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Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.

Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.

Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.

Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.

Cafés are becoming a key aspect in the renaissance of urban living. They are often the key element in the gentrification of urban neighbourhoods, and their role as the ‘third place’ is becoming fundamental to many people’s lives. They are where people go to socialize, sip coffee and watch the world go by. Several studies have considered this phenomenon, often linking the renaissance of café culture to their former role, in their perceived ‘heyday’, as locations of development of political and philosophical ideas. In this chapter, we explore the growth of the small, independent cafés which are becoming the homes of micro-communities and where a range of social interchange take place, as well as the consumption of food and beverage.

From our research, adopting the role of flaneurs to observe and experience the atmosphere of a number of independent cafés, we identify and classify some of these micro-communities by identifying the bonds that hold them together. The essential feature underlying the success of these independent cafés is much more than the food and beverage, it is also the environment, a place where customers feel comfortable socializing in an active or, in many cases, passive, way – for example, drinking coffee and reading the paper in a comfortable environment.

We also observe that many independent cafés have a loyal following which compose their regular customers. We have referred to these micro-communities as ‘tribes’. From our observations, it appears that they are growing and that for many in society they are becoming an important part of daily life.

To examine the ways in which video supported an interdisciplinary literacy intervention for struggling high school students in re-engaging youth in school and developing academic literacy.

This chapter draws on an ongoing qualitative case study of the two classrooms that comprise the high school literacy intervention, presenting strong inductive themes as to the central goals of the program and the role of video in facilitating those goals.

Video was a crucial resource in a type of “spiral curriculum” (Bruner, 1996) that explored a relevant and engaging year-long theme by moving students from informal reflection and discussion to formal academic writing.

Video can be a crucial resource for helping teachers rethink what texts and topics “count” in the literacy classroom. For students positioned as “at risk,” this move can help a literacy classroom to reframe students’ academic identities and find relevant contexts for developing academic literacy.

Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.

This chapter explains pedagogical content knowledge as a narrative way of knowing. It describes how narratives serve as a means of explaining that understanding to others. It discusses two San Francisco (California) high school teachers’ use of narrative in teaching. It concludes that, because teaching is like writing a story, understanding teaching is like interpreting a story.

A shift is underway in the licensed trade from drink-led to food-led establishments. The current literature emphasises two underpinning reasons: (i) the need for pubs, bars and craft venues to diversify their income streams in an increasingly competitive sector, and (ii) changes in consumer demand and preferences for the availability of food, especially in ‘craft’ establishments. This chapter argues that a third reason has been neglected: the long-standing regulatory pressure for establishments to provide food alongside alcohol. Drawing on archival research and local authority licensing data, this chapter argues that the shift to food-led provision in licensed establishments must be understood as part of an enduring regulatory concern to foster a more ‘civilised’ drinking culture – namely, a seated, café-style, ‘more European’ approach to consumption – in which patrons drink alcohol alongside food.