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Purpose – This chapter explores the nature of dualism as it operates in post-Katrina New Orleans. In particular, the chapter suggests that the combination of the push toward a tourism and services dependent economy and the failure to regulate labor markets has created an especially detrimental situation for both workers and the long-term development of the city.

Design/methodology – To explore dualism in sectors and employment, this chapter applies survey methods to three areas of the New Orleans economy: food service, construction, and manufacturing. Survey methods vary slightly across sectors, due to the ease or difficulty of applying random sampling methods in each context. The surveys were applied anonymously by trained interviewers, and additional information from qualitative interviews and focus groups was also included.

Findings – Without regulation of labor markets and efforts to sustain and expand sectors characterized by decent livelihoods, New Orleans working conditions and development will continue to decline.

Originality/value – This chapter offers an original application of theories of dualism in development and labor markets. In development, dualism refers to sectoral division between high-value, cosmopolitan activities and low-productivity sectors, with few prospects for growth or employment. In labor markets, dualism characterizes the distinction between well-remunerated jobs with opportunities for decent livelihoods and other jobs that are precarious and vulnerable. The chapter also provides results from original surveys, interviews, and focus groups.

In view of the global warming that has increasingly been plaguing the earth, it should be no surprise that the world has been witnessing an unprecedented wave of natural disasters over the past decades. Among the most important of these natural calamities in recent years, mention can be made of the Indian Ocean earthquake and tsunami of 2004, hurricanes Katrina and Irene in the United States in 2005, cyclone Nargis in Burma in 2008, the Haiti earthquake of 2010, the Russian heat wave of 2010, the 2011 tornado in Joplin, Missouri, and the 2011 Tōhoku earthquake and tsunami in Japan. Ranging from earthquakes, volcanic eruptions, avalanches, and floods to heat waves, storms, and epidemics, the field of disaster research presents a myriad of questions for social-scientific exploration.

This chapter integrates current Chinese education reform into the unique socioeconomic context of China in a transitional time and explores the complexity of education decentralization in China through an in-depth analysis on changes in education finance, administration, and curriculum development. Mark Hanson's theory of education decentralization is cited to build a conceptual framework for examining education decentralization in China. Previous studies, government documents, laws, and regulations related to the current wave of Chinese education reform are reviewed to capture a true picture of education decentralization in China. In investigating the background, actual actions, and motive of the current Chinese education reform, the chapter demonstrates that the on-going Chinese education reform is moving toward a centralized decentralization. Linking education with the unified national goal of economic modernization, the paradoxical mixture of centralization and decentralization is a strategic means to avoid loss of centralized control. Literature on decentralization reform in Chinese education primarily concentrates on changed Chinese education policies in the reform. This chapter places the focus on the contextual factors that shape the decentralization trend in current reform.

In this article, we focus on alternative dispute resolution procedures, in particular third party procedures. We describe eight different procedures and provide examples of how these procedures are used in different cultural contexts. We then evaluate the procedures in terms of how they impact four key criteria that have been noted in the literature related to negotiation: process criteria, settlement criteria, issue-related criteria, and relationship criteria. We subsequently explore the potential impact of culture on evaluations of these criteria. We finish with a discussion of future directions for research and practice, emphasizing that procedural recommendations should be made carefully when the criteria for effectiveness and applicability are derived from US-centric research. In other words, there is not “one best choice” for third party procedures universal to the myriad cultures on our planet.

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.

The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.

According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.

This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

This chapter examines the 1999 trial of Aaron McKinney for the murder of Matthew Shepard, a gay student at the University of Wyoming whose death propelled forward an incipient movement to legislate against hate crimes. It explores the competing ways in which Aaron McKinney was conjured as a legal persona, defined through the opposing lenses of gay panic and of homophobic hate. It situates those personae in conflicting narratives of criminal culpability emerging out of indeterminate legal doctrines and definitions (the unwritten law; the meaning of ‘malice’), and argues that in conjuring them, adversarial criminal trials necessarily destabilise the ‘default legal person’. In doing so, trials performatively reconstruct the past in ways that both mark and mask a past events. In the McKinney case, contests over his culpability emerged against a backdrop of loss, both epistemological and affective, generating a projective reckoning with Shepard’s death in ways that enabled a politically transformational mourning process.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Purpose – This study examined the often minimized relationship between child sexual abuse and the body and asked: How, and by what means, is the body experienced by children after sexual abuse? The purpose of this work is to present children's interpretations of embodiment in their own words.

Methodology – Data include 10 years of semi-structured videotaped forensic interviews of children and youth seen for reported cases of sexual abuse. Utilizing an analytic-inductive method, children's verbal reports of sexual abuse were examined from a symbolic interactionist perspective in terms of re/productions of the body.

Findings – Discourse analyses revealed how children evaluated the body and negotiated related emotions. Youth ascribed meaning to the body as both materiality and social interaction. The body was experienced as object and somatic presence, as a marked or stigmatized body, and as a means of control and resistance. Through their own words, youth revealed how violence draws attention to embodiment, power, and subjectivity.

Value – Despite increased public and policy attention, limited research has explored how children describe their experiences of sexual abuse. This study addresses this serious gap in the literature by approaching the sexually abused body as a critical site of social meaning and social order. Of significant import, this work brings children's voices to the forefront; it shows how youth actively negotiate embodiment and expands work with child participants. It will be of value to practitioners working with children and to scholars in the fields of sexual victimization, sociology of the body and children/childhood.