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This chapter addressed the professional, interpersonal, and functional experiences of teachers with physical disabilities and their employers. To obtain different perspectives on these issues, I conducted 67 in-depth interviews with teachers with disabilities (motor disabilities, sensory disabilities, and chronic health conditions), their colleagues, principals, disability researchers, and two individuals who hold positions of leadership in the educational system. In addition, I analyzed 10 YouTube videos featuring teachers with disabilities. The findings reveal the organizational and personal barriers teachers with disabilities face. Tackling these barriers is important since teachers with disabilities have unique opportunities to contribute both personally and socially.

Through life stories and the unique lens of military combat service, this study analyzes how Israeli Jewish women construct their relationship to the Jewish nation-state.

This qualitative study establishes a theoretical relationship between gender and the nation, including concepts such as the nation-state, the public/private divide, Jewish womanhood, and militarization in Israel. It utilizes in-depth semi-structured life story interviews with 17 Israeli Jewish women, who served in combat roles in the Israeli military.

These women demonstrate ambivalent and gendered narratives of sacrifice and success and of loyalty and resistance as they transgress and comply with the idea of the national Jewish home. They reveal a strong desire for national belonging that can be seen as an attempt to challenge the gendered public/private divide and secure their status as qualified citizens.

Women’s integration in the military is a political issue in Israel where liberal and radical feminists, religious, bureaucratic, and other civil groups are pushing for contrasting demands. I engage in this debate by emphasizing the voices of women soldiers.

Instead of focusing on subjugation and marginalization owing to the unsolvable conundrum of partial military inclusion leading to (partial) political and societal exclusion, I offer an analysis of military combat service as a meaning-making practice providing a new understanding of Israeli women’s relationship to the Jewish nation-state.

This chapter elaborates a “pedagogy of narrative shifting” as conceptualized by Li, Conle, and Elbaz-Luwisch (2009) in a course that seeks to foster dialogue across difference in an Israeli university located in a highly polarized setting. The approach draws on personal life stories as a vehicle for examining multiculturalism in teacher education, in the context of the multiple and overlapping identities, conflict and narratives of exclusion that characterize Israeli society. For prospective teachers, the opportunity to tell an important personal story and to have that story heard and validated by others, contributed to both personal and professional development. Working with their stories in a small-group format allowed students to develop their own “internally persuasive discourse” (Bakhtin, 1981) in discussions of controversial issues. Prominent themes emerging in the work included “recognition” (Taylor, 1994) and “resonance” (Conle, 1996). Engaging with bodily experience and with the imagination helped participants to transcend limited understandings and create shared visions of their present and future. The course afforded a unique space for dialogue that can be adapted for other contexts, to allow teacher educators to engage with their students in new and creative ways.

This chapter considers the place of responsibility in confronting ecological sustainability and social equity problems in the food system. We present two illustrations addressing the following question: In what ways does responsibility present a way to close the metabolic rift in line with the vision of the global food sovereignty movement? First, using the example of Metro-Vancouver in Canada, we consider the ways in which urban people claim responsibility for land protection through the concept of urban agrarianism, defined as an urban ethic of care for foodlands, with an associated responsibility to exercise solidarity with those who cultivate and harvest food. Second, we discuss how deepening relational responsibility in legal and regulatory frameworks might hold the corporate food regime accountable in the Canadian context to address their role in and responsibility for mitigating an increasingly risky world, as evidenced by the COVID-19 pandemic. We argue that the responsibility of urban people to mobilise in solidarity with food movements, and against the corporate food regime in particular, will play a critical role in supporting the transition to sustainable and just food systems. This applies both to finding new ways to claim responsibility for this transition and to hold those actors that have disproportionately benefitted from the corporate food regime responsible. Such a reworking of responsibility is especially necessary as the context for food systems change becomes increasingly urbanised and risky.

Usage patterns of mobile phones in Israel position them as instruments of great importance and as everyday, multipurpose, and interpersonal devices. This study utilizes a critical perspective of the “uses and gratifications” approach to explore the usage of and gratification sought from smartphone usage of millennials. Sixty personal in-depth interviews were conducted during 2013 with millennials (undergraduate students) with the primary goal of exploring millennials’ perceptions of smartphone usages, as well as their personal experiences with smartphones and the role of smartphones in their lives. A grounded theory approach was used to analyze students’ reflections on the roles of smartphones in their lives. Participants have expressed a great bonding with their smartphone and relationships that can be described in term of "love and hate.” The thematic analysis highlighted the addictive elements of using their smartphone, that is, using it more frequently and under undesired circumstances than one would like to, and even becoming anxious about losing the device or even getting too far away from it. Other leading themes included the influence of external pressures to use smartphones, the varied usefulness that smartphones serve in participants’ lives, and a strong sense of "Fear of missing out" as an explanation for their extensive use of their smartphones. The findings of this chapter indicate that smartphones have become an indispensable medium among young adults, used due to practical, as well as to emotional reasons; inner, as well as external impulses.