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The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

Lead is a well-established environmental contaminant that over the last 50 years has become recognized as a neurotoxin with its greatest concern for the developing child (i.e. both in-utero and postnatally). What is problematic is that children exposed to lead often come from lower socioeconomic status (SES), are largely Black communities and are further at increased risk for developing adverse childhood experiences (ACEs). The literature on ACEs had focused much on trauma, single parenting, child abuse, lack of finances and stress, etc., but has not considered the intersectionality of these ACEs as risk factors within environmental neurotoxic exposures such as lead poisoning. This is important as most low SES communities are Black. In particular, within the New York City Housing Authority (NYCHA), Black families have been neglected of proper lead-abatement to their apartments for nearly 70 years.

This is a viewpoint/perspective paper that examines the lived experiences of Black folxs in NYCHA through a Black critical theory (BlackCrit) and antiblackness framework pertaining to ACEs, and lead poisoning within the NYCHA system of New York City. This perspective paper draws upon the last three years of news reports, five decades of publicly available data sets from NYCHA and the comptroller to raise an awareness of how Black children are treated by NYCHA generation after generation which can be argued as a mass atrocity against NYCHA residents. Furthermore, the systematic and institutionalized racism and environmental injustices by NYCHA and the state can also be considered as a crime against humanity. As such, BlackCrit could help to position awareness, advocacy and knowledge about Black folxs residing in NYCHA to achieve fair, safe and affordable public housing to experience Black joy across future generations.

Thus, rather than civic and state government response efforts focusing their full attention and resources to serving and supporting individuals affected by ACEs they should equally consider the environments in which Black people live and also allocate funds proportionally to address these areas often overlooked. Moreover, proportions of these funds should be redirected especially to lead-abatement and removal of known sources of lead exposures, evaluation of suspected sources of lead exposures (i.e. drinking water, baby food and formula, children’s juice and cereal products, superfund and other waste sites, electronic recycling plants, etc.) and accompanied by all affected children undergoing full and comprehensive neuropsychological testing and follow up studies paid for by the state. The goal should have two fundamental objectives: (1) accepting accountability for failing to address these preventable neuropsychological issues directly affecting Black children generation after generation and (2) offering the proper waived or reimbursable supports and resources to help Black children sustain the best quality of life (QOL) trajectory possible when diagnosed with lead poisoning.

The manuscript is a viewpoint/perspective paper grounded in BlackCrit and an antiblackness framework. There are ample public news reports and public data available from NYCHA on these matters over the last three years. However, the scope of this paper was not to delve too deep into these numbers per se, but rather to address the concerns leading up to and arguably contributing to, at least in part, to these numbers of lead-exposed Black children in NYCHA. Lead poisoning has never been considered as an ACE and its relationship to mass atrocity research is novel which may pave a new avenue for research of this kind through the utility of BlackCrit and antiblackness framework to support and advocate for change so that Black children can be provided with a basic human right of safe housing and experience Black joy.

BlackCrit has not been used in the context of lead poisoning research. Mostly individuals and families of middle- and low-income have been studied in the context of poverty and lead poisoning. However, many people who live in poverty, in public housing, within New York are Black. Thus, Black children are generation after generation exposed to unaddressed lead-abatement and it appears that now more than ever BlackCrit should become the framework for how this work should be discussed in the literature to raise awareness to state governments regarding Black folx's persistent lead poisoning, NYCHA's neglect and mass atrocity research as a long overdue advocacy effort to bring the necessary voice, authentic narrative, and actual knowledge of the lived experiences of Black families in NYCHA with lead poisoning.

The goal of this viewpoint/perspective paper should have two fundamental objectives (1) NYCHA and New York State accepting accountability for failing to address these preventable lead poisoning issues directly affecting Black children; and (2) offering the proper support and resources to help Black children sustain the best QOL trajectory possible when diagnosed with lead poisoning.

Lead poisoning research has never been approached through a mass atrocity and BlackCrit framework and perspective. This is the first report on bridging these fields within the context of NYCHA public housing neglect of lead-abatement and continued poisoning of current and future generations of Black children. This failure of NYCHA lead-abatement contributes annually to economic loss in New York State for many years to come which could be entirely avoided.

Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

This study aims and tries to identify and examine the effect of the entrepreneurs' challenges factors (i.e. financial, governmental, personal, educational social and cultural, infrastructural, operational, ethical, and Covid-19) on entrepreneurs' business performance in Jordan country as an emerging economy. Further, try to clarify and identify the main critical factors that affect an entrepreneur's business performance.

A quantitative methodology was used by conducting web-based survey questionnaires with 178 useful responses out of 443 entrepreneurs listed in the Chamber of the industry of Jordan, representing a 40.2% response rate. Data were analyzed by using Statistical Package for the Social Sciences (SPSS) Sofware.

The results of this study confirmed the existence of an inverse relationship between entrepreneurs' challenges and entrepreneurs' business performance. The Covid-19 challenges and governmental challenges were found to be the most affecting on entrepreneurs' business performance, whereby the personal challenges had no impact on entrepreneurs' business performance.

The study provides a clear classification of entrepreneurs' challenges, which can be useful for both researchers and entrepreneurs.

This study developed some recommendations that emphasized the government's role in promoting entrepreneurship and supporting entrepreneurs.

This study attempts to define and clarify the impact of entrepreneurs' challenges on their business performance. In addition, this study can be used to promote entrepreneurship and an innovation-stimulating environment through decision-makers.

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

The aim of this study is to explore employees’ perceptions of the role of human resources (HR) departments in Jordanian organisations and the reasons behind these perceptions.

Semi-structured interviews were conducted with 23 employees who work at different organisations in various industrial sectors in Jordan.

Employees perceive HR roles as: providing transactional services (traditional); working as business partners to facilitate other departments’ roles (limited). Perceptions of HR professionals and the role of HR departments were generally negative, due to: societal-cultural norms and stereotypes of HR departments and HR professionals; the role of Wasta (a localised form of favouritism) in affecting HR practices; employees’ personal experiences with HR departments and HR professionals at their workplace; and the non-availability of human resources management (HRM) degrees in Jordan.

Limited research has explored varying perceptions about HR departments and their impacts on business contexts in emerging markets, including Jordan. This research is unique as it identifies the reasons behind common misconceptions of HR roles in Jordanian organisations. It extends beyond existing literature by integrating employees’ perceptions of the role of the HR departments to understand the consequences for HR practices’ operational effectiveness. It also pioneers consideration of societal culture in shaping these perceptions, which helps us build theories for future testing and generalisation purposes in other contexts with cultural commonalities. This study also highlights the current state of HRM development in Jordan, which helps in setting the agenda for future research in the country and the Middle East and North Africa region.

Digital entrepreneurship is the key to economic survival and the lantern of jobs in developing countries. The debate about the challenges facing early digital entrepreneurs (DEs) in developing countries is still ambiguous. This study attempts to fulfill the gap with an in-depth examination of Jordan.

Referring to a digital start-up database hosted by the Ministry of Digital Economy and Entrepreneurship in Jordan, the study interviews a random sample of (n = 45) early (less than one-year seniority) DEs. Thematic analysis is carried out facilitated by NVivo 20 software. E-Commerce, agriculture technology, data and artificial intelligence and entertainment were at the top of the interviewed start-ups.

Nine challenges were observed, critically analyzed and discussed. The challenges are (1) the lack of realistic funding in terms and guarantees; (2) the negligence of guidance and advisory of incubators and entrepreneurship centres; (3) the emergence of unexpected risks; (4) the stringent economic situation; (5) competition; (6) legal and legislative obstacles; (7) obstacles to accessing markets; (8) team management and finally (9) disorganization in the entrepreneurial environment. The study sets recommendations to support early DEs in their journey.

This study highlights the significant implications for aspiring DEs by focusing on some challenges that might face their start-ups such as institutional, technology and local dimensions of context and measures to develop the entrepreneurial and digital competencies. This includes sustainable funding, poor direct guidance and advisory, unexpected failures/risks, and economic obstacles. This study might be considered a road map for the decision-makers to build their strategies for eliminating the main barriers for early DEs and start-ups.

Although recent literature discussed the challenges of entrepreneurs in Jordan, this is the first that identifies early DEs’ challenges and uses 45% samples of the community.

The purpose of this study is to assess the correlations between the e-entrepreneurial intentions, attitude toward e-entrepreneurship, subjective norms, perceived behavior control, attitude toward risk and entrepreneurial knowledge of Jordanian business students to start an online business and the e-entrepreneurial intention.

