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In the United Kingdom, partnership is increasingly a requirement of public sector funding. Such partnerships, formed strategically to win government contracts, can prove brittle; collaboration is often superficial. This chapter explores how a consortium of Scottish higher, further and adult education institutions, assembled expediently to respond to a contract arising from a Scottish Government strategy for adult literacies, nevertheless became genuinely collaborative. In the course of a six-year project to develop new professional qualifications for adult literacies tutors, a core group within the consortium developed a resilient affiliation able to lever advantage within individual institutions from its association. Its intentionality and readiness to transgress boundaries in the face of institutional obstacles were grounded in a shared pedagogical perspective. We examine how common understandings and shared objectives were forged in a series of critical incidents. The territorialism that often inhibits genuine collaboration was weakened in the face of the allegiances precipitated by these incidents. The virtual learning environment, as a shared boundary object, facilitated the negotiation of interinstitutional collaboration. We conclude that critical incidents and boundary objects can be planned into partnership working to build trust through exposure to risk and vulnerability.

The passing of David Maines has left a void in the field of Symbolic Interactionism. His contributions to developing narrative sociology remain part of the foundation of the perspective, but his empirical contributions and theoretical insights were at least as important in advancing Interactionist thought on scientific principles. His teaching and mentoring of others stimulated interest in Interactionism and his career-long dedication to helping others as an Interactionist apostle were factors in encouraging students and peers to launch their own successful careers in academia and elsewhere. My intent here is to trace his career and provide examples of how his legacy both influenced the profession and provided the basis for defining Interactionism as the powerful approach it has become today.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

Many scholars have reflected on Ricardo’s comparative advantage theory, but little has been said about Yoruba economic thoughts, especially in the exchange and distribution of articles of trade. Prior to the arrival of the Europeans and their activities in the economy of Yorubaland in the pre-colonial period, communities had traded in local, distant markets and across frontiers with neighbours in exchange for products different to the ones they produced. This happened because different towns had specialised in the production of articles which were environmentally suitable to it. Soil fertility, dictated by environmental factors, was a determining factor in what was produced, as agriculture was essentially the predominant economic activity. Textile industries were also established which equally stimulated long-distance trade as specialised clothes were made for export to neighbouring regions. A number of Yoruba towns have been selected for this analysis. The work presents Yoruba economic thoughts and initiatives, and the activities of the indigenous people in the pre-colonial period in Yorubaland and critically assesses the articles which different towns produced for export to other cities and kingdoms in Yorubaland and beyond. Primary source in form of interviews were conducted, proverbs, and secondary sources such as books and journals were also consulted for this work. The economic thought of the people based on specialising in advantaged goods or what they easily produced and achieved is worth historical investigation as a means of celebrating their economic thoughts in a free market.

Can we model politics as exclusively based on self-interest, leaving virtue aside? How much romance is there in the study of politics? We show that James Buchanan, a founder of public choice and constitutional political economy, reintroduces a modicum of romance into politics, despite claiming that his work is the study of “politics without romance”: Buchanan’s model needs an ethical attitude to defend rules against rent-seeking.

We claim that Adam Smith, more than David Hume, should be considered one of the primary intellectual influences on Buchanan’s public choice and constitutional political economy. It is commonly believed that Hume assumes in politics every man ought to be considered a knave, making him an influence on Buchanan’s idea of politics without romance. Yet, it is Smith who, like Buchanan, describes rent-seeking and suggests that public virtues may be the remedy through which good rules maintaining liberty and prosperity can be generated and enforced. Smith, like Buchanan, rejects sole reliance on economic incentives: the study of politics needs some romance.

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

The quality of strategic decisions made at the helm of corporations matters a great deal. Predominantly, research on strategic decision-making has focused on CEOs as if they decide alone. Yet in reality, even the most powerful CEO makes strategic decisions together with an executive board. This chapter offers a theoretical explanation of strategic board decision-making through the emotional contagion between the CEO and board members.

We used both previous research and qualitative material – two case studies and interviews with several dozen CEOs of large corporations as well as the board members of one of them – to build our theoretical model.

Our inBoard Emotional Contagion Model (inBECM) specifies the following individual–collective emotional dynamics: After a strategic affective event has triggered an affective discussion within the boardroom, the emotionally intelligent CEO communicates verbally in order to – through an emotional contagion – homogenize board members’ emotional states leading to shared sense-making of the event and – potentially – to improved decision-making.

Suggestions are made for the inBECM contribution to emotion theory. Implications are stated for the key role of emotion in improving board decision-making and strategizing.

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.