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This chapter offers insights into how sibling dyads manage to prevent falling into the trap of conflicts and decision-making paralysis. The study draws on the case study of a family business that was co-founded by a married couple and is currently led by their daughter and son. The family business is 50-years-old.

The case provides inputs on how the three factors identified by Bövers and Hoon (2020) emerge in a duo-shared leadership and are influenced by the siblings’ personal relationship’s evolution since infancy. It also provides details into the role other family members and the family stories play in nurturing and strengthening relationships. Furthermore, it explores how some dimensions related to masculinity and femininity that can be at the origin of quarrels and conflicts between gender-diverse siblings can weaken or challenge the stability of the dynamic equilibrium of a siblings’ duo-shared leadership.

In addition, the case offers helpful examples into how the board of directors can help prevent conflict escalation, as well as on how triangulation can facilitate a dialogue between two family members who have different communication styles that cause difficulties in their direct interaction. Takeaways and recommendations close the chapter.

Intensive interaction (II) recognises the pre‐verbal nature of adults with profound learning disabilities and mimics the early attachment process to develop the very beginnings of communication and sociability. This paper Reports on the use of II with a remote and withdrawn adult with severe learning disabilities and visual impairments, who engaged in serious self‐injurious behaviour. The results indicate that the intervention was successful in facilitating the development of the first stages of social and communication skills.

The advent of postmodernism, post structuralism and social constructionism led over the last years to a multitude of theoretical philosophical reflections on possible meanings of the psychological basic concept ‘selfhood’ or ‘subjectivity’. The modern, sovereign self was deconstructed and no longer considered as an ontological fact but rather as a product of language. The stable core self from which many traditional psychological theories start, was dethroned and substituted by a narrative, multiple and variable self that is permanently constructed and reconstructed in social situations. May we invite the reader to reflect on this fascinating subject together with Anna and Tom, the two interlocutors. Starting from the question ‘Who are we?’, we make a tour of the different schools of thought on subjectivity. Departing from the subject concept of Descartes, we track symbolic interactionistic, post‐structuralistic, social constructionistic and narrative hermeneutic ways. All these ways provide us with a different ‘view’ on subjectivity/selfhood and raise new questions that are relevant to researchers in the social sciences.

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.

This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).

Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.

The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.

Background: The political participation of children and adolescents provided for in the United Nations Convention on the Rights of the Child and Brazil’s Statute of the Child and Adolescent adopted in July 1990 has been proposed to ensure the effectiveness and guarantee of citizenship with regard to children and adolescents in adult-centered and adult-normative cultures.

Methods: This study aimed to understand the meaning of recognition in relation to the child as a subject of rights in the context of political participation in Brazil from 2001 to 2017 through the accounts of two adolescents who have been activists since childhood. The narratives were interpreted in light of the identity theory based on the critical social psychology and the sociology of childhood.

Results: This helped identify (1) the systemic unpreparedness when dealing with adolescents as persons who advocate for the civil rights of children and adolescents; (2) the attempts by education professionals to restrict adolescent activists to schools and family institutions to delegitimize them from their representative potential; and (3) that political participation could help raise the interviewed adolescents’ awareness of the power relations inherent in the social structure.

Conclusions: The effectiveness of political participation is considered a challenge, regardless of official documents being made use of, given the need for a paradigm shift with regard to the universalist theories that consider the institution of childhood exclusively as a progressive preparation for the adult world.

The horror genre is and always has been populated by women, who can be seen to be at once both objectified and empowered. Building off the preexisting gender hierarchies and dynamics embedded in the history of horror cinema, this chapter looks at a number of New French Extremity films that assault audiences with unrelenting scenes of violence, torture and self-mutilation, which are performed almost exclusively upon or by women. Although the films of the New French Extremity have been dismissed as exploitative in their representations of wounded and suffering female bodies, their narratives also offer internal criticisms of the misogynistic portals of victimhood that are prevalent in the genre. Through a close analysis of the films Inside (Bustillo & Maury, 2007) (French title: À L’intérieur) and Martyrs (Laugier, 2008), this chapter will examine how both films deviate from the male monster/female victim dichotomy. Although the women of these films may start off vulnerable, they take charge of their situations, while also compacting the nature of feminine identity.

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887.

Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences.

The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her.

The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

The chapter explores the role of law in society and its relation to ethical conflicts as reflected through the prism of the film The Third Man. By focusing on the complexities of life in post-war Vienna, the film exposes dilemmas that prevail in ordinary times and in functioning democracies as well. Our analysis suggests that one way to manage these dilemmas and balance the conflicting loyalties and interests they raise is to sustain open channels between the law and other narrative-generating practices from which normative stances are evaluated. The law-and-cinema discourse is one such channel and The Third Man presents, in our eyes, the vitality of that channel, due to its rich aesthetical language and its unique representation of the ethical tensions (and their consequences) in the modern era.