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In this chapter, I consider how voluntarily childless (VC) women can respond not just to master narratives of mandatory motherhood, but to their own internalised narratives of wantonness – of not desiring something they ought, or of being ambivalent about motherhood altogether. This chapter, then, is about the practices of choosing and endorsing one’s desires, however clear or ambiguous, about intentional childlessness, and in the process, of learning to hold oneself as a valued moral agent, as a dissident, but non-wanton, self. Secondarily, it is also about challenging Frankfurt’s claims that the formation and maintenance of moral identities require a kind of wholeheartedness that admits of no doubts. First, I begin with a personal story of my struggles with desiring my choices – of coming to endorse, however not-wholeheartedly, my non-wanting of motherhood, and thus rejecting the pronatalist narratives that marked my first-order desires as mistaken, and my second-order ones as deviant. Second, I offer an overview of voluntary childlessness as experienced by women most pressured to reproduce in the context of the bad moral luck of pronatalism. I note that my approach, grounded in philosophical feminist value theory, is focused on women who are not involuntarily childless or infertile, and who, because of social, economic and other privilege find themselves to be the targets of pronatalist narratives of ‘desirable’ motherhood. Finally, I conclude with a discussion of the dissident practices of identity-creation through which women can embrace both their certainties and ambiguities about their VC status by offering counterstories in response to accusations of wanton-hood, or of improperly, unnaturally or heretically motivated wills.

Donna L. Van Raaphorst provides a detailed statistical analysis of a large sample of Alcatraz Prison inmates using the Social Science Statistical Package. The data, drawn directly from the inmate files, is compared whenever possible with similar data provided by the Bureau of Prisons in order to determine if Alcatraz, often regarded as America's Devil's Island, really incarcerated the so-called “Worst of the Worst” in its time. The results would seem to indicate that Alcatraz inmates were, in fact, not remarkably different from those in any other Federal prison in the system.

This chapter explores conflict in digital transformation as a leadership challenge. The authors maintain that conflicts cannot be left to HR managers; rather, they must be anticipated, handled adeptly and made a leadership priority. Although conflict resolution is a well-researched area, this is not the case for authentic leadership in digital transformation. Thus, the field is ripe for empirical research. Pitman and Reilly call for research on conflict in digital transformation, the role of leadership in averting and resolving conflicts and whether these roles change understanding of authentic leadership. The impact of AI warranting a revision of orthodox authentic leadership theory represents a further domain of potential research.

This paper is an attempt at uncovering some online practices that it is proposed utilise the age‐old lineages of the visual comic and cartoon, which can help one better understand how to create and learn through interaction enabling technologies such as those available today. As a secondary theme the paper looks at the potential for new media practices (using the label to cover a range of disciplines from design to fine arts in the digital realm) to encourage a different type of educational dialogue between student and tutor, a dialogue which could be useful in developing student confidence and thus re‐engage them in academic enquiry.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

This chapter analyses the pilot episode of the ABC TV series Charlie's Angels (Spelling & Goldberg, 1976–1981) and the latest film of this media franchise, Charlie's Angels (Banks, 2019). The chapter undertakes an analysis of the three main characters in the series pilot and the three starring roles in the film, applying methodologies proposed by the cinematic poetic formalism (Bordwell & Thompson, 2006) and observing specifically the roles and motivations of these six women from a feminist perspective. On the one hand, the TV pilot engages with several of the main premises of the second-wave feminism that was in full swing at the time the series was released. On the other hand, the 2019 film was launched in the contemporary era of post-feminism, reflecting a number of the concerns that shape the post-feminist agenda. However, the main argument of this chapter is that both the series pilot released in 1976 and the 2019 film construct ambivalent feminist narratives. The analysis reveals that the Charlie's Angels franchise fluctuates between characteristics that can be labelled as feminist discourses, but also as replicators of a patriarchal model. Forty-six years later, while a few things have changed for the Angels, we argue that the characters and franchise have not lived up to its potential as a transformative feminist text.

This study, based on our analysis of survey data from 1,242 partners and employees of a U.S. national public accounting firm, examines the impact on psychological well-being from the moderating effects of flexibility and role clarity on work-home conflict experienced by public accountants. Most prior research in public accounting deals with the antecedents and consequences of role stress and primarily focuses on job outcomes of turnover intentions and job satisfaction as dependent variables. Public accounting firms have responded to stressors with worker-friendly policies, largely by introducing flexibility and clarity in their organizational culture. Using a multi-disciplinary research model, we analyze the causal relationships of flexibility and clarity as moderators of the bi-directional nature of work-home conflict (work interference with home and home interference with work) on psychological well-being. Our study finds that perceptions of flexibility and role clarity drawn from a career position in public accounting can mitigate role conflict between work and home environments and contribute to enhanced psychological well-being. We also find that certain relationships described in the model are moderated by family status and age, but not by gender. Results of our study have implications to both individual public accountants and to their firms.

This paper maps utopian theories of technological change. The focus is on debates surrounding emerging industrial technologies which contribute to making the relationship between humans and machines more symbiotic and entangled, such as robotics, automation and artificial intelligence. The aim is to provide a map to navigate complex debates on the potential for technology to be used for emancipatory purposes and to plot the grounds for tactical engagements.

The paper proposes a two-way axis to map theories into to a six-category typology. Axis one contains the parameters humanist–assemblage. Humanists draw on the idea of a human essence of creative labour-power, and treat machines as alienated and exploitative form of this essence. Assemblage theorists draw on posthumanism and poststructuralism, maintaining that humans always exist within assemblages which also contain non-human forces. Axis two contains the parameters utopian/optimist; tactical/processual; and dystopian/pessimist, depending on the construed potential for using new technologies for empowering ends.

The growing social role of robots portends unknown, and maybe radical, changes, but there is no single human perspective from which this shift is conceived. Approaches cluster in six distinct sets, each with different paradigmatic assumptions.

Mapping the categories is useful pedagogically, and makes other political interventions possible, for example interventions between groups and social movements whose practice-based ontologies differ vastly.

Bringing different approaches into contact and mapping differences in ways which make them more comparable, can help to identify the points of disagreement and the empirical or axiomatic grounds for these. It might facilitate the future identification of criteria to choose among the approaches.