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Authors’ note: To capture the collaborative feminist process in writing this article, we list authors’ name alphabetically rather than the traditional presentation of lead author first.

We use Third World, Materialist, and Poststructuralist feminist perspectives with an intersectional transnational lens to analyze our self-reflections about feminist pedagogy and the messy business of conducting our research. We draw on student participant interviews and responses to follow-up questions to support key arguments.

Much feminist pedagogy discourse constructs consciousness-raising and empowerment as positive. However, our research indicates our students’ experiences of these processes as well as our own as teachers and researchers is contradictory; outcomes are often unintended and not always positive, despite our best intentions.

Our work seeks to destabilize problematic notions of empowerment and consciousness-raising by contributing accounts of how feminist pedagogy impacts students in sometimes negative, unintended ways. These contributions should be utilized to better understand power relations between students and teachers, as well as refine pedagogical approaches to best address and reevaluate their impacts on students.

Rather than perpetuate decontextualized and overly optimistic notions of feminist pedagogy, consciousness-raising, and empowerment that fail to capture the complexities and contradictions of women’s lives and the gendered relations in which they participate, this chapter stands as a call to feminists to problematize their key concepts and practices and lay them open to critique.

This paper responds to recent calls for deeper scrutiny of the institutional contexts of citizen science. In the last few years, at least two dozen civil society organizations in New York and Pennsylvania have begun monitoring the watershed impacts of unconventional natural gas drilling, also known as “fracking.” This study examines the institutional logics that inform these citizen monitoring efforts and probes how relationships with academic science and the regulatory state affect the practices of citizen scientists. We find that the diverse practices of the organizations in the participatory water monitoring field are guided by logics of consciousness-raising, environmental policing, and science. Organizations that initiate monitoring projects typically attempt to combine two or more of these logics as they develop new practices in response to macro-level social and environmental changes. The dominant logic of the field remains unsettled, and many groups appear uncertain about whether and how their practices might have an influence. We conclude that the impacts of macro-level changes, such as the scientization of politics, the rise of neoliberal policy ideas, or even large-scale industrial transformations, are likely to be experienced in field-specific ways.

Purpose: This chapter examines the resurgence of femininity among Euro-American women who do so under the guidance of a dating coach for success in heteronormative relationships. I set this analysis against Sheryl Sandberg’s concept of “leaning in” at the workplace and older strains of feminist theory in order to analyze, contextualize, and situate the dating group’s engagement with and resistance to feminist theory.

Methodology/Approach: My argument comes from a narrative and content analysis of the dating coach’s blog, public access forum, and data from following the group’s Facebook members-only group from January 2016 to January 2017.

Findings: Katarina Phang’s dating group both rejects and engages with feminist theory. It is very similar to the neoliberal vision of female embodiment in three key ways. The group’s techniques also reference older variants of feminist theory, specifically Virginia Woolf’s and second wave feminist proponents of “consciousness-raising.”

Research Implications: In a “postfeminist” period, researchers have reported a contradiction of a conception of feminism co-existing with a desire for a traditional heteronormative relationship. Phang’s dating philosophy fills and outlines this space neatly.

Social Implications: The cultural resurgence of femininity re-inscribes the gender binary and re-invokes polarized conceptions of gender within heteronormative relationships as well as re-invokes older variants of feminist theory.

Originality/Value: No such study of this dating group has been conducted, nor attention to the resurgence of femininity among Euro-American women with desire as the prime motivator.

Domestic violence is the manifestation of gender and power within intimate and family relationships. How women make sense of their experience of violence may be influenced by the presence or absence of collective hermeneutical resources. In spaces where feminist interpretive resources are not available, women’s authentic experiences tend to be erased, misunderstood, and misrepresented even in institutions that are meant to protect them. This chapter critically examines one such institution – survey research. While surveys show the extent of a social problem, it is essential to examine whether surveys highlight or erase the various ways in which women struggle with violence. This leads to the questions: What hermeneutical resources do women have to make sense of their experience of violence? How do surveys erase or enhance collective understanding of women’s experience of violence? This chapter juxtaposes the findings about women’s attitudes toward domestic violence as measured by the Tamil Nadu National Family Health Survey (NFHS) 2016 with ethnographic data gathered from rural Tamil Nadu, India. In the survey, more than 70% of the women justified domestic violence against women. In contrast, analysis of ethnographic data revealed that women rarely justified violence but rather struggled with violence in three ways – subverting violence, calibrating violence, and collaborating against violence. Where there were organizing structures, such as a union, women resorted to collaborative action. Thus, surveys that measure women’s attitudes toward domestic violence as static mind-sets erase how consciousness is an outcome of political organizing that provides marginalized groups with liberational interpretive resources.

What are the psychological requirements for increasing fruit and vegetable intake in young people? Psychological theory suggests behaviour modification is driven by ten experiential and behavioural “processes of change”. However, their role in food choice remains unclear. Some of these mechanisms may be nothing more than a proxy for self‐efficacy, a dominant factor in behaviour change. Thus, the aim of this study is to delineate the importance of processes of change (POCs) in fruit and vegetable intake, over and beyond self‐efficacy.

The study was based on a questionnaire survey assessing POCs and self‐efficacy in relation to change in fruit and vegetable intake. Participants were 150 university undergraduates.

