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This study aims to explain the value of using critical realist case research in supply chain management (SCM). While positivist case research focuses on generalizable law-like rules, and interpretivist research explores social meaning, critical realist case research seeks to make objective explanations that are bound by the case context. This study demonstrates how a critical realist synthesis of causal reasoning and contextual complexity allows for stronger theorizing in SCM.

This study highlights the possibilities of conducting critical realist case research in SCM by investigating philosophical perspectives in existing literature.

Based on existing literature, this study identifies which parts of contemporary SCM research will benefit from the critical realist perspective. This study also contends that supply chain scholars can use critical realist case research to develop new types of contextualized middle-range theories.

This study proposes to complement the qualitative SCM toolbox with critical realist case research to further refine the development of novel theories. This will benefit not only researchers but also managers, as it opens the doors to new and inspiring research.

This study takes an important step toward establishing critical realist case studies as a key methodology in SCM. While other scholars have introduced critical realism as a paradigmatic approach in SCM, to the best of the authors’ knowledge, this is the first article that develops a qualitative critical realist case research approach.

The purpose of this paper is to investigate how three core elements of critical management studies (CMSs), “de-naturalisation”, “reflexivity” and “(non)-performative intent”, can help expand the current debate in the supply chain management (SCM) field.

The authors used a systematic literature review to select 103 articles published in 12 high-ranking journals in the SCM field based on the Academic Journal Guide of the Chartered Association of Business Schools.

The findings of this study suggest that SCM studies can be narrowed down into four major CMSs themes: “power”, “ethics and environmental issues”, “diversity” and “working conditions”, but even these themes are still under-discussed and undertheorized in SCM. The literature the authors reviewed is more concerned with explaining these phenomena than questioning them and proposing new agendas. This paper, therefore, will discuss how these three core elements of CMS can help transform the “hidden” issues of SCM, which it will do by illustrating it in the context of buyer–supplier relationships and lean manufacturing.

This research will encourage SCM scholars who are interested in conducting more critical studies and teaching the harmful effects of global supply chains.

This paper highlights that a combination of SCM and CMS approaches is important when we decide to adopt a more critical “constructive” view of supply chain challenges and engage practical and critical views, respectively, to generate knowledge that not only increases (corporate) performance but also highlights social needs and values.

In line with the slogan “Africa rising”, the paper responds to the calls to shed light on the management knowledge of Africa, especially on the internationalisation of process of small and medium-sized enterprises (SMEs) from Africa. This paper aims to explore the critical incidents that trigger the export initiation of SMEs from the garment and textile sub-sector of Ghana.

The study is based on the qualitative multi-case study research approach, coupled with the critical incident method and uses 36 case firms from the garment and textile sub-sector of Ghana.

From the interview transcripts, it was found that being in the receipt of unsolicited order, wining government award and having international orientation are among the critical incidents that catapult SMEs in the garment and textile sub-sector of Ghana to initiate export business.

The study is based on the interpretivist qualitative method; therefore, future studies could extend the results by improving the sample size and use statistical methods.

Based on the findings, it is recommended that what is needed to improve export participation of SMEs from Ghana is entrepreneurial orientation. Implicitly, public policy must promote entrepreneurship education, i.e whether the government expects to see improvement in export involvement of SMEs from Ghana. Such initiatives will catapult most entrepreneurs from their comfort zones to take advantage of the various critical incidents in the external business environment and become exporters.

The contribution of the paper is that unlike previous studies that use objective quantitative measures to examine the issue from other settings, the present paper uses the critical incident method which is proven to delve deeper into the phenomenon. Another contribution is that it sheds light on the internationalisation process of manufacturing SMEs from an under-researched and a new geographical context.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

The purpose of this paper is to develop a theoretical framework for and an initial understanding of critical times in business relationships.

The authors define “critical time” as a period of time with increased sensitivity in a business relationship that may change the actors' attitude and/or behaviour in the relationship. The authors review previous research, present the theoretical framework and present the findings from two explorative empirical studies concerning companies' relationships with information technology consultants and advertising agencies. The focus is on the factors driving the flow of critical times.

This authors introduce the concept “critical time” as a period of stress and raised sensitivity in a relationship that may change it. Critical times are built up by three elements: initial state of the relationship, the flow of critical time and outcome state of the relationship. The authors contribute with the critical C‐model: competence, communication, and clock.

This is the first study focusing on critical times in business relationships. The authors study two categories of knowledge intensive professional services. A new theoretical framework for, and an initial understanding of, critical times in business relationships are suggested.

To introduce critical gender theory to events studies and set an agenda for research in this area. This paper focuses on various contexts, approaches and applications for “doing gender” in critical event studies. It draws upon interdisciplinary frameworks to develop robust theoretical ways of interrogating issues related to power and structural inequalities in events contexts.

A conceptual discussion of “doing gender” and critical gender theory and review of relevant research in this area within event studies. Adopting feminist and intersectional perspectives and applying them to events environments has potential to inform current theoretical developments and wider sector practices, and, ultimately, change the dominant heteronormative patriarchal paradigm of the experiential landscape.

Event studies has been slow to engage with gender theory and gender-aware research, to the detriment of theoretical and practical development within the field.

A call for more gender-aware research within event studies. The goal of this paper is to galvanise gender-aware events research to centralise the marginalised and amplify feminist voices in critical event studies. Feminist and gender-aware frameworks encourage researchers to be critical and to question the underlying power structures and discourses that shape practices, behaviours and interactions. This creates new pathways to find ways to overcome inequalities, which can improve overall events praxis.

The paper introduces critical gender theory as a fruitful framework for future events research. It is an under-researched area of study, representing a significant gap in ways of theorising and representing different aspects of events. We argue it is imperative that researchers take up the challenge of incorporating feminist and/or gender-aware frameworks within their research as a matter of routine.

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.

This study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.

The results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.

The study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

This manuscript describes the findings of an examination of 21 pre-service teachers and one literacy course instructor within the context of a program focused on urban teacher preparation. Using inductive thematic analysis of multiple data sources, the research team identified three themes. First, general agreement existed amongst the pre-service teachers that Barack Obama’s 2008 election was a critical, important moment in U.S. history with consistent rationales for why they should include information about President Obama’s life and work as part of the curriculum, especially for African American students. This theme comprised three trends: the importance of teaching civics, the historical importance of the first African American president, and the importance of President Obama as a role model. Second, pre-service teachers enacted and responded to barriers to teaching critical literacy about the Obama presidency. This second theme also comprised three trends: a reluctance to detract from President Obama’s positive image, an unease in teaching politics, and the references to developmental issues related to the ages of the kindergarten children they taught. Third, inconsistencies occurred amongst pre-service teachers’ understandings of critical literacy.

Critical management studies (CMS), as an unorthodox management perspective, has become more and more accepted in Western business schools. The purpose of this paper is to problematize its circulation area and interrogate to what extent CMS has penetrated Turkish academia.

The paper reviews papers presented and published in The National Management/Organization Conference which has been held annually for the last 19 years. In addition, the paper examines the management programs of the top 20 Turkish universities' business schools, in terms of whether their curricula include any critical content.

It is suggested that CMS has not found resonance in Turkey. This case is argued on a set of dynamics as follows: the Americanization process in knowledge producing, economic integration into American vision, late industrialization, bureaucratic political tradition, statism, and some cultural characteristics.

Studies employing critical management arguments and those on the dissemination of critical theory in Turkey seem to be quite silent. This paper questions CMS's place in Turkish management literature, explains the dynamics of its (under)development, and suggests ways in which CMS could be become more attractive in this part of the world.

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.