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The purpose of the paper is to show that community involvement is a successful way of overcoming certain barriers to the successful management of the current tuberculosis epidemic, namely delayed presentation and non‐completion of treatment. Volunteers are an important resource for engaging with the community. This research, conducted in an urban TB treatment centre in Nepal, seeks to investigate the motivations of TB volunteers, and how these motivations can be increased to involve volunteers, and the community, in fulfilling their maximum potential in delivering successful TB treatment programmes.

Semi‐structured interviews were carried out with 26 TB volunteers, followed by volunteer discussion groups. Topics covered included: detailed accounts of the volunteers' many and varied roles; motivations – how they initially became involved and why they continue to be involved; incentives for volunteering; problems they have encountered; family and friends' attitudes to their volunteering; and the future of TB volunteering.

The findings show that the TB volunteers are involved in many important roles. Volunteers initially became involved, having been asked or informed about the programme by area committee members, staff or friends. Most were also involved in other voluntary work.

This paper gives recommendations for volunteer programmes in developing countries including: sustained communication and contact between volunteers and the organisation; volunteer programmes based in a centre with an established community focus; flexibility of time commitment; regular recruitment drives for volunteers from different generations and status levels; and the use of training as a possible incentive for volunteering.

Tuberculosis is the cause of a large burden of disease in less developed countries. With the development of drug resistance and the co‐epidemic of HIV, tuberculosis has already started to make a comeback in wealthier countries. The WHO’s solution to this global tuberculosis epidemic is the DOTS strategy, the implementation of which presents many problems. The two issues most common to the majority of locations are delay in presentation for treatment and non‐completion of treatment. This review looks at the reasons for these problems in the less developed world, and addresses some solutions. The main reasons for delayed presentation are: a lack of understanding about TB; the stigma associated with the disease; the inaccessibility of treatment; and a preference for private practitioners. The main reasons for non‐completion of treatment are: the stigma of the disease; a lack of information; dissatisfaction with the treatment and its delivery; and inaccessibility of treatment. Successful implementations of the DOTS strategy need to address all these issues. There is little evidence that DOT enhances treatment completion unless combined with other strategies. Community‐based, patient‐orientated DOTS appears to be an appropriate way of addressing many of these issues. The involvement of volunteers in community‐based strategies is common, but needs more research in order for this strategy to realise its full potential.

A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of knowledge,” one pathway to provide a culturally and linguistically responsive classroom environment for DLLs is to form collaborative relationships between parents and teachers of DLLs. The purpose of this chapter is to describe Project TAPP (Teachers and Parents as Partners), a community of practice (CoP) composed of parents and teachers of preschool dual language learners. The chapter describes the framework of Project TAPP, findings related to participation, and lessons learned.

The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education.

Drawing on Cornel West’s call for the development of a three-piece democratic armor – Socratic questioning, prophetic witness and tragicomic hope – the authors describe their programmatic vision for cultivating democracy-sustaining dispositions in preservice teachers. They show how this shared vision constitutes the foundation for the organization, purpose and sequence of the four-semester cohort program. Finally, the authors describe how this vision helps facilitate meaningful and purposeful symbiosis between field experiences and university coursework.

In an effort to promote replicability regarding programmatic coherence, the authors share structural aspects of their program as well as pose generative questions for colleagues who are interested in approaching the work of critical, democratic English education from the programmatic level.

Addressing the challenges of teacher preparation – especially in this polarized and pitched historical moment – requires shifting the focus from individual courses to a more expansive view that might enable English educators to consider how courses within a program might collectively advance a particular vision of critical and democratic English education.

In this paper, the author reflects on her researcher experiences of attempting to construct co-productive epistemic relations in her ethnographic doctoral research about a gallery youth collective. The paper engages with debates about the nature of co-productive relations, advocating for a more affective approach which attends to multiple, temporary moments within the research, rather than seeking a grand or unified process of collaboration.

This methodological paper draws on the records and reflections the author generated in the process of undertaking collaborative ethnographic research, considered with a specific theoretical resource (Lauren Berlant's Cruel Optimism (2011)) to construct a reflexive narrative from her doctoral research experiences.

The paper discusses the multiple, shifting ways in which research relationships unfolded in the author's doctoral research and the impasse this generated in the author’s understanding of desirable co-productive relations. Reflecting with Berlant's Cruel Optimism (2011) allowed the author to understand the Covid-19 crisis as the rupture of the author’s attachment to this relational fantasy. Beyond this rupture, the author was able to more fully attend to fleeting, affective moments as a form of co-production within the research.

