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This chapter emphasizes the interconnectedness of legal frameworks, socio-cultural norms, and policy interventions in forging a more inclusive and just society for girls and women. Despite substantial strides, gender disparities still persist across the Western world, highlighting the need for targeted actions. The chapter explores the “glass ceiling” phenomenon, the wage gap, gender-based violence, emphasizing their persistence, and the imperative of transformative policies. Shifting focus to the East, the narrative navigates through distinct trajectories of women’s rights advocacy. Religious beliefs have historically reinforced gender inequality in some Eastern societies, shaping cultural norms and limiting women’s public participation. In the context of Islam, varying interpretations have led to differing perspectives on gender roles. The chapter showcases instances of progress, such as Saudi Arabian women gaining voting rights, while acknowledging enduring challenges like female genital mutilation and forced marriages. In the conclusion part, the chapter highlights the need for sustained efforts to dismantle barriers and elevate women’s voices, fostering a global landscape marked by gender equality and women’s empowerment.

We have come to a point where the common way to characterise what is taking place presently, or, better yet, for the past almost two years, is with the term ‘pandemic’. The task of this chapter is to bring to awareness certain critical reflections with the hope of disturbing the normalised discourse which excepts the authentic meaning of pandemic, a meaning which affects the totality of the human existence. Following the thoughts of Agamben, Baudrillard, and Heidegger, the hypothesis that this chapter is advancing revolves around the idea that the term ‘pandemic’ has been appropriated by biological thinking excepting its authentic meaning, that is, the ultimate reality of the human existence which is death.

Organizations are affected top-down by the overarching societies and bottom-up by foundational face-to-face encounters: societies provide norms, values, laws, institutions, beliefs, markets, political structures, and knowledge bases. What happens within organizations is done by people interacting with other people, arguing, discussing, convincing each other when preparing and making decisions. Organizations operate within social environments that leave their – however indirect – imprint on what is going on within organizations. This article argues that organizational sociology can benefit from an integrated theoretical framework that accounts for the embeddedness of organizations within the micro- and macro-levels of social order. The argument is developed in two main points: First, this article introduces the multilevel framework provided by Niklas Luhmann’s systems theory to demonstrate how organizations are shaped by the functionally differentiated macro-structure of society. Organizations follow and reproduce the operational logics of societal domains such as the political system, the economy, science, law, religion, etc. Second, this paper demonstrates how organizations are shaped by micro-level dynamics of face-to-face interactions. Face-to-face encounters form a social reality of its own kind that restricts and resists the formalization of organizational processes. Here, this article draws on Erving Goffman’s and Randall Collins’ work on interaction rituals, emotions, and solidarity, which is inspired by Durkheimian micro-sociology. At the end, this article brings together all the elements into one general account of organizations within the context of their macro- and micro-structural social environments. This account can yield a deeper and more sociological understanding of organizational behavior.

In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices in science education, highlighting two key components contributing to excessive teacher entitlement. First, we discuss the relationship between teachers and scientific knowledge, emphasising that a narrow view of science may create a strong hierarchical dynamic in classrooms, with teachers positioned as knowledgeable authorities and neglecting students' needs. Second, the organisation of interaction between teachers and students is explored, emphasising how teachers perceive and wield authority. We recognise the limitations of common critiques of authority in science education, as they may lead to excessive indulgence or indifference. We propose a teaching framework based on cultural-historical activity theory to address or prevent excessive teacher entitlement in science classrooms. While acknowledging the phenomenon's complexity, the framework is presented as a pedagogical reorientation addressing identified underpinnings. The study concludes by suggesting that the proposed framework, grounded in science education experiences, could serve as a foundation for understanding and addressing excessive teacher entitlement across various academic fields. We suggest that the authoritative teacher style aims to balance extremes, providing an alternative to authoritarianism while avoiding carelessness. Additionally, the scientific-cultural inquiry promotes a pluralist approach to knowledge, challenging the notion of absolute truth in science education.

This chapter discusses how immigrants adopt translanguaging practices (i.e., the flexible use of linguistic resources by bilinguals or multilinguals to make sense of their worlds inside and outside classrooms) to scaffold learning, clarify concepts, facilitate communication, and promote academic understanding. Even inside the campus, outside the classroom discourse, translanguaging can be used to navigate bureaucratic systems, such as filling out forms, engaging in social gatherings, or accessing library services, that require proficiency in the language of the host country. Whereas the academic context is not always a positive space for translanguaging practices, everyday communications usually create a positive space for translanguaging. This chapter discusses translanguaging practices in academic and nonacademic contexts. We also provide an overview of the negative pedagogical attitudes toward translanguaging in higher education institutions, where challenges commonly faced by mobile and immobile non-native English scholars pertain to strict strategies. Reflections on the restrictive publishing policies that constitute a negative translanguaging space, acceptable and nonacceptable translanguaging practices in academic publications and the role of translanguaging facilitators, such as artificial intelligence (AI) applications, are also deliberated based on the field experience of a professional copy editor.

This chapter examines the value of an academic community as a space in which competing imperatives of collaboration and solo research may not only coexist but also interplay productively. It will critically analyse how developing collaborative practices within an unaffiliated research collective (Beyond Gender) has provided vital tools for building an interdisciplinary academic community within Society for Research into Higher Education (SRHE). While the merits of cross-disciplinary collaboration and networking continue to be invoked in institutional strategic plans, academic reward systems continue to favour individual outputs and sole authorship. With researchers increasingly struggling with heavy workloads, it can be challenging to argue that the time and energy required to create and sustain meaningful professional networks is worthwhile. In this chapter, I demonstrate, however, that academic research is rarely the product of an individual. I advocate for collaborative working as a means of diversifying research knowledge and generating adaptable ways of working. I illustrate this by demonstrating how involvement in Beyond Gender has generated research activity at SRHE. It is increasingly acknowledged that mattering and belonging are helpful to our understanding of higher education and to creating effective learning spaces (Gravett, 2023; Carruthers Thomas, 2019). This chapter aligns with this growing area of scholarship, showing that mattering and belonging fostered through academic community building supports creativity and innovation in research.