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This chapter explores the concept of market infrastructure, which is tentatively defined as a materially heterogeneous arrangement that silently supports and structures the consummation of market exchanges. Specifically, the authors investigate the enactment of market infrastructure in the US grocery retail sector by exploring how barcodes and related devices contributed to modify its market infrastructure during the period 1967–2010. Combining this empirical case with insights from previous research, the authors propose that market infrastructures are relational, available for use, modular, actively maintained, interdependent, commercial, emergent and political. The authors argue that this conception of market infrastructure provides a powerful tool for unveiling the complex agencements and engineering efforts that underpin seemingly superficial, individual and isolated market exchanges.

The focus and goal of this chapter is to systematically detail how the “cascade” system is organized and how it operates by coordinating current research. To do so, this chapter first builds an understanding of the historical conditions that forged the “cascade” system, then turns to how the system operates – charting its affordances and limitations through others’ research – and then discusses what opportunities can be leveraged to support teachers’ work. In doing so, this chapter provides relevant information and documentation about the “cascade” system so that readers can understand how this system currently works and what is possible. Two interpretations are made from the analysis of current research. First, the “cascade” is overwrought with voices, and the participants overwhelmed; and second, the “cascade” fosters an untenable view of how people learn and what constitutes teaching. Increasingly, teachers and their education are being widely recognized as central to the fortunes of schoolchildren. In India, a significant amount of attention is being paid to teacher education more than ever before. For example, the recent 5-year planning and operations budget is being touted as the “Teacher Education Plan.” Thus, probing the existing system and its norms and practices is vital to ensuring this attention isn’t frittered away and is put toward helping teachers step up to the challenge of providing all students rich opportunities to learn.

With the increasing diversity, including international students, in US American colleges, it is inescapable for faculty to make long-term adjustments to maximize learning for every participant in their courses. Creating an inclusive environment means that faculty are attuned to the diverse needs of college students regarding each task written or oral. In this chapter, the author describes an applicable academic class discussion model, an equitable process that faculty can adapt in their classes and facilitate frequently, especially if that is an inevitable component of their courses. The author explains how comprehensive notes on texts, adequate information literacy skills, and transparent class norms will lead to learning-centered academic class discussions and meaningful engagement of international college students.

Although two decades have passed since the publication of Walsh and Ungson’s (1991) seminal article on organizational memory, there has been only limited theoretical elaboration and application of this critical aspect of cognition in the strategic management literature. We remedy this gap by advancing the construct of competitive memory, which we define as a firm’s dynamic capability consisting of stored information from its past competitive interaction with a given rival that can be brought to bear on present or future competitive actions. We theorize that competitive memory is composed of both procedural and declarative elements and can be accessed automatically and deliberatively. Additionally, we suggest that competitive memory is relational: As rivals within a competitive set interact in the market, competitive memory drives not only their strategic actions, but also their expectations about their competitors. Last, competitive memory is also dynamic, which can be constructed and reconstructed over time by an organization’s enactment of its internal and external environments and by purposive memory trials with its competitive set.

Demographic shifts and increasing diversity have increased calls for more Black women in higher education teaching and leadership in Canada. This chapter examines how I navigate my practical and theoretical journey in academe through my ontological experiences as a Black female immigrant in large university in Southern Ontario Canada. Drawing on critical race theory (CRT) as a theoretical frame, I explore and theorize my resistance to racial microaggressions through what I describe as “navigational moves.” These “navigational moves” include decolonizing education, spirituality, self-care, and developing a supportive network. These “navigational moves” are grounded in my history and experiences. The chapter explores notions of resistance, empowerment, and sustenance as important factors in challenging racial microaggressions in academe.

The notion, technologies and organizational elaboration of traceability have become more prominent and more systematic in recent years in many different fields, notably food. This chapter argues that traceability has many faces: it is a programmatic value embedded in norms and regulations; it is a frontier of technology development such as blockchain, and it is a continuous processual and political dynamic of organizational connectedness, leading also to resistance. These different aspects make up “traceability infrastructures,” which embody a number of tensions and dynamics. Three such dynamics are explored in this chapter: the tension between organizational entities and meta-entities, problems of agency and the distribution of responsibility, and dialectics of connectivity and disconnectivity. These three dynamics generate three testable propositions, which define a prolegomena for a new subject of “traceability studies.” Overall, traceability is argued to be an ongoing process of connecting discrete agencies – a process of “chainmaking” – and is formative of more or less stable forms of distributed agency and responsibility.