The paper contributes to the growing anthology of critical and reflexive narratives about co-production; these collectively provide a resource for researcher reflection and for teaching about collaborative practices.

The figure of the female revenger has haunted the western imagination as far back as some of the earliest extant texts, most starkly in Euripides' tragedies Hecuba and Medea (c. 430–420 bc). She has tended to take on one of three forms: the scorned woman, the vengeful mother or the victim of physical violence, almost always sexual violence.

This chapter presents an interdisciplinary and transhistorical understanding of the troubling figure of the violent female revenger in her shifting incarnations. The investigation traces conceptual strands through a variety of cultural texts, focusing on specific instances that are both situated historically and simultaneously analysed for the ways in which they reflect recurring priorities and cultural anxieties through the centuries.

After considering key ideas such as revenge and justice and gender and revenge, the chapter looks more closely at the so-called rape-revenge genre, moving from the earliest examples such as I Spit on Your Grave (1978) to more recent films which are considered for the ways they intersect with the global feminist protest movement #MeToo, and other key cultural moments such as the Harvey Weinstein case and the very public trial of the USA Gymnastics national team doctor Larry Nassar: Revenge (2017), The Nightingale (2018) and Promising Young Woman (2020). The chapter draws direct lines of connection between imaginative works, cultural types and stereotypes, and lived reality in order to come to a fuller understanding of the female revenger.

The purpose of this paper is to explore evidence about the role played by micro-cultures in long-term care (LTC) settings in shaping residents’ mental health and wellbeing.

A scoping review on micro-cultures in LTC, including database search of academic and grey literature using pre-determined combinations of key terms and specific inclusion/exclusion criteria. The review followed the methodological framework of Arksey and O’Malley (2005).

Micro-cultures (localised, distinctive cultures of a small group of people) in LTC are complex, multi-faceted and multi-directional; they include social dynamics as well as structural and environmental factors. Although much work has been done on the nature of micro-cultures, limited work has focused on LTC for older people. Initiatives to promote the mental health and wellbeing of residents rarely consider micro-cultures in any holistic way; they tend to be taken into account either as part of a contextual backdrop, or as a uni-directional process often equated with the concept of “care culture” or “organisational culture”.

The role played by micro-cultures in influencing the mental health and wellbeing of older people living in LTC settings is significantly under researched. The findings of this review suggest that their complexity and multidimensionality challenges researchers. However if the authors are to develop interventions that promote the mental health and wellbeing of residents it is important to invest in work to explore their nature and systemic influence.

In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves.

This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways.

The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll.

Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

This chapter presents the major components in framing a developmental model of wise organizing in the field of higher education that proceeds along an increasingly more just and responsible path. Our argument considers individual student development theories that lead one to greater competence for wise and socially responsible interactions and engagement in society, and aligns these individual processes with the organizational scholarship emphasizing how organizations enhance their capacities for wise and socially responsible conduct. After reviewing these arguments, we frame a set of research topics required for empirically identifying how universities can cultivate wisdom.

This paper seeks to describe the value of utilizing family systems theory as a meta‐theory in psychotherapy with persons with intellectual and developmental disabilities and their families, at different stages of the family life cycle.

Family systems theory prioritizes the reciprocal impact of the familial group and the individual. As people with intellectual and developmental disabilities often sustain high involvement with their families throughout their lives, family systems theory might be especially relevant to their mental health treatment. In addition, because people with intellectual and developmental disabilities often live in family‐like group settings and systems theory can be applied to family‐like groups, the theory is potentially even more widely applicable.

The case studies presented describe cases in which persons with intellectual disabilities or their families presented in psychotherapy with mental health or behavioral symptoms. The cases delineate the depathologizing effect of applying a family systems filter to the presenting problems, and the unique ways in which presenting problems may be more effectively addressed by shifting the group dynamics rather than treating only the individual symptoms.

Family systems theory is a well established school of psychotherapeutic treatment, but its value in treating individuals with intellectual disabilities is not well documented or explained. While there is literature on the challenges faced by families impacted by intellectual disability, there is little information, particularly in the USA, about the application of family systems theory to the dynamics of such families or about the benefit to the individual with intellectual disability of this approach to psychotherapy.