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In 2018, the World Health Organization released its latest report on air pollution identifying that seven million people die annually as a result of poor air quality. Moreover, it is estimated that 90% of the world's population is exposed to ‘dangerous levels’ of air pollution (WHO, 2018a). This is an alarming news, given the United Nations Sustainable Development Goal number three seeks to ‘substantially reduce the number of deaths and illnesses from hazardous chemical and air, water and soil pollution and contamination’ (WHO, 2016). In addition, the WHO Director-General Tedros Adhanom Ghebreyesus has publicly stated that ‘…air pollution threatens us all, but the poorest and most marginalised people bear the brunt of the burden… If we don't take urgent action on air pollution, we will never come close to achieving sustainable development’ (WHO, 2018b). This chapter explores the political economy of global air pollution including an analysis of international trade that perpetuates and exacerbates emissions and the environmental injustices associated with global warming and air quality ill health. It also draws on discourses of power, harm and violence to analyse air pollution and climate change within frameworks of green criminology and atmospheric justice.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.

In this paper, I look at one of the most archetypal of children’s stories, that of Noah and the flood, to understand the classificatory schema it presents.

Drawing on an analysis of 47 children’s picture books based on the biblical story, including those held in the historical archive of the Cotsen Children’s Library at Princeton, I show that the single most consistent frame for the story is the trope of “two by two”, referencing both the animals and people in the story. The books in the sample, intended for children aged 4–10 years, were published between 1905 and 2006, and are between 14 and 60 pages long.

The repeated emphasis on mated pairs, one male and one female, serves to reproduce the twinned categories of gender and heterosexuality in an overtly “natural” fashion that ties the animal bodies to human social divisions. These constitutive categories of social division – gender and heterosexuality – then become central schemas for organizing people and experience. I draw on Martin (2000) arguing that children encounter picture books before they have had experience in actual social life. Therefore, the books help instill these primary categorization schemas in children, creating the social groupings and relations among them that order their worlds.

The argument makes a strongly causal role for culture and argues that the impact/importance of the content of children’s books may be subordinate to the role they play in helping establish classificatory schema that help construct children’s understandings of the social world.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

The macroenvironment constitutes a widely acknowledged source of firms’ risk in international business. A substantial body of research on macroenvironmental risks encapsulates a variety of measurement approaches, antecedents, and managerial consequences. However, a review of established macroenvironmental risk measures reveals that these measures strongly focus on the quality of the macroenvironment, assuming a rather static perspective and mainly excluding dynamic aspects. Building on prior research on macroenvironmental risk as well as on environmental dynamism, we argue that macroenvironmental dynamism – i.e. the frequency, intensity, and predictability of macroenvironmental variation – is a pivotal source of risk in international business, which so far only received limited attention. Moreover, we suggest that macroenvironmental dynamism influences firms’ risk management activities, a measure we use to empirically investigate firm implications of macroenvironmental dynamism. We explore this effect using primary survey data on risk management activities from 158 foreign subsidiaries in six emerging countries and secondary data on the macroeconomic context in these countries. We find evidence that macroenvironmental dynamism, if compared to macroenvironmental quality, exerts a strong influence on firms’ risk management activities. Our findings enhance the understanding of the dynamic nature of macroenvironmental risk in international business as well as provide a concept to more comprehensively measure macroenvironmental dynamism that future research can build upon.

In their original invitation, editors Kaye Schoonhoven and Frank Dobbin urged the contributors to this volume to be substantive and scholarly in their approach to their essays. I have tried to honor their request by summarizing the results of a programmatic line of scholarly inquiry on a thorny academic problem. It is also a problem of enormous and enduring real-world importance: As the world continues to confront divisive and escalating conflicts over how to share increasingly scarce global resources, we need to have a better understanding of when and why people are willing to cooperate to solve such problems.