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This chapter focuses on the early history of feminist explorations in criminology in the UK in particular, but with reference to developments elsewhere. The chapter discusses the achievements of early feminist perspectives in criminology and assesses their impact in terms of ‘transforming and transgressing’ the criminological enterprise. In particular, the author focuses on the case for transformations in traditional research methodologies and looks at the different ways in which feminist writers in criminology grappled with the question of how to produce good quality knowledge. The chapter takes a chronological approach, identifying developments pre-1960s in a phase which might be described as an ‘awakening’ and then describing initiatives in the 1960s and 1970s. The discovery that ‘woman’ was a conceptual term which could be incorporated into the criminological framework really took off in the 1970s with the publication of Carol Smart’s pioneering work. Notwithstanding faster developments in other disciplines, slowly, mainstream criminology took stock of feminism’s early claims.

I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.

Latin American countries must prioritize energy efficiency and renewable energies in their energy policies. This has been debated for the past few decades. However, it is impossible to deny that energy efficiency and renewable energies have significant potential to mitigate the adverse effects of ever-increasing energy consumption induced by economic growth and the transformation of societies toward more energy-intensive models. This chapter identifies how sustainable energy policies could be considered successful in various Latin American economies through an active review and comparison of traditional energy models and their transition and respective consequences. The chapter concludes that there are national energy plans in countries in the region with a sustainable approach, and that clean energy and renewable sources have great potential. But it is also concluded that there is still a long way to go concerning legislation and legal frameworks.

This chapter provides an overview of approaches to collaboration in Ontario and then focuses in particular on the experiences of the Norway–Canada (NORCAN) programme involving nine schools across Alberta and Ontario (Canada) and Norway from 2014 to 2018. NORCAN was established through collaboration by the teachers’ unions in Alberta (Alberta Teachers’ Association), Norway (Utdanningsforbundet), and Ontario (Ontario Teachers’ Federation) and the Ontario Ministry of Education. A central guiding question was co-developed to inform the work of NORCAN: ‘How can an international network of schools and educators committed to mindful leadership help to identify obstacles to students’ mathematics learning and develop strategies for attaining success?’ With funding support, school teams involving school leaders, teachers, and students had opportunities to collaborate at NORCAN-facilitated events, school visits in each jurisdiction, through an online platform, and ongoing communication. The following important features of NORCAN are identified: the development of collaborative structures, processes, relationships, and trust; student voice, agency, and leadership; professional learning and agency; and sharing knowledge and de-privatizing practices. Four lessons for policy and practice are proposed: 1. school-to-school collaboration benefits from adequate resources of time, funding and a support infrastructure; 2. the intentional cultivation of mutually respectful and trusting relationships is essential; 3. bringing together educators and students as co-learners is powerful and beneficial; and 4. mobilizing knowledge and de-privatizing practices needs to be central to the purpose and operation of collaboration.

Purpose – The purpose of this chapter is to explore the orientations of consumer and company participants who participate in online crowd-sourced communities.

Methodology/Approach – Using a netnographic approach, we analysed the Nokia Design by Community (NDbC) crowd-sourced information contest, which was organised by Nokia in order to co-create a vision of the community's ‘dream’ Nokia device.

Findings – The findings reveal that community members' social orientations were dramatically different from the host organisation's narrow commercial focus, which led to unresolved tensions and as we posit, the ultimate failure of the initiative.

Research implications – The contemporary discourse on collaborative value co-creation potentially overemphasises the commercial objectives of organisations by failing to acknowledge the need for organisations to address the complex communal objectives and motivations of members of crowd-sourced communities.

Practical implications – Organisations need to acknowledge and address the complex and dynamic communal and commercial tensions that inherently emerge in online crowd-sourced communities. They need to adopt a tribal marketing approach and respectfully engage with community members if the diverse objectives of community members and the host organisations are to be satisfactorily met.

Originality/Value – Organisations and researchers need to recognise and acknowledge that crowdsourcing both begets communal conflict and fosters collaborative behaviour due to contested commercial and social orientations. While mindful of their commercial objectives, organisations will succeed in implementing online crowd-sourcing initiatives if they make a sincere effort to understand and respect the diversity, culture and social norms of the particular crowd-sourced online community concerned.