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The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

This book has presented theoretically driven empirical research that confirms the impact of workplace bullying on the community college campus. Theoretical insights and methods such as equal opportunity theory (Mithaug, 1996), Hochschild’s emotional labour (2003), McPhail’s culture management theory (2002), Bandura’s self-efficacy (1977), and theories on power (Goldblatt, 2007) provide a framework for these data. Further, social dominance theories, (Sidanius & Pratto, 1999) and employee disengagement theories (Samnani, Salamon, & Singh, 2014) give different lenses from which to consider bullying.

Theories provide solid backdrops, yet for those facing workplace bullying, there is nothing theoretical about the experience. The abuse is real and demoralizing; by the definition used throughout this book, bullying is escalating (Einarsen, 2003). In response to bullying, study respondents confirm filing EEO complaints, leaving the job, taking stress leave, and changing work schedules to find relief. The following scenarios provide an opportunity to reflect objectively on workplace bullying and its application to different community college constituencies.

The goal for each discussion is to find relief for the target, and develop recommendations to create a healthy environment. As one reflects on these scenarios, one also needs to consider: (1) A rationale reaction or strategy that is not informed by outrage, anger, or helplessness, (2) what resources can be or should be at the disposal of the target, and (3) what policies or legislations are available to assist the target. Readers should be encouraged to utilize the findings and data in this book and policy at their respective institutions to craft possible solutions. These scenarios are appropriate for those considering the nuances of workplace bullying and leadership in scholastic or practical arenas. Further, emerging leaders and graduate students can also consider solutions to workplace bullying.

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.

Purpose – This chapter examines an episode of pretend play amongst a group of young girls in an elementary school in Australia, highlighting how they interact within the membership categorization device ‘family’ to manage their social and power relationships.

Approach – Using conversation analysis and membership categorization analysis, an episode of video-recorded interaction that occurs amongst a group of four young girls is analyzed.

Findings – As disputes arise amongst the girls, the mother category is produced as authoritative through authoritative actions by the girl in the category of mother, and displays of subordination on the part of the other children, in the categories of sister, dog and cat.

Value of paper – Examining play as a social practice provides insight into the social worlds of children. The analysis shows how the children draw upon and co-construct family-style relationships in a pretend play context, in ways that enable them to build and organize peer interaction. Authority is highlighted as a joint accomplishment that is part of the social and moral order continuously being negotiated by the children. The authority of the mother category is produced and oriented to as a means of managing the disputes within the pretend frame of play.

A review essay on Postmodernism, Economics and Knowledge. Edited by Stephen Cullenberg, Jack Amariglio and David F. Ruccio. London: Routledge, 2001. p. 495. Most economists agree that economic knowledge has gradually increased as more facts and data have been accumulated to support (or reject) theories. That is, economic knowledge and progress of the discipline have benefited from the scientific method. While not disputing this modernist conception of historical progress in economics, the articles in the volume consistently urge a broader discourse in economics, suggesting that without an expanded discourse economics will, as Hutchison (1979) argues, be “destined for a somewhat ambiguous and problematic place in the spectrum of knowledge” (p. 4). This edited volume discusses and seeks to discover what the postmodernist movement can add to broad economic discourse.

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