A sample of 392 undergraduate business students from different Jordanian public and private universities participated in the study. Data were collected using an online survey-based questionnaire (i.e. Google Forms) using emails and social media platforms (i.e. WhatsApp, Facebook, etc.); reliability and validity tests were ensured. This study employs a 50-item questionnaire (distributed online via Google Forms and in two languages) to collect data, utilizing 5-point Likert scales; correlation analysis, linear regression analysis, and structural equation modeling are used to analyze the data.

The results showed that the e-entrepreneurship intentions of Jordanian business students are significantly predicted by their attitude toward e-entrepreneurship, subjective norms, perceived behavioral control, and entrepreneurial knowledge. One’s attitude toward risk does not influence the ambition to launch an Internet company much. Furthermore, their affiliation does not significantly impact the students' plans to pursue e-entrepreneurship.

The study has important real-world implications, particularly for Jordan. The country could create more jobs and boost the economy by encouraging students to start online businesses and helping small businesses grow. This is especially important in Jordan, where many people, particularly young adults, struggle to find work. Therefore, true need for interventions to foster e-entrepreneurship among business students in emerging economies like Jordan.

The goal of this research is to examine Jordanian business students' aspirations to launch Internet businesses in developing nations throughout the digital age. The results offer valuable information on the elements influencing the e-entrepreneurial intents of Jordanian business students. This information may be utilized to create programs and policies that effectively encourage e-entrepreneurship in Jordan.

The American agricultural economist Marion Clawson advised the Israeli government during 1953–1955. Clawson, a protégé of John D. Black and Mordecai Ezekiel, criticized the government for ignoring economic considerations, and stated that Israel’s national goals – defense, Negev Desert irrigation, immigrant absorption via new agricultural settlements, and economic independence – were mutually contradictory. His major recommendations were to improve the realism of Israel’s agricultural plan; end expensive Negev irrigation; enlarge irrigated farms eightfold; freeze new settlements until the number of semi-developed settlements falls from 300 to 100; and limit new Negev settlements to 10 over 5–7 years. Thus, Clawson ignored political feasibility and made value judgments. Minister of Finance Levi Eshkol and Minister of Agriculture Peretz Naphtali rejected Clawson’s recommendations because they ignored Israel’s national goals. By September 1954, Clawson shifted towards greater pragmatism: He acknowledged that foreign advisors should not question the national goals or make value judgments, and sought common ground with the Ministry of Agriculture. At his initiative, he wrote Israel Agriculture 1953/54 in collaboration with the Ministry of Agriculture. Israel Agriculture was a consensus document: Clawson eschewed recommendations and accepted that the government might prioritize non-economic goals. In proposing Israel Agriculture, Clawson made a pragmatic decision to relinquish some independence for (potentially) greater influence. Ultimately, Clawson was largely unsuccessful as an advisor. Clawson’s failure was part of a general pattern: Over 1950–1985, the Israeli government always rejected foreign advisors’ recommendations unless it was facing a severe crisis.

The present research aims to investigate how lean project management (LPM) and agile project management (APM) affect project performance outcomes in the construction sector in Jordan. This study focuses on six key project performance outcomes, namely cost, time, quality, client satisfaction, innovation and responsiveness.

The present study employed a quantitative approach to achieve the research objectives. Accordingly, a multi-item survey questionnaire was prepared to gather data from 392 project managers from construction companies in Jordan. The study’s model showed acceptable levels regarding reliability, validity, fit indices and discriminant validity. In order to test the hypotheses of this study, path analysis was employed using Amos 24.0 software.

LPM demonstrated a remarkably high positive impact on cost performance. It also positively affected quality performance and client satisfaction. However, LPM insignificantly affected time, innovation and responsiveness performance measures. On the other hand, APM showed a notably high positive impact on innovation and responsiveness. The findings also revealed that APM positively impacted quality performance and client satisfaction. In addition, APM negatively impacted cost performance and insignificantly impacted time performance.

This study is one of the first comprehensive studies to empirically examine the impact of both LPM and APM on various project performance outcomes in the construction industry in the context of a developing country. It reveals some similarities and differences between LPM and APM with regard to their impacts on project management outcomes. The findings are expected to guide managers in selecting the appropriate project management approach based on the desired performance outcomes. Accordingly, it offers important implications for project managers in construction companies.