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The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?

To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.

The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.

The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.

Schools struggle with sustaining their educational innovations (Cohen and Mehta, 2017; Askell-Williams and Koh, 2020) and may benefit from concrete and practical guidance (Askell-Williams and Koh, 2020). A dialogue between staff within schools can be a way to promote self-evaluation regarding the innovation. Therefore, a self-evaluation tool for educators was developed: The Sustainability Meter (TSM). The purpose of the tool is to gain insight into the different perspectives and experiences of stakeholders within the school organization regarding the innovation, as a basis for improvement-directed actions to promote sustainable educational innovation.

In this small-scale study, the authors explored conceptual and instrumental use of the Sustainability Meter in two phases, and also examined user satisfaction. In phase 1, the tool was used under the guidance of the researcher (first author), who supported the chairs in taking steps before the group dialogue took place, and who then guided the dialogue itself as a moderator. In phase 2, work with TSM was organized independently by the schools themselves, supported by the manual. Data were collected in the form of observations of the dialogue, group interviews and documents generated by the participants.

In terms of conceptual use, in general, participants gained better understanding of each other's perspectives and backgrounds with regard to the (sustainability of the) innovation. The dialogue also led to insights into challenges for growth toward sustainable innovation. For instrumental use, the results of the analysis were incorporated in a plan of action in the majority of the participants' schools. In terms of user satisfaction, participants in all groups perceived TSM as an enjoyable support for high-quality dialogue. This research provides some indications that the tool might lead to sustainable educational innovations.

Next to developing an action plan based on the results of the school, the tool also appeared to help breaking up the process in smaller, clearer and more feasible improvement-directed actions. The results of this study further show that the authors could distinguish between three types of instrumental use. The improvement-directed actions in this research often were a combination of this three types: initial solutions, short-term and longer-term measures. This research provides some indications that the tool might lead to sustainable educational innovations.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

Cross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently.

Data from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers.

Despite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns.

The study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement.

As a business executive and philanthropist, Mary Kay Ash is legendary as a glass-ceiling breaker. With the belief that Mary Kay Ash is both modern and relevant, while simultaneously legendary, the overall purpose of this paper is to explore the role of Mary Kay Ash as an influential entrepreneur. This research responds to the call by Cogliser and Brigham (2004) for an increased understanding of how entrepreneurial leaders influence, challenge, inspire and develop followers.

Following on research by Hoppe (2013), this objective was accomplished via a pentadic analysis of Mary Kay Ash’s rhetoric aimed to influence the mental mindset of readers (followers) over the course of generations. Burke’s pentad was the sense-making tool used for examining Ash’s rhetoric of influence as an entrepreneurial leader. The data used in the pentadic analysis were also analyzed via Linguistic Inquiry and Word Count (LIWC) and IBM Watson Emotion Analysis to see where analyses might converge or diverge.

Based on the analysis of her written work, Mary Kay Ash resided at the intersection of leadership and entrepreneurship and, in so doing, was an influencer. Her primary rhetorical approach to influencing was idealism. Interwoven in her writings, she also exhibited both pragmatism and realism. She knew that she had to start the business to have the future she desired and that she needed to train her team appropriately for success to be forthcoming. The motivation in Mary Kay Ash’s rhetoric was that of influencing people so they would be the best that they could be.

Qualitative research brings with it an array of inevitable research problems. Pentadic analysis cannot be judged by the basic objective standards of reliability and validity because objective reality does not exist in personal interpretation. That is, one person as a critic cannot be impartial because the interpretation is only one personal way of viewing the data and another critic might view the same pentads and come up with different ratios. With this subjectivity in mind, however, the data used in the pentadic analysis were also analyzed via LIWC and IBM Watson Emotion Analysis to see where analyses might converge or diverge.

The findings from this research denote clearly that Mary Kay Ash was a forerunner of the modern day influencer. As a primogenitor of the influencer marketing phenomenon, Mary Kay Ash’s entrepreneurial legacy is expected to continue through generations of followers. This finding speaks to the importance of today’s entrepreneurs using the spoken and written word to influence others and create a lasting organizational legacy.

Countless scholars have used pentadic analysis, with a variety of artifacts, to examine the motives behind the rhetoric. However, rhetoric as a means of persuasion and influence has received little attention within the context of the written works by management gurus (Jones et al., 2009), and, aside from the exploration by Berglund and Wigren (2012), the narrative of entrepreneurial influence has not benefitted from close examination.

It seems that some aspects of employees' experience can lead to their “losing faith in the system of paid employment”. This disillusion can be studied and measured through the theoretical construct of a psychological contract breach experienced by the employee. This exploratory article thus examines whether the conditions of paid employment could lead to a new dimension of psychological contract breaches: a breach with paid employment itself that could drive to self-employment.

The authors use a structural equation modeling on a sample of 403 people who have declared their intention to leave paid employment for self-employment.

The study's results show that working conditions affect psychological contract breaches in various dimensions. The authors propose a dimension of psychological contract breaches linked to paid employment, which can lead to the choice to leave paid employment and become self-employed. The authors also confirm the importance of working conditions as antecedents of psychological contract breaches.

