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Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to examine the novel, Anne of Avonlea (1925) by Lucy Maude Montgomery as both a source of information about the working life of a woman teacher and, due to the immense popularity of the book, as a shaper of how women understand and enact teaching. Anne is a young teacher in her first posting consisting of a rural Canadian one‐ teacher school. She struggles to resist using corporal punishment in favour of winning her students respect, stimulating their minds and finding a ‘genius’. However, the local community, fellow teachers and her students have different notions of how teachers should behave. Her beliefs are further undermined when in a fit of anger she succumbs to beating one her students. Her reflections on what drove her actions are realistic and contain warnings for contemporary teachers to appreciate the often fragile hold they have on their espoused educational philosophy. Another danger revealed is the unconscious leaking of the shadow side of the psyche in the necessary close but dangerous relationships between students and teacher thereby providing a complex view of what motivates young women to teach and how they approach their work.

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

This article explodes traditional notions of ethnographic documentary, and instead positions the emerging practice of ethnocinema as a 21st century modality that falls within the paradigm of what Denzin calls the ‘eighth moment scholarship’ in this ‘fractured future’. Drawing on the monological, dialogic and imagistic ‘data’ from the ethnocinematic research project Cross‐Marked: Sudanese Australian Young Women Talk Education, the article uses ethnographic documentary film theory (including Minh‐ha, Rouch, and Aufderheide) and the critical pedagogical scholarship of McLaren to examine notions of performative identity construction and the possibility of intercultural identities and collaborations. Utilising the central metaphor of Minh‐ha’s ethnographic and filmic ‘zoo’, which cages those who are Othered by race, class, gender, sexuality and a myriad of differences, this article and ethnocinema overall seek to overthrow notions of difference, culture and community while recognising the increasingly prescient power of McLuhan’s dictum that the ‘medium is the message’ in this rhizomatic age.

The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants.

The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work.

By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students.

This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research.

Several affordances are offered to researchers interested in engaging in similar work.

This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.

The purpose of this paper is to present Part II of an interview with Dr Anne Tsui, Motorola Professor of International Management. Part I – the scholarly journey, was published in JCHRM Vol. 2 No. 2, 2011. This part of the interview focuses on the following issues: how Dr Anne Tsui has developed her interest and passion in Chinese management research over the years; how Dr Tsui has contributed to the management field; what researchers should do in order to conduct quality management research in China; and what Dr Tsui has envisioned for the future opportunities and challenges of Chinese management research.

The paper reports a recent interview with Dr Anne Tsui, Motorola Professor of International Management at Arizona State University.

Anyone who is interested in quality management research in China should choose interesting topics that are relevant to the Chinese local context and grounded in local phenomena. Qualitative research method and cross‐cultural collaborations are highly recommended for Chinese researchers.

The interview shows the direction of the development of Chinese management research and provides practical advice to researchers in this field on how to conduct quality research in the Chinese context.

The paper presents a real‐world role model for junior scholars in management research.

Argues that women's history is a player in the history of collection development, although its awards are obscured in library history. Pioneer women librarians shaped children's collections beyond the structural initiation of service into an expanded vision of service, a sense of transgressing boundaries in order to advocate and mediate for children and their literature. Considers the philosophy and work of Caroline Hewins and Anne Carroll Moore, which presents a paradigm of building collections for a larger community that is now part of the planning process for public libraries and an ongoing model of activist service through collections.

The purpose of this paper is to demonstrate the potential fruitfulness of the theory of Alasdair MacIntyre for understanding how social enterprises may facilitate well-being, using empirical evidence from doctoral research to illustrate this.

This paper is based on findings from research conducted at a mental health training and employment organisation which used gardening as rehabilitative tool. Participant observation and semi-structured interviews with staff, volunteers and service users were used to generate the data, a MacIntyrean lens used to analyse the data, and some suggestions are made as to why social enterprises may be particularly suited to such an approach.

Practitioners encouraged the seeking of “internal goods” or “goods of excellence” within practices, as it was this which was understood to facilitate well-being. Service users shared in this view, perceiving their time on the case site primarily as “work” and choosing to engage with the service out of a desire to meaningfully contribute to the community project.

This research is conducted on a small scale and therefore lacks generalisability. The lack of comparison with other organisational forms using the same practice is also a limitation.

This theory offers an alternative lens for considering how social enterprises might contribute to well-being. The data presented here also complement the growing body of research literature on Work Integration Social Enterprises, considering some of the wider well-being benefits beyond work integration, which thus far has received limited empirical attention.

IN The Life of Mary Anne Schimmelpenninck there are some amusing recollections of her childhood, covering the years 1778 to 1793, when as Mary Anne Galton she lived with her parents at Barr Hall, South Staffordshire.

This paper aims to examine the interplay of emotions and consumption within intergenerational exchanges. It shows how emotions pervade the trajectories of grandmothers’ relational identities with their grandchildren through consumption practices.

This study analyses qualitative data gathered via 28 long interviews with French grandmothers and 27 semi-structured interviews with their grandchildren. This study draws on attachment theory to interpret the voices of both grandmothers and their grandchildren within these dyads.

This study uncovers distinct relational identities of grandmothers linked to emotions and the age of the grandchild, as embedded in consumption. It identifies the defining characteristics of the trajectory of social/relational identities and finds these to be linked to grandchildren’s ages.

This study elicits the emotion profiles, which influence grandmothers’ patterns of consumption in their relationships with their grandchildren. It further uncovers distinct attachment styles (embedded in emotions) between grandmothers and grandchildren in the context of their consumption experiences. Finally, it provides evidence that emotions occur at the interpersonal level. This observation is an addition to existing literature in consumer research, which has often conceived of consumer emotions as being only a private matter and as an intrapersonal phenomenon.

The findings offer avenues for the development of strategies for intergenerational marketing, particularly promotion campaigns which link either the reinforcement or the suppression of emotion profiles in advertising messages with the consumption of products or services by different generations.

This study suggests that public institutions might multiply opportunities for family and consumer experiences to combat specific societal issues related to elderly people’s isolation.

In contrast to earlier work, which has examined emotions within the ebb and flow of individual and multiple social identities, this study examines how emotions and consumption play out in social/relational identity trajectories.

Scholarship on women in engineering education mainly focuses on the question of how to attract more women to this subject. The topic concerning women in engineering education is here guided by the question of why women leave engineering studies. The paper aims to examine the main conflicts women encounter in engineering education and to derive implications for interventions suited for strengthening institutional bonding forces.

The question is approached through case analyses of 40 interviews with women and men (as the control group) who have left their studies. In addition, repertory grids were carried out with all interviewees and analysed. On the basis of these analyses, five types of dropout could be defined. Two case studies with women are presented in detail in this article. These cases are especially representative of two types of dropout that are characterised by high quotas of women.

The central conflicts of women in engineering education are often either suffering from poor grades or that women being afflicted by a subjective feeling of not gaining a deep understanding of technical phenomena. These two conflicts represent the two pillars of identity formation in engineering education that are necessary to bind students to their studies: passing the exams with good grades and feeling self‐efficacious in the handling of technology.

Up‐to‐date subject‐specific studies on dropout in engineering education – especially with a focus on women – are marginal in Europe, and particularly so in Germany.