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This paper seeks to explore the Imperial War Museum North, located in Salford, and how it relates to both consumers and the wider area.

Utilising the work of Edward Soja, the authors aim to understand how his work serves to facilitate a greater understanding of both the museum itself as a space, and the role the physical place plays in the context of the local surroundings.

It is found that, the role of the museum is as a form of “culturally led regeneration”, in line with Soja's notion of “thirdspace”.

The paper will appeal to those who are concerned with town planning, urban regeneration and the role of museums in contemporary space and place.

Historically black colleges and universities (HBCUs) are among the least empirically examined institutional cohorts in American higher education. The purpose of this paper is to synthesize extant research on the historical, public, and social realities related to HBCU institutional strength and survival. Attention is given to the manifestation of race-neutral ideology in public sector in the aftermath of the election of the nation’s first African American president – Barack Obama.

A bricolage of policy case study, meta-analysis, and critical race theory.

Highlight current perceptions on the disparate impact of federal policy on institutional sustainability and the issue of representation in presidential cabinet appointments incident to HBCUs.

This paper provides a useful resource for educators, policymakers, and researchers.

The Open Archives Initiative (OAI) Protocol for Metadata Harvesting presents one promising method by which metadata regarding archives and manuscripts can be shared and made more interoperable with metadata from other sources. Against the background of archival descriptive theory and practice, this article outlines a method for exposing deep, hierarchical metadata from encoded archival description (EAD) files and assesses some theoretical and practical issues that will need to be confronted by institutions choosing to provide or harvest OAI records generated from EAD files. Using OAI on top of existing EAD implementations would allow institutions to repurpose their data and potentially reach more users but would also accelerate the process of reengineering archival access mechanisms. Archivists and technologists using OAI with EAD must pay careful attention to the necessity of preserving archival context and provenance.

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to become advocates for social change, and consider opportunities created by Freedom Schools for community engagement and partnerships. Mixed methods were used to investigate the experiences of 38 scholars at two different Freedom Schools sites (one rural and one mid-sized urban) in the southeastern U.S. The majority of scholars identified as African American and lived in low-income households. Primary data sources included scholar surveys and reading assessments, camp observations, and interviews with scholars, as well as our own personal reflections as the Research Director (Alysia Roehrig) and Co-Executive Directors (Kristal M. Clemons and Keely Norris) for the sites. We triangulated descriptive statistics from surveys with qualitative data, primarily from interviews, which we analyzed using open coding and axial coding to develop themes (Strauss & Corbin, 1998). The majority of scholars, who participated in the 2016 North Florida Freedom Schools, reported being able to identify with specific characters and situations in the books included in the culturally relevant reading summer program, and they expressed positive thoughts and feelings about the books. Most scholars (74%) maintained or gained in instructional reading levels and did not experience summer learning loss. Children’s confidence that they could act prosocially also increased significantly during the summer camps, which children characterized as different from regular school. Freedom Schools can offer a valuable forum for diverse community members to learn about one another, focus on their strengths, and become agents for social change. We provide suggestions for how other communities can implement the Freedom Schools model.

The purpose of the chapter is to develop a typology of bad behaviors characteristic of governing boards and to compare the bad behaviors identified in the typology to the governing boards’ expected roles and responsibilities. Several examples of bad governing board behaviors that have occurred at historically Black colleges and universities (HBCUs) are explored through the lens of the typology. The author argues that the bad behavior of governing boards responsible for the nations’ HBCUs inhibits strategic planning, undermines growth and development, and threatens the long-term viability of these institutions. Finally, recommendations intended to minimize the impact of bad board behaviors are proposed.

Only by recognizing the consequences of state-sanctioned violence on the life of Black communities can teachers create learning conditions for students to engage in an education for humanization. Humanization disrupts dehumanization by teaching students' knowledge and love of self, solidarity, and self-determination. In this chapter, I examine the impact of an education for humanization on students' critical literacy and voice from the perspective of a teacher-researcher and educational activist in an urban classroom serving the needs of Black, Indigenous, and People of Color (BIPOC). I offer a concrete example of praxis that positioned Black students to examine anti-Black oppression and radically imagine the possibilities of pro-Black social resistance in society and schools. I conclude the chapter with pedagogical implications for participating in the fight for Black life as teachers and humanizing the learning experiences of BIPOC students as a result.

This paper aims to examine how team familiarity, as a social resource accumulated through vertical and horizontal exchanges, in teams with undifferentiated member roles may satisfy the functional needs of a fluid team by facilitating operational effectiveness and contributing to its financial performance.

To analyze how vertical and horizontal team familiarity impacts team financial job performance, this paper collected three years of archival data from a moving services firm yielding a final sample of 306 moving jobs. This paper used a cross-sectional design and structural equation modeling to test the impact of vertical and horizontal familiarity on team financial job performance.

This paper found empirical evidence that vertical team familiarity affects horizontal team familiarity among teams with undifferentiated member roles. In addition, the analysis shows that horizontal team familiarity positively impacts financial team job performance. Finally, the results indicate that team leaders are capable of indirectly impacting financial job performance through their discretion to influence horizontal familiarity.

This study contributes to a more comprehensive understanding of the role of team familiarity in the organizational practices of organizing and assembling fluid teams with undifferentiated member roles. In particular, organizations relying on these types of fluid teams need to appoint the right leaders that, familiar to team members, allocate the right mix of member familiarity to increase team coordination and team performance.