The main limitations of this exploratory research are the use of unvalidated scales and a small sample size, with a population that could be better defined. As Murgia et al. (2020) point out, it is not yet clear at the moment whether this category is a special group, equivalent to traditionally distinguished groups of working people. The study's assumptions and these limitations lead us to propose the following avenues for future research.

For managers and the development of management, the possible relationship between working conditions and psychological contract breaches seems to be very important. In fact, a whole range of best management practices could be developed if this relationship is confirmed. Improving working conditions could thus be a way to repair psychological contracts.

This research field is still quite underdeveloped in comparison to its importance to organizations because the increase in self-employment challenges traditional models and assumptions in human resources management.

This study aims to expand the theoretical frameworks of psychological contracts and breaches. It thus responds to recent calls for research on psychological contracts (Bankins et al., 2020); Moreover, this research suggests, in line with the work of Aubert and de Gaulejac (2018), that there are relationships between poor working conditions and psychological contract breaches. To the authors' knowledge, this approach is missing from international research into psychological contracts, which focuses only on job characteristics and individual determinants (personality traits, etc.).

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

The goal of this study is to learn about of the strategic framework used by event organizers in Indonesia to survive the COVID-19 pandemic. This effort is also used to see how crisis management is implemented in the organization, particularly in relation to the company's efforts to maximize technology in this COVID-19 crisis situation.

This is a qualitative study that employs the case study method with a single intrinsic case. Researchers chose six sources based on the range of responsibilities and authorities they have.

To remain viable faced with COVID-19 pandemic, event organizers must adopt an open communication strategy, be ready to adapt to changing conditions and take bold steps in crisis management. In general, Garuda Organizer's crisis management strategy consists of five stages: crisis research, forming a crisis team, planning crisis management steps, implementing a new work system and adapting to the new system's culture.

The focus of this research is on how to deal with crisis strategies in the world of event organizer from the standpoint of innovation diffusion. This study cannot be generalized because it is limited to efforts to formulate a strategic framework carried out by event organizer companies in dealing with the COVID-19 pandemic, not seeing the effectiveness of the strategy.

This research, in addition to its theoretical implications, provides practical contributions to the event organizer industry. The pandemic encourages every event organizer company to always be prepared to adapt to changing conditions. There is no such thing as a static condition; rather, it can change abruptly at any time. As a result, the most important requirement is a quick and precise response. Responsive leadership will ensure that the adaptation process goes smoothly. With uncertain conditions, businesses must be prepared to respond to any changes that occur at any time. Sometimes desperate action is required because it must be done quickly. Aside from that, do not overlook openness management. It will be easier to manage a crisis if all available communication channels are opened. Opening all communication channels allows all components of the company to participate in overcoming the crisis. The participation of all parties will make it easier to deal with any crisis that arises. This transparency is carried out not only within the company, but also with parties outside the company, such as the government as a regulator, company partners and community members who use our services. Aside from that, a willingness to change and step outside of one's comfort zone is required both within the company and for each individual employee. The company's willingness to try new things and learn quickly becomes critical for businesses in the midst of a crisis. As in the case of Garuda Organizer, a willingness to constantly learn and develop a new culture that is more in line with current conditions will make the company more adaptable in dealing with crises. Thus, effective crisis-response strategies can be developed quickly. When we are at ease in certain circumstances, as employees, we are often hesitant to change, even if the times or circumstances have changed dramatically. It is necessary to avoid the comfort of the status quo. It takes self-will to change in a crisis like this. What does not change will be forgotten by time. To maintain the continuity of the company's activities, all employees must be willing to give up their comfort and possibly make a small sacrifice (including time and effort). If companies can unite the interests of companies and individuals who work as employees (As the management and employees of Garuda Organizer have done by devoting more time to the company's future and delving deeper into one's own potential), they will undoubtedly survive the current crisis.

This study discovered that even in the midst of the COVID-19 pandemic, which is fraught with restrictions, there still are event organizer companies striving to provide the best service. The Garuda Organizer company strives to provide good service to its customers by disseminating innovations. Despite the limited circumstances, the public continues to enjoy events in a novel format, namely through virtual spaces.

This study identifies the use of technology as a means to overcome the problem of organizing events in the midst of the COVID-19 pandemic and maps the complexity of the innovation adoption process in Indonesian event organizer firms.

Sustaining a spinal cord injury (SCI) at any point in time is life-altering – physically, emotionally, and financially – for all persons affected by the injury, but it can place unique challenges on younger married couples. This study examines the transition to injury for 18 couples (ages 21–55). Data were collected using individual interviews with each partner at three time points following injury and observation in the rehabilitation setting (Creekview). This resulted in 96 individual interviews and 300 hours of observation. Using the life course perspective as a guiding theoretical framework and thematic analysis, I examined how the healthcare institution influenced the couples' relationship during their rehabilitation stay and the subsequent transition home. Creekview staff and couples accepted and reinforced the dominant cultural narrative that women are natural caregivers, but larger social structures of class, gender, and the division of paid and unpaid labor worked together to push some women into caregiving faster or prevented other women from engaging in caregiving. This study examines how younger couples move through the caregiving career during an off-time transition when the expected outcome is not long-term care placement or death. This study identified three main types of caregivers, each with their own path of caregiving – naturalized, constrained, and resistant caregivers. Overall, the transition to injury is complex and this study highlights some of the ways the marital relationship is affected by a nonnormative, unexpected transition.