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Purpose – This chapter explores how various types of sports provided by the Sámi sport organisation in Norway (SVL-N) contribute to the construction of Sámi ethnic identity.

Design/methodology/approach – Analysis of policy documents and literature of Sámi sport, and field work into Sami sport contexts were conducted. Based on the theoretical framework of identity as a result of ethnic boundaries, the analysis focuses upon identity work within Sámi contexts, compared with identity work across Sámi and Norwegian contexts.

Findings – Both unique Sami sports, such as reindeer racing and lassoing, and ‘universal sport’, such as football and cross-country skiing, provide opportunities for the construction of ethnic identity. Identity work within Sámi contexts focused on the internal cultural elements, while identity work in universal sports focused on the differences in comparison with Norwegian sport. However, refinements were revealed.

Research limitations/implications – The main limitation of this study is lack of empirical evidence provided by the athletes in Sámi sports.

Originality/value – This chapter provides an overview of Sámi sports and various approaches to ethnic identification through sport. The emphasis is on how a theoretical approach focusing on ethnic boundaries is supplemented by an approach acknowledging the cultural material within specific ethnic contexts.

This chapter explores the nature of disengagement and the role played by emotions while disentangling the overlapping theories and definitions of both engagement and disengagement. We carried out two related studies exploring engagement and disengagement in 10 large UK public and private sector organisations. Both studies used an interpretive approach involving 75 managers and employees. The chapter suggests that emotions play a mediating role in the process of disengagement and the emotional reaction involved provides a distinction to being ‘not engaged’. It highlights the confusion that different approaches bring to distinguishing engagement and disengagement from other job attitudes.

The book chapter sheds light on specific institutional variables that have been shaping and molding corporate social responsibility (CSR) practices and expressions in the developing world. It argues that CSR strategies cannot be detached from context, and that institutional constellations exert serious pressure on CSR expressions in developing countries, which continue to take a largely philanthropic form. The chapter then dwells on how to transition from CSR as philanthropy to a more strategic approach and the important agency role of founders and top managers in enacting this transition.

This book chapter highlights the context-dependence of CSR practices and provides illustrations from the Middle East context and other developing countries. It adopts a mostly secondary review of available literature on the topic. It also outlines some guidelines about how to move beyond philanthropy that is largely prevalent in the developing countries to a more strategic approach, that is aligned with strategy and core competence (inside-out strategic approach) or relevant and pressing social needs in the country (outside-in strategic approach).

Institutional variables include cultural and religious systems, the nature of political systems, the nature of socioeconomic systems and priorities, as well as the institutional pressures exerted by other institutional actors, inclusive of development and welfare agencies, trade unions, business associations, and civil society organizations. National institutional environments such as weak and contracted governments, gaps in public governance and transparency, arbitrary enforcement of rules, regulations, and policies, and low levels of safety and labor standards affect how CSR is conceived and practiced in developing countries. Hence, CSR continues to be equated with philanthropy in the developing world, and substantive engagement with CSR is the exception rather than the norm.

To take CSR to the next level in developing countries, we need to accord systematic attention to strengthening the institutional drivers of CSR, and putting more pressure on companies to move beyond philanthropy, rhetoric, legitimization, imagery, and public relations to substantive engagement in CSR and genuine attempts at change and development. Practical guidelines and implications in relation to how to transition to a more strategic approach to CSR are provided.

Recognizing the importance of developing professional identities and valuing the work of school-based teacher educators, this chapter outlines a specific context in which teacher leaders self-identified and worked across contexts to support teacher development within their schools. This chapter’s primary focus includes the perceptions and experiences of teacher leaders in school–university partnerships connected to one university in one identified role: liaison-in-residence. Three themes resulted from analysis of transcripts, journals, and memos: teacher leader identity developed within democratic leadership; teacher leader positionality stirs tensions in professional identity; and service and equity as key guideposts for leading and learning.

This collaborative effort aims to reduce international teacher attrition. Findings from the data are meant to be shared with principals to reduce the number of international teachers leaving teaching. The study revolves around three important research questions: What challenges do international teachers encounter and how do they meet them? What individual strengths help international teachers develop resilience in the transition process? and What support mechanisms help international teachers develop resilience in the adaptation process? The chapter ends with recommendations and implications for school leaders as they create conditions that will help retain new teachers.

The term context has been utilized in scholarship to reference a variety of phenomena and settings across the communication discipline and field of group communication. This chapter examines journal articles and book chapters to explore how the word context is used in group communication scholarship. The hope is that by considering how context is used in academic writing, scholars may find ways to better specify the influences and features of group communication studies. If not, the term context may continue to be used in reference to almost anything, which means the word may be unhelpful or prevent meaningful conversations across journal articles.

This chapter describes the contribution of Third World feminism for a materially grounded understanding of inclusive education that can make the transnational significance of this field more robust and enduring. The work of Third World feminist scholar, C. T. Mohanty, forms the central focus of the discussion, which develops linkages between the philosophical roots of her teachings and the work of some disability studies scholars. I argue that a historical-materialist understanding of disability is necessary for developing a nuanced theory of inclusive education that confers significance to the element of process. This supports a more expansive conceptualization of inclusive education that can avoid the theory-practice divide which leaves schooling systems around the world at hierarchized locations of ‘success’ or ‘failure’ in realizing its principles.