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This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

The close link between fashion and from a historical and sociological point of view is the focus of this chapter. Since the Industrial Revolution, these two industries have been part of the path toward modernity in Western Europe. The new industrial society created a different relationship with leisure time and bodies. On the other hand, fashion tourism accelerated and intensified this process toward unforeseen outcomes: new social relations and the loosening of traditional morality constraints. The swimming costume represents the point of encounter and overlapping between these two spheres: a significant element of novelty despite its ever-shrinking dimensions.

As a tenured associate professor whose career has engaged various social justice issues, this chapter discusses the collaborative and shared decision-making process used to found and maintain basketball teams for seven years. The chapter also focuses on personal reflections of coaching club basketball as part of an auto-ethnography. The chapter explains the experiences that influenced a praxis focused on social justice as an attempt to infuse principles of equality and inclusiveness in opposition to harsh traditional coaching practices. Youth embraced an approach with little yelling, but some parents disapproved. Finally, this work discusses the limitations and successes of utilizing a social justice approach, including professional and health consequences.

Although there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).

The theory of third order inference is a theory of how cultural beliefs influence individuals' decisions under conditions of interdependence and uncertainty. In this study, I build on prior work extending the theory to the role of third order information on social trust in public goods dilemmas. Namely, I argue that when second order information on the beliefs of those relevant to the group task are present, this information should influence decision-making over first and third order.

I test this argument in an experimental public goods game. After measuring first order social trust, participants are randomly sorted into one of four conditions – two that pair third and second order information on social trust as parallel and two that pair them as in conflict.

The results suggest that in the presence of second order information on social trust, third order information doesn't have an effect on cooperation.

The study extends the theory of third order inference to understanding the role of social trust at the first, second, and third levels in public goods dilemmas. It puts second order information in competition with third order in predicting cooperation. It suggests that resolving the uncertainty over the second order beliefs of a collective is key to preventing inefficient equilibriums when second and third order beliefs conflict.

Climate change is recognised as a severe threat to human and planetary wellbeing. Many children and young people around the world have chosen resistance as their form of resilience in the face of the climate and biodiversity crises that threaten their current and future wellbeing. Their activism has widened the discourse pertaining to the climate emergency from a narrow focus on technical and scientific sources, bringing the discussion into broader public consciousness. In Aotearoa (New Zealand), the context for youth climate activism also reflects commitments to Māori, the Indigenous people, and to Pacific Peoples, given the ongoing impacts of histories of colonisation. This chapter draws from a range of focus group interviews with young Aotearoa (New Zealand) high school climate activists, and Māori and Pacific children and young people ranging in age from 10 into their 20s. Data were gathered during a recent small-scale project to develop a wellbeing guide which accompanies a climate change education programme for schools. It identifies the collective, collaborative leadership exhibited by these young people of diverse backgrounds, as well as their sophisticated analysis and advocacy for urgent remedies to address the climate crisis. It is argued that, instead of focussing on the blinkered continuation of restrictive assessment-driven pedagogies, teachers need to meet the moment of the current convergence of inter-related crises which include, along with the climate emergency, biodiversity loss, pandemic related exacerbation of socio-economic inequities, global conflict, and the unsustainable agenda of current global neoliberal economics. This can be done by supporting children and young people with knowledge and skills for climate action as they seek hope through active participation in endeavours to reshape their potential futures.

Purpose: In this study, an attempt has been made to examine the compliance unit’s role in mediating the electronic government’s role in money laundering. E-government is clarified as the application of Information technology to encourage access and transfer of all aspects of government amenities and operations that impact transparency and accountability for the benefit of the people, trades, workforces and other stakeholders. The current study aims to assess whether the e-government can lessen or counterbalance the risks related to money laundering in the country and the mediating role of the compliance unit in reducing money laundering.

Methodology: This study practices structural modelling to assess the direct linkage between e-government and anti-money laundering and the indirect path between e-government and anti-money laundering that passes through the compliance unit as a mediator.

Findings: The findings prove that the compliance unit fully mediates the relationship between E-government and anti-money laundering. The direct path shows an insignificant relationship between e-government and money laundering, but this association becomes significant when the compliance unit is brought as a mediator.

Originality: This study directs that e-government runs on a sustainable ICT platform to improve transparency and accountability of all aspects of government facilities and actions for sustainable economic goals and help to diminish money laundering by enhancing transparency and accountability of government administration.