MANOVA revealed significant differences in both experiential and behavioural processes across stages of behaviour change. These resources were more copious at advanced stages. Controlling for self‐efficacy via MANCOVA negated stage differences in consciousness raising. Overall, though, the contribution of experiential and behavioural processes in fruit and vegetable uptake transcended differentials in self‐efficacy. The unique or direct contribution of consciousness raising requires further investigation.

The findings may not generalise to an older more ethnically diverse population.

Fruits and vegetables interventions may require a mixture of cognitive, self‐evaluative, and behavioural treatments, over and beyond self‐efficacy enhancements.

Although previous studies have demonstrated the importance of POCs in fruit and vegetable intake this study shows that, at least in young adults, these associations largely transcend self‐efficacy, a key driver in behaviour change.

In this interview, Dr. Günter K. Stahl reflects on his career trajectory as a globally renowned educator and how he pivoted from being a global mobility scholar to one of the pioneers of the responsible global leadership domain. For Dr. Stahl, the ethical component is an integral – and essential – part of any meaningful definition of leadership, and he illustrates this conviction with several examples from his research and corporate practice. Building on his trailblazing work in this domain, Dr. Stahl also identifies critical areas for future research that can help address our societies' grand challenges. He further draws on his deep involvement in designing and delivering postgraduate and executive education programs to discuss how educators can better incorporate these ideas into impactful educational interventions, which he refers to as “consciousness-raising experiences,” thereby inducing lasting positive change in participants.

Dr. Stahl is a Chair and Professor of International Management and Director of the Center for Sustainability Transformation and Responsibility (STaR) at the Vienna University of Economics and Business (WU Vienna). Prior to joining WU, he served for eight years on the faculty of INSEAD, and he is an Academic Fellow and/or Visiting Professor of several renowned institutions, including the Centre for International HRM at Judge Business School, University of Cambridge, the Centre for Global Workforce Strategy at Simon Fraser University, Duke University's Fuqua School of Business, the D'Amore-McKim School of Business at Northeastern University, the Wharton School of the University of Pennsylvania, and Hitotsubashi University.

Dr. Stahl is an expert on purpose-driven leadership, the drivers of corporate responsibility and irresponsibility, grand societal challenges and their implications for strategy and management, and the changing nature of global work. His research has been published in leading academic journals, profiled in a wide range of media outlets including the Wall Street Journal and Financial Times, and been recognized by prestigious awards including the Carolyn Dexter Award of the Academy of Management, the JIBS/Palgrave Macmillan 2020 Decade Award for the most influential article in international business studies over the past decade, the SAGE/Journal of Leadership Award for the most significant contribution to advance leadership and organizational studies, and the Academy of Management Best Paper in International Ethics, Social Responsibility, and Sustainability Award.

Dr. Stahl is also an accomplished teacher who has won numerous Outstanding Teacher and Program Director awards, including six CEMS Course of the Year Awards for the most highly rated course in the CEMS network worldwide, the Award for Teaching Excellence in the Executive MBA Program of HEC Université de Genève, and the Outstanding Teacher Award of the University of Minnesota Carlson School of Management Executive MBA Program. He serves on the advisory boards of several for-profit- and nonprofit organizations, and he has been involved in consulting and executive teaching for a variety of industrial and professional services companies, as well as for organizations in the nonprofit sector.

Givensocietalcallsfortransformationalleadershipthatwillliftpeopletohigherlevelsof motivation and critical consciousness, this paper critiques existing student leadership education efforts and proposes that leadership educators adopt core tenets of feminism in order to prepare students to be engaged, change-oriented leaders in their communities. Today’s literature on student leadership development places an over-emphasis on positional leadership, technical problems, and leadership competencies. Feminism can serve as a theoretical strategy for addressingtheseproblemsbyconsideringthecomplexitiesofidentity,re-conceptualizingpower, amplifying student voice, and encouraging activism. In particular, we argue that consciousness- raising is essential for leadership development and offer ways in which it can be employed within leadership curriculum, among student leaders, and among leadership educators.

The world is now in an era of condensed space and time in which cultural dynamics, including cultural conflict, are increasingly mediated by powerful technologies that hold the potential to accelerate change and create new opportunities. Conversely, these same powerful technologies, and the denial thereof, are used to sustain oppressive conditions and wage war for ideological (e.g. religion and politics) and material purposes (e.g. water, oil, and food). From the power of networking, in addition to the tyranny of isolation, information and communication technologies (ICTs) hold the potential for transformative change, as well as to maintain status quo through oppression and domination. The purpose of this paper is to create a model that attempts to delineate the role of ICTs in catalyzing a peaceful and democratic conflict transformation, while using a snapshot of the Egyptian Revolution of 2011; also to hypothesize that the adoption of modern digital technologies has created a mechanism for protests to achieve their ends through relatively peaceful mechanisms.

This analysis explores the use of ICTs in the protest process, using a snapshot of the Egyptian protests of 2011. The authors test a model of ICTs for peace and conflict transformation.

It is found that, in essence, it effectively describes nuances of the modern protest process. However, the researchers propose a modified explanatory model of how ICTs are used, and can be used, for political mobilization on the road toward sustainable peace.

Every protest and every regime change is unique. The model used in this case needs to be tested further in other instances.

This model could be used to analyze other protests and uprising to understand an array of stakeholders' needs.

Analyzing those events that are fundamentally being changed through the use of modern technology is a valuable contribution to the field.