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Uhl-Bien and Arena (2018) presented a persuasive argument for recognizing the concept of enabling leadership as a critical form of leadership for adaptive organizations. This study aims to narratively explore the concept of enabling leadership in the context of social complexity.

To explore how leaders enable adaptive processes, Uhl-Bien and Arena (2018) called for future research using in-depth case studies of social actors centered on emergence in complex environments. In this in-depth case study, the authors pursue theory elaboration by using a form of analytically structured history process to analyze primary and secondary sources.

During archival research of Whitney Young, Jr’s largely overlooked and misunderstood leadership in the historic social drama of the 1960s US civil rights movement, the authors discovered compelling evidence to support and extend the theoretical arguments advanced by Uhl-Bien and Arena (2018).

The reflexivity associated with interpretive case approaches confronts the issue of subjectivism. The authors ask readers to judge the credibility of their arguments accordingly.

Using a relational leadership-as-practice lens, the authors interpret the dramaturgical performance Whitney Young, Jr directed to facilitate coherent emancipatory dialogue, affect the social construction of power relations and enable the adaptive space needed for social transformation to emerge.

The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues.

The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities.

The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics.

Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

Although green management has gained legitimacy as a sustainable business practice, little is known about the elements that will lead to the long-term success of the movement. To identify these elements, this study aims to review the existing literature on social movements and analyzes archival data from a specific social undertaking, the Hispanic Civil Rights movement in the USA.

A historiographical approach was used in which systematic combining used abductive logic to developed a provisional framework based on the interpretation of secondary sources of data concerning the Hispanic Civil Rights movement. Subsequently, an ethnomethodologically informed interpretation of primary data based on the League of United Latin American Citizens (LULAC) archives refined the provisional framework.

The authors identified common elements that are critical to the success of social movements, as supported by both secondary data on the Hispanic Civil Rights movement and primary data based on the LULAC archives. These elements consist of: ideology, identity, mobilization, goals, leadership and integration. Using these results, a pseudo-gap analysis approach was completed by systematically comparing the interpretive data with current knowledge of the green management movement to identify the missing gaps and to offer guidance for further development of green management as a contemporary movement.

Applying the lessons learned from social movements will help the development and prosperity of the green movement in current business organizations. Such applications are important, given that local and global environmental crises can have profound implications on ecosystems, economics and social systems.

Social movements are an important means by which societal concerns such as injustices are addressed. By identifying the important elements needed for the green management movement to be successful in the long term, managers will know where to put their efforts. Such actions may help environmental awareness in business organizations to become more than a fad or marketing tool.

The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations.

Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership.

A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows.

The aim is to teach students to adopt a more inclusive and complex view of the world.

This article explores engaging student learning concerning the Black Experience during the Civil Rights Era through the analysis of Norman Rockwell paintings. Focusing on pedagogy and content, the article highlights an instructional framework to encourage an inclusive view of American History while appealing to a variety of learners. After emphasizing the importance of providing a balanced, representative view of American history that weaves the experiences of marginalized groups throughout the historical fabric, we highlight the highlight the instructional benefits of facilitating arts-based learning in the classroom. While a variety of artists’ work could be selected to portray historical events of this time period, we address the symbolic reasoning behind the selection of Rockwell, as well as the realistic depictions in his paintings that directly relate to historical events. The article concludes with a sample lesson that provides two options for instructional delivery: (1) a technology-focused WebQuest and (2) a visual analysis. The strategies integrate issues of equity and diversity and encourage students to act as critical agents by examining issues of social justice. In addition, both strategies foster reading skills, cultural literacy, and critical thinking.

This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children’s and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.

The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement.

Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens.

Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions.

This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women’s movement to work across differences in solidarity toward equal justice for all.

The purpose of this paper is to develop an insight, through an examination of the American Civil Rights Movement and the Anti‐Apartheid Movement in South Africa, into how desired change occurs at a national or cultural level of social organization.

The words and actions of two key figures in these national change movements are analyzed through the use of intentional change theory, and its constituent elements of discontinuous change, reference groups, the ideal self and emotional attractors.

The findings lead to the suggestion that great leaders, at times of national change, articulate a shared ideal or national vision and are primarily grounded in the positive emotional attractor. Furthermore, they appeal to their followers' cognition and affect.

While these two figures are prominent historical figures in their respective change movements, it is naïve to suggest that they were solely responsible for the change. Future research could look at the many other figures and factors that played a role in these tremendously complex and sensitive change processes.

This paper has important implications for people involved in change efforts at the national and cultural level. It provides evidence from two exemplary cases that could be applied to other such situations.

This paper develops an insight into how desired change occurs at a national or cultural level of social organization. In a world riddled with tension, violence and poverty, this insight is potentially of great value.

This paper aims to review the case for improved (supra‐national) regional social and labour policies in principle, assess the extent to which existing regional associations of governments and regional organizations are actually developing effective regional labour policies in different sub‐regions of Europe, Latin America, Africa and Asia, and finally explore the driving forces behind their development and suggest how they might be further enhanced.

The paper compares the emergence of regional policies concerning labour rights and migrant workers' rights across regions. A sample of more than 15 regional arrangements are then ranked on the basis of their commitment in these areas. Finally, correlations between these rankings and different indicators of (real) regional interdependence are looked at.

The paper shows that regional socio‐economic policies are gaining importance in different world regions, although speeds are varied and generally low. It is difficult, however, to find strong correlations with indicators of regional interdependence such as trade or migration.

The paper presents one of the first systematic accounts of the development of regional socio‐economic policies in different world regions. It shows at the same time that huge opportunities for new policy initiatives exist in this area.

The purpose of this theoretical paper is to propose that museums can be useful sites in intervening the theory–practice divide in teacher education. The authors draw from their visit to the Center for Civil and Human Rights (CCHR or Center hereafter) to explore the potential of a local museum as a powerful intervention in the preservice teacher education theory/practice divide.

The authors’ theoretical framework draws off of “thinking with theory,” a method of using concepts to make sense of data by “plugging” a concept “into” data (Jackson and Mazzei, 2011). The authors believe that everyone, even their preservice teachers think with theories in an attempt to make sense of information and events. In their social studies methods courses, the authors offer readings, texts, videos and experiences that present ideas and concepts that are new to their preservice teachers in order to expose underlying theories that frame worldviews.

The authors provide four “snapshots” or findings. These include: heroification and villainification, White–Black binary and messianic meta-narratives, empathy and simulation and critical Black patriotism. Each of these snapshots is grounded in theories from scholars in the field of social studies, demonstrating one way to put theory to work.

As the aforementioned snapshots show, the authors found a place like CCHR that can serve as important space to think with theory and deconstruct presented narratives. The authors “plugged” concepts from social studies scholarship “into” the narratives presented at the CCHR. Specifically, the authors used villainification (van Kessel and Crowley, 2017), AsianCrit (Chang, 1993), Black Patriotism (Busey and Walker, 2017) and messianic narratives and martyrdom (Alridge, 2006).