, and readiness to learn, educators can forge a path towards true student success.

This resource is a testament to the power of collaboration and innovation. Explore essential tools, strategies, and approaches designed to empower teachers in creating safe, sustainable classroom environments. With a keen focus on equity, resilience, and pedagogical excellence, we pave the way for a brighter future in education.

Sustainable Tourism: Entrepreneurial Cases and Narratives offers a powerful look into the experiences of entrepreneurs at the forefront of sustainable tourism. Through an engaging collection of case studies, the book highlights innovative business models that are transforming tourism in rural and urban settings alike. Readers will explore how tourism entrepreneurs are addressing environmental challenges, promoting local economies, and creating sustainable livelihoods in diverse regions around the world. It brings to life the stories of entrepreneurs who are shaping the future of tourism through innovative and sustainable practices. This book explores diverse case studies that showcase the challenges and triumphs of building tourism ventures rooted in environmental stewardship and community development. From rural entrepreneurship to cutting-edge tourism models, these narratives offer practical insights for those seeking to drive change while preserving cultural and natural resources.

With a special focus on rural entrepreneurship and sustainable tourism innovations, this book presents a wealth of knowledge for anyone interested in the intersection of tourism, sustainability, and entrepreneurship. Through compelling narratives, it provides actionable insights into building successful, responsible tourism ventures that benefit both people and the planet.

As the world grapples with pressing issues such as climate change, resource depletion, and biodiversity loss, there is a growing recognition of sustainable development and green innovation's critical role in addressing these complex problems.

This curated collection offers a nuanced understanding of sustainable development and green innovation, emphasising the management of associated risks. The interdisciplinary approach adopted in Sustainable Development and Green Innovation aims to bridge gaps between various fields, fostering a holistic perspective essential for effective problem-solving. By integrating insights from environmental science, policy studies, economics, and technology, the result is a multifaceted framework capable of navigating the intricacies of sustainable development. While there is a plethora of literature on sustainability and innovation, the explicit focus on managing risks through interdisciplinary methods is a unique aspect of this publication. Recognising that sustainable practices and innovations may introduce uncertainties and potential drawbacks, the research delves into strategies for mitigating and adapting to these risks.

In the disruption of political upheaval, new technologies, climate change, and new regulations, it is more important than ever to understand risk in the financial industry. Providing high quality academic research, the ESFIRM series provides a platform for authors to explore, analyse and discuss current and new financial models and theories, and engage with innovative research on an international scale.

Digital transformation is the integration of digital technologies across all facets of an organization, reshaping its operations, business models and customer interactions. In today's rapidly evolving business environment, digital transformation has emerged as a driving force for organizational success and competitiveness.

Digital Transformation of Business World examines the power of digital technologies and how it can be used by organizations towards sustainable growth, innovation and resilience in the digital era. This paradigm shift is beyond mere technological adoption, encompassing the reimagining of processes, organizational culture and customer interactions to maximise the potential of digital tools and platforms. The application of digital transformation spans over diverse domains, from the reinvention of business models and the enhancement of operational efficiency to the empowerment of the workforce through upskilling and the cultivation of collaborative ecosystems. By embracing digital transformation, organizations can unlock new avenues for growth, agility and competitive advantage in an increasingly digitized landscape.

The Advances in Digital Technology and Data-Driven Business Practices series aims to shed light on the rapid developments, significance, benefits, and practical applications of evolving digital technologies and data-driven decision-making practices in businesses.