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The book consists of an introduction and eight chapters. Chapter 1 “The Unchanging Focus of Modern Economics” considers economists’ attitude toward the invisible hand. It begins with quotations from standard microeconomic textbooks (Mas-Colell, Whinston and Green, Pashigian, and Ruffin) that show how that invisible hand is treated by modern economics as a technical issue, in which voluntary trades improve agents’ position. Markets allow trade, and thus, subject to the well-known standard conditions, make people better off. The texts train students in models that demonstrate the same. The chapter explores how the invisible hand metaphor has significantly deviated from Adam Smith's first use of the term. Klein argues that Smith's contextualization has been lost in technical proofs. Chapter 2, “Making Progress with Theory: Do We Get What We Want or Want What We Get?” considers macroeconomic issues; it points out that there is little communication among different schools of economics, and that researchers play by their own rules. In it Klein discusses Robert Lucas's positive view of W. C. Mitchell, and Lucas’ negative view of Keynes. Klein concludes the chapter with a discussion of how, today, macro is far less about policy, and far more about “playing games.”

The accounts of moral reform that nineteenth-century convicts offered the officials in charge were frequently characterized by such uniformity that it caused Dickens to mistrust their sincerity and to brand them scornfully as “pattern penitence.” Unlike Dickens, however, prison officials were more willing to credit the questionable authenticity of “patterned” repentance. The paper argues that rather than an effect of personal gullibility, reformers’ attitudes can be seen as an outcome of specific interpretative strategies which, in turn, constituted a response to several institutional challenges facing the nineteenth-century Penitentiary.

This chapter discusses the findings of doctoral research into further education lecturers' and middle managers' perceptions of how Continuing Professional Development (CPD) in the sector is planned and implemented. Thematic analysis revealed that mandatory CPD is perceived to: involve conflicting purposes between those planning it and its recipients (deriving from divergent understandings of professionalism and the role of CPD among stakeholders); and be characterised as mostly generic, didactic, and ineffective, leading lecturers to compensate by engaging in additional, separate forms of CPD. This chapter demonstrates the value of practice-based doctoral study in enabling the voices of educators to be positioned at the centre of an exploration of their own professional learning.

Since the 1950s, the closet has been the chief metaphor for conceptualizing the experience of sexual minorities. Social change over the last four decades has begun to dismantle some of the social structures that historically policed heteronormativity and forced queer people to manage information about their sexuality in everyday life. Although scholars argue that these changes make it possible for some sexual minorities to live “beyond the closet” (Seidman, 2002), evidence shows the dynamics of the closet persist in organizations. Drawing on a case study of theme park entertainment workers, whose jobs exist at the nexus of structural conditions that research anticipates would end heterosexual domination, I find that what initially appears to be a post-closeted workplace is, in fact, a new iteration: the walk-in closet. More expansive than the corporate or gay-friendly closets, the walk-in closet provides some sexual minorities with a space to disclose their identities, seemingly without cost. Yet the fundamental dynamics of the closet – the subordination of homosexuality to heterosexuality and the continued need for LGB workers to manage information about their sexuality at work – persist through a set of boundaries that contain gayness to organizationally desired places.