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The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.

As part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles in their decisions to teach or avoid complex and controversial authors and topics, specifically the work and life of Sherman Alexie in the #MeToo era.

Findings suggest teachers who constructed youth through asset-based frameworks – as complex and capable – were likely to keep teaching Alexie or have conversations about the #MeToo movement. Teachers who constructed students in deficit ways, as “not ready,” harkened back to Lesko’s (2012) critique, and were more likely to either remove Alexie from the curriculum entirely or engage students in conversations about the text only, leaving Alexie’s life out of the classroom.

Building on Lesko’s work on constructions of adolescence and its intersection with Petrone et al.’s youth lens and Critical Youth Studies (e.g., Petrone and Lewis, 2021), this study describes the ways in which teachers’ views of students served as rationales for their teaching decisions around whether, if or how to include the works and life of Sherman Alexie.

The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies.

This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies.

Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials.

While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.

This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.

This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.

Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.

This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.

The phenomenon of overtourism and tourism phobia and their negative impacts are nothing new. However, over the summer of 2017, both phenomena became major issues as never before for many European destinations like Spain and Italy. Those popular tourist destinations have proven not being able to cope with the massive influx of tourists coming their way. In a context of overtourism, locals and visitors are influencing each other using violence without authority due to a lack of positional power. Hence the reason it is believed that there is a security issue. The relationships between locals/locals and visitors/visitors have not been explored in depth in existing literature when discussing overtourism. Most research and publications in tourism and related fields are to address issues in the industry. Issues in the industry are therefore contributing to develop concrete knowledge in tourism education. On that basis, overtourism and related perverse impacts, which are the current main issues in the tourism industry, and a growing research area could therefore be said to contribute to knowledge creation in tourism.

Globalization is rapidly integrating markets, universalizing Western materialism, and weakening the capacity of national states to safeguard local values and institutions. While some, principally the World Bank (1999) regard integrating world markets as an efficiency‐driven process, spreading the benefits of technical innovation and information technologies around the world, many are skeptical. Skeptics include in particular social scientists writing from a Non‐Western and Islamic perspective (Ismail 1999, Rajee 2000). If globalization is indeed a threat to the Nation‐State, then it would follow that small states would be the most vulnerable. At a minimum, it is significant to inquire whether globalization threatens the survival and sustainability of small states.

Over the past decade or two, the Hayek Studies industry has been in a period of significant growth. A whole variety of books about Hayek, both his life and his thought, have appeared, with each trying to differentiate its product sufficiently to make a mark on both scholarship and sales. Into this fairly crowded marketplace comes a volume edited by two political scientists, neither of whom is known for contributions to the Hayek literature. The volume grew out of a lecture series at Utah State University, and the group of scholars that they assembled is notable as well for not being a cast of the “usual Hayekian suspects,” nor exclusively economists. In fact, there is only one economist contributing to the volume, with a couple of philosophers and one historian, and the rest being political scientists. In addition, all the essays address the concept of “spontaneous order,” which is central to Hayek's intellectual framework. More specifically, each essay approaches that topic in light of its relationship to “liberalism” and “conservatism.” The result is a largely excellent set of papers that offer critical and constructive explorations of the idea of spontaneous order and its place in Hayek's thought and in understanding the social world.