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This chapter shows that students' counter-storytelling revealed feeling tolerated, invisible, isolated, and judged as well as needing to prove oneself, overcome stereotypes, and act as the spokesperson for one's race based on the dissertation conducted by April M. Clay, one of the authors. Through critical race theory (CRT), it can be gathered from the responses that race and racism affect the African American students' quality of life in school. Whether they said race played a significant role explicitly or implicitly, the participants' counter-stories revealed a shared experience of feeling outcasted.

In this study, workplace spirituality is discussed in the context of remote work and the COVID-19 pandemic. First, the focus is on the changes in the meaning and function of employees in the organization during the evolutionary process of industrialization and management paradigms. Afterward, conceptual frameworks for spirituality and workplace spirituality are presented, and in the last section, academic studies that deal with workplace spirituality with distance or hybrid work arrangements are included. Early studies offer insights and recommendations on conceptualizing, developing, and managing workplace spirituality. They all emphasize that spirituality is necessary for remote work as a tool to overcome stress and mental health problems and increase employee well-being. Unfortunately, the remote work and workplace spirituality literature is relatively narrow and needs to be expanded.

Critical Race Theory (CRT) is about understanding and acknowledging when racism has impacted a policy, person, system, and our history. This chapter examines CRT as a tool to understand what has happened in our history and educational system and as a tool to dismantle our current system to bring about true inclusive and authentic schools. It serves to analyze the practical use of CRT in our current public K-12 educational system. The purpose is to fast forward our discussion on race and to explicitly illustrate the dire need for an inclusive education fundamentally girded in an abolitionist mindset for school systems, educators, parents, and students. Although CRT has branched out to be inclusive of many populations, the core purpose was to examine anti-Blackness in America and how that has stained our education system. Inspired by the dissertation conducted by Ayanna Blackmon-Balogun, the aim of this chapter is to draw our attention to that essential purpose of CRT so that schooling can become more liberatory and meaningful to all.

This chapter analyzes the link between the digital divide, infrastructure regulation, and disaster planning and relief through a case study of the flood in San Jose, California triggered by the Anderson dam’s overtopping in February 2017 and an examination of communication failures during the 2018 wildfire in Paradise, California. This chapter theorizes that regulatory decisions construct social and disaster vulnerability. Rooted in the Whole Community approach to disaster planning and relief espoused by the United Nations and the Federal Emergency Management Agency, this chapter calls for leadership to end the digital divide. It highlights the imperative of understanding community information needs and argues for linking strategies to close the digital divide with infrastructure and emergency planning. As the Internet’s integration into society increases, the digital divide diminishes access to societal resources including disaster aid, and exacerbates wildfire, flood, pandemic, and other risks. To mitigate climate change, climate-induced disaster, protect access to social services and the economy, and safeguard democracy, it argues for digital inclusion strategies as a centerpiece of community-centered infrastructure regulation and disaster relief.