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Dear reader, lift your eyes momentarily from these words and look around you, to observe how this world is fraught with traces of the East, the yeast fermenting your very existence. Your clothes, your food, your Sony television, your Honda Accord, etc. Even the physical distance between you and the East is blurred as the shirt made in China rubs against and seeps into the atoms of your skin, as the Kimchi Ramen from Korea enters your entrails, as images displayed on your Sony television are reflected upside down at the back of your eyeballs, as the very thought of yEast now leavens in your mind – “leaven” as in “the Levant,” the rising of the sun, hence the East.

Handicraft entrepreneurship is an old form of entrepreneurship and recently has received increased interest due to more people becoming interested in handmade products. The aim of this chapter is to describe different types of handicrafts including (1) textile based handicrafts, (2) wood, metal, clay, glass and stone made handicrafts, (3) handicrafts using paper or canvas, (4) plant based handicrafts and (5) other types of handicrafts such as cakes and candles. This enables a holistic understanding about the nature of handicrafts in society. Thereby making a contribution to the development of the literature on handicrafts and how they incorporate entrepreneurial elements. Theoretical and practical implications are stated that highlight the need for further understanding about the nature of handicraft entrepreneurship. Future research suggestions are also stated that stress the interesting nature of this field.

To explore how student teachers (re)construct their professional identities, this chapter contextualizes two student teachers’ practicum experiences in China. The overarching question is how the student teachers (re)construct their professional identities in the practicums, especially where their teacher knowledge and subject matter knowledge meet. By analyzing a flexible matrix of paired stories, the research highlights the collective influences of the multiple instructional contexts: nation-wide Free Teacher Education program policy, recent national curriculum reform in China, and the characteristics of the placement schools. The chapter finds that the student teachers’ professional identities are dynamic and evolving on the professional knowledge landscape. The (re)construction of professional identities involves developing practical knowledge and metaphors by negotiating the tensions the student teachers encountered in the practicums. Meanwhile, the student teachers experienced reflective turns (Schön, 1991) in the practicums, which caused the tension between teacher knowledge and subject matter knowledge and contributed to the formation of their professional identities.