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Does participation in Fair Trade (FT) coffee marketing deliver added value to small-scale producers in developing countries? Is FT fair to producers as promised? The present study adopts a survey methodology designed to measure a combination of socioeconomic impact indicators as well as measures particular to the FT coffee-growing and marketing experience. We surveyed over 1,200 small-scale coffee producers in Nicaragua, Peru, and Guatemala, of which about two-thirds participate in coffee marketing schemes sponsored by TransFair USA. The study reports selected results related to production, marketing, material quality of life, education, health, and general well-being. Results show that producers participating in TransFair USA-supported FT cooperatives are indeed capturing more value than nonparticipants. This benefit transfer translates into modest but measurable improvements in quality of life, health, education, material comforts, social participation, technical and social assistance, and even sustainable agricultural practices. Consumers can have confidence that the FT scheme works. Retailers may be assured that by selling FT coffee they can defend the position that they are participating in a social change campaign.

We are grateful for the privilege of editing this book and organizing the conference that it celebrates. We thank our universities, departments, and organizations for their generous support, the many people who helped organize the conference, and the reviewers acknowledged below. Most of all, we thank our presenters, participants, and authors for their interest and energy.

The COVID-19 crisis has jolted the hotel landscape profoundly and sector's usual resistance to innovative efforts is gone. Ecologically innovative (green) hotels are now expected to set the benchmark in protecting the environment and mitigating human health hazards. The need for this study stems from the fact that eco-innovative (green) hotels need not only be established and promoted, but also accepted or adopted by guests. Existing studies have mostly relied on customer's pro-environmental attitude, knowledge, and a selective list of green hotel attributes in order to predict green hotel visit intentions. The objective of this study is to provide a comprehensive list of environmental and human health attributes that are likely to influence guest's decision to visit a green hotel. One of the first studies to utilize the diffusion of innovation (DOI) theory in sustainable hospitality research, this qualitative study identifies 27 key green hotel's perceived attributes. Examining the guest's expected green hotel attributes would help managers make their green efforts more effective and attract potential guests who have not yet stayed at green hotels.

We explore how K-8 student scholars experience culturally relevant texts provided during Freedom Schools summer camps, discuss ways Freedom Schools can be a vehicle for youth to become advocates for social change, and consider opportunities created by Freedom Schools for community engagement and partnerships. Mixed methods were used to investigate the experiences of 38 scholars at two different Freedom Schools sites (one rural and one mid-sized urban) in the southeastern U.S. The majority of scholars identified as African American and lived in low-income households. Primary data sources included scholar surveys and reading assessments, camp observations, and interviews with scholars, as well as our own personal reflections as the Research Director (Alysia Roehrig) and Co-Executive Directors (Kristal M. Clemons and Keely Norris) for the sites. We triangulated descriptive statistics from surveys with qualitative data, primