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A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

As institutional theory increasingly looks to the micro-level for explanations of macro-level institutional processes, institutional scholars need to pay closer attention to the role of emotions in invigorating institutional processes. I argue that attending to emotions is most likely to enrich institutional analysis, if scholars take inspiration from theories that conceptualize emotions as relational and inter-subjective, rather than intra-personal, because the former would be more compatible with institutional theory’s relational roots. I review such promising theories that include symbolic interactionism, psychoanalytic and psychodynamic perspectives, moral psychology, and social movements. I conclude by outlining several possible research questions that might be inspired by attending to the role of emotions in institutional processes. I argue that such research can enrich the understanding of embedded agency, power, and the use of theorization by institutional change agents, as well as introduce a hereto neglected affective facet into the study of institutional logics.

Whenever the news media feature brand-related moral struggles over issues such as ethicality, fairness, or sustainability, brands often find themselves in the position of the culprit. However, brands may also take the opposite position, that of a moral entrepreneur who proactively raises and addresses moral issues that matter to society. In this chapter, the authors present a case study of the Austrian shoe manufacturer Waldviertler, which staged a protest campaign against Austria’s financial market authorities in the wake of the authorities demanding that the company closes its alternative (and illegal) consumer investment model after 10 years of operation. In response to this demand, the company organized protest marches, online petitions, and press conferences to reclaim the moral high ground for its financing model as a way out of the crunch following the global credit crisis and as a way to fight unfair administrative burdens. The authors present an interpretive analysis of brand communication material and media coverage that reveals how this brand used protest rhetoric on three levels – logos, ethos, and pathos – to reverse moral standards, to embody a rebel ethos, and to cultivate moral indignation. The authors also show how the media responded to protest rhetoric both with thematic coverage of context, trends, and general evidence, and with episodic coverage focusing on dramatic actions and the company owner’s charisma. The authors close with a discussion of how protestainment, the stylization of a leader figure, and marketplace sentiments can ensure sustained media coverage of moral struggles.

Globally, diversity awareness is a vital aspect of schools. International perspectives on special education invite consideration of views of diversity and disability. Increased diversity in schools and communities has become commonplace and a 21st century norm. This chapter begins with an overview of diversity and multiculturalism. Disability as a category of diversity is explored. Special education and interventions designed to support the educational opportunities for students with disabilities are discussed. A framework for international perspectives on disability and intervention is described.

Faced with reduced budgets and rising service expectations, public authorities are increasingly cooperating with private businesses. This paper examines an alternative procurement- and service delivery concept, Performance-based Logistics (PBL). It has been introduced by the US and UK armed forces. However, other nations, such as Germany, are still reluctant to follow. This article has two aims: First, to identify the conceptual characteristics of PBL, and second, to analyze potential reasons why although PBL is popular in some nations, others are so reluctant to introduce it. This will be done using a mixed method approach. The concept of PBL will be introduced by deductively developing a conceptual model of PBL using a business model framework. The analysis of PBL application will be performed using an in-depth case study from the German defense sector. This will be framed by a literature review and concluded by managerial recommendations.

The aim of this paper is to propose a novel reference framework that can be used to study how different kinds of innovation can result in better business performance and how external factors can influence both the firm’s capacity to innovate and innovation itself. The value of the framework is demonstrated as it is applied in an exploratory study of the perceptions of public policy makers and managers from two European regions – the Veneto Region in Italy and the East of England in the UK. Amongst other things, the data gathered suggest that managers are generally less convinced than public policy makers, that the innovativeness of a firm is affected by factors over which policy makers have some control. This finding poses the question “what, if any, role can public policy makers play in enhancing a company’s competitiveness by enabling it to become more innovative?”

Drawing from televised debates over capital punishment on CNN’s Crossfire from February 2000 to June 2002, I argue that Teles’s (1998) theory of “dissensus politics” is useful in understanding the U.S.’s preservation of capital punishment as well as current divisions in death penalty sentiment within the U.S. I pose the retention of capital punishment as the product of rival elites who are unwilling to forsake capital punishment’s moral character (and often the political benefits it offers), and who consequently ignore an American public that appears to have reached a measured consensus of doubt about the death penalty.

How do heretical social movements build and negotiate their collective identities? This chapter tackles this question by examining the case of an emerging social movement, the left-wing Islamists in contemporary Turkey, that cuts across the durable divide between Turkey’s left and Islam. Drawing on four months of fieldwork in Turkey, I argue that, in addition to activating the typical “us versus them” dynamic of contentious politics, the left-wing Islamists also rely on blurring the social and symbolic boundaries that govern political divides in the course of building their collective identities. Their social boundary blurring includes facilitating otherwise unlikely face-to-face conversations and mutual ties between leftists and Islamists and spearheading alliances on common grounds including anti-imperialism and labor. Their symbolic boundary blurring includes performing a synthesis of Islamist and leftist repertoires of contention and reframing Islamic discourse with a strong emphasis on social justice and oppositional fervor. The case of Turkey’s left-wing Islamists illuminates the process of boundary blurring as a key dimension of collective identity and alliance formation across divides.