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While it is argued that entrepreneurship provides considerable freedom, it is also underlined that it might have the potential for exclusion and oppression. The study contributes to this debate and aims to investigate how entrepreneurs with disabilities (EWD) ascribe meaning to freedom in a contested terrain informed by entrepreneurial autonomy as well as constraints due to impairments and an ableist social environment.

The study uses a qualitative approach and builds upon the critical concepts of negative, positive and social freedom as a theoretical lens for the in-depth analysis of the twenty-nine semi-structured interviews with EWD in Hungary.

Findings indicate that EWD experiences freedom in ambivalent ways. Engaging in the discourse of entrepreneurship offers a subversive discursive toolkit to debunk the constraints established by ableism, enabling both negative and positive freedom. However, individualism being at the heart of entrepreneurship results in othering and undermines social freedom. Thus, while entrepreneurship offers greater individual freedom in both a negative and a positive sense for people with disabilities (PWD), it nevertheless fails to promote collective social change.

Contributing to the critical disability literature, findings contrast the view that having an impairment only reduces a person's abilities and highlight that it also affects the very nature of liberty. Contributing to critical studies on entrepreneurship, the case of EWD provides empirical evidence for understanding the simultaneous emancipatory and oppressive character of entrepreneurship through the interplay of the subjective experience of freedom related to disability and entrepreneurship.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

The purpose of this paper is to analyze the incorporation, prioritization and depth of equity, diversity and inclusion (EDI) initiatives in tourism industry restart policies of Canadian provinces and territories. This study investigates how the detailing of EDI in policies determine the priority in emancipating tourism workers from the inequities exacerbated during the pandemic. Such investigation enables a better understanding of the complexities, tendencies and rationale of involving EDI in the tourism industry’s recovery.

The research investigated the presence and prioritization of equity, diversity, and inclusion using systematic text analytics of 38 publicly available restart plans and statements from 52 government and non-government agencies. Using web-based software Voyant Tools to assist in text analytics, a hybrid deductive-inductive coding approach was conducted.

Key outcomes from the analysis revealed scarce to no full and dedicated content on EDI as a holistic initiative necessary for tourism industry relaunch. This lack of EDI content was a result of the greater impetus to prioritize economic generation and limited data due to practical and ideological issues. Results also suggested the tokenizing of EDI in some policies.

Difficulties in data used for research include the lack and availability of restart policies specifically for tourism; most policies were generalized and referred to economic recovery as a whole. Studies of tourism-specific EDI issues were also limited.

The research is revelatory for investigating EDI prioritizations in restart policies even among well-developed and worker-diverse tourism industries such as in Canada, where inequities and injustices to women, Black, Indigenous, gender-diverse, and newcomer tourism workers among others have been withstanding.

While digital technologies have led to many important social and cultural advances worldwide, they also facilitate the perpetration of violence, abuse and harassment, known as technology-facilitated violence and abuse (TFVA). TFVA includes a spectrum of behaviors perpetrated online, offline, and through a range of technologies, including artificial intelligence, livestreaming, GPS tracking, and social media. This chapter provides an overview of TFVA, including a brief snapshot of existing quantitative and qualitative research relating to various forms of TFVA. It then discusses the aims and contributions of this book as a whole, before outlining five overarching themes arising from the contributions. The chapter concludes by mapping out the structure of the book.

Technology-facilitated violence and abuse is a truly global problem. As the diverse perspectives and experiences featured in this book have shown, the deep entanglement between technologies, inequality, marginalization, abuse, and violence require multi-faceted and collaborative responses that exist within and beyond the law. When this chapter was written, society was (and continues to be) facing an unprecedented challenge in COVID-19 – a global pandemic. At the same time, a renewed focus on racist police and civilian violence has occurred following the killings of George Floyd, Ahmaud Arbery, and Breonna Taylor in the United States. As we describe in this chapter, these two major moments are ongoing reminders of the profound social inequalities within our global communities, which are grounded in systemically discriminatory oppressions and their intersections. This chapter draws together some thoughts on technology-facilitated violence and abuse in an era of COVID-19 and antiracist protest. It explores these within the context of the book as a whole, highlighting the importance for improved understanding of, and responses to, technology-facilitated violence and abuse as part of a broader push for social justice.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students read the texts individually, then in conjunction with workshop-style instruction, discuss the texts in formal sessions. To extend their thinking, students have the opportunity to attend optional reading circles (including a formal lesson and informal discussion) designed to enhance their critical thinking and development. Discussions in these reading circles often move in directions that allow for meaning-making beyond the narrow text focus into broader, real-world applications. Project co-directors report that the texts and subsequent discussion have energized students to act and engage.