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The purpose of this paper is to propose a practice framework for disaster resilience education (DRE) with homeless communities.

A survey with 163 homeless service providers together with 45 interviews with people with a lived experience of homelessness, homeless service providers and emergency services.

Key principles for DRE with the homeless community were: safe relationships, collaboration, strengths-based, empowerment, providing essential resources, and inclusivity. Recommendations for the design of DRE foregrounded partnerships and knowledge sharing between the homeless community and emergency services. Locally relevant risk information and material supports, together with sharing stories and eliciting values were important considerations for developing DRE content. Preferred delivery methods were outreach to build on trusted relationships and existing services, together with written material in large font emphasising images for distribution through drop in centres, food vans and new tenancy packages.

The key principles, together with the detailed suggestions outlining ways to translate the principles into actions, can be used by emergency and homeless services to develop effective DRE materials and programmes.

The proposed DRE framework aims to not only enhance disaster risk knowledge, but also address the exclusion, isolation and disempowerment experienced by people who are homeless. By building on an effective intervention models within homeless services (Trauma-Informed Care) DRE can enhance the social connection, self-confidence and well-being goals of homeless services and clients.

The DRE framework is based on the first comprehensive Australian research with homeless services, clients and emergency managers on best practice for improving extreme weather preparedness in the homeless community.

The literary world is an elitist enclave, where anti‐marketing rhetoric is regularly encountered. This paper aims to show that the book trade has always been hard‐nosed and commercially driven.

This paper is less a review of the literature, or a theoretical treatise, than a selective revelation of the commercial realities of the book business.

The paper shows that the cultural industries in general and the book business in particular were crucibles of marketing practice long before learned scholars started taking notice. It highlights the importance of luck, perseverance and, not least, marketing nous in the “manufacture” of international bestsellers.

By highlighting humankind's deep‐seated love of narrative – its clear preference for fiction over fact – this paper suggests that marketing scholars should reconsider their preferred mode of research representation. Hard facts are all very well, but they are less palatable than good stories, well told.

The paper makes no claim to originality. It recovers what we already know but appear to have forgotten in our non‐stop pursuit of scientific respectability.

This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from reading and discussing graphic texts.

This paper is based on qualitative discourse data collected from an afterschool program with five high-school-aged English-language learners and their teacher. The afterschool program is centered on reading and discussing graphic novels.

Transcript analysis showed that the girls, even while working to “break” the written code, were engaged in critical analysis. In other words, English learners’ struggles to decode the words did not hinder them in assuming the role of a text analyst, and in questioning the creator’s message, purposes and worldviews.

This paper, which draws on an approach wherein the researcher pays close attention to immigrant youth as language users and meaning makers, can inform the methodologies of literacy and language researchers.

The paper can also inform the work of educators who are interested in pedagogical supports – texts and practices – that promote powerful language and literacy.

This paper is timely, given not only the challenges and possibilities associated with educating recent-arrival immigrant youth and English-language learners, but also the growing interest by language and literacy educators in the role of multimodal texts for developing multiple and critical literacies of all students.

Extant literature exploring service user (SU) involvement in clinical psychology training has been limited by its sampling from singular training programmes and its restricted application of psychological theory. This research seeks to counter limitations by exploring SUs’ experiences across multiple clinical psychology training programmes in the UK and by deductively applying psychological theory relating to power, recovery, identity and group development.

Semi-structured interviews were conducted with 14 participants. A deductive thematic analysis was used to analyse qualitative data.

Five main themes were identified: environment determines sense of safety; meeting challenges; sense of purpose, worth and value; the person you see now is not the person I was; and wanting to break the glass ceiling.

Carers are underrepresented and the sample does not contain SUs who were no longer involved in training.

It is important that the environment fosters psychological safety for SUs, via positive and supportive relationships with trainees and staff, with SUs being treated as equals and financially reimbursed as such. SUs and professionals need to explore managing and sharing power to enable SUs to feel valued and to reap benefits from involvement, including developing a positive sense of identity.

The research is part of the early literature exploring SUs’ experiences of involvement in clinical psychology training and is, to the best of the authors’ knowledge, the first to explore the personal effects of involvement across multiple programmes.

This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar.

This study is a qualitative case study drawn from a larger, critical ethnographic study.

Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced.

This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.

An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue.

Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings.

Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits.

Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.

The purpose of this paper is to detail the perceived influence of early gaming habits toward media production from seven students enrolled at a university in the Southeastern US. Participants identified as heavily involved in creating media such as anime, videos, fanfiction, webcomics, games, and digital music.

This exploratory study used qualitative research, thus data collection and analysis included questionnaires, interviews, and artifacts identifying and categorizing six main themes: game play preferences, persistence, early connections between game play and media, support and feedback, creations inspired by games, and significance of games in current lives.

The study found that most participants believed game play in childhood influenced increasingly complex media production habits. Six of the seven believed game play influenced their career path. The paper concludes with implications for education including games as conduits to personalized learning and career paths.

Results from this study extend prior research on the value of games to promote media production and meet personal and professional goals. This is significant as prior research linking early game play to media production influencing career goals is sparse.

The purpose of this paper is to draw on data from 16 interviews (two each with eight women) to explore some of the ways in which everyday shopping may change as women become mothers. The meanings, practices and implications of the transition to motherhood have long been a topic for sociological inquiry. Recently, interest has turned to the opportunities offered by this transition for the adoption of more sustainable lifestyles. Becoming a mother is likely to lead to changes in a variety of aspects of everyday life such as travel, leisure, cooking and purchase of consumer goods, all of which have environmental implications. The environmental impacts associated with such changes are complex, and positive moves toward more sustainable activities in one sphere may be offset by less environmentally positive changes elsewhere.

This paper draws on data from 16 interviews (two each with eight women) to explore some of the ways in which everyday shopping may change as women become mothers.

This paper focuses on the ways in which modes and meanings of everyday shopping may shift through the transition to mother, and on indicating any potential sustainability implications. The paper explores the adoption of more structured shopping and of shifting the mode of grocery shopping online or offline. The paper draws attention to the way in which practices are embedded and interrelated and argue that more consideration needs to be given to the influence of all household members.

The question here is not whether women purchase different products or consume more once they have a child, but rather how does the everyday activity of shopping for groceries and the meanings it has change with new motherhood and what sustainability implications might this have? In this context, this paper provides a novel addition to research on new mothers and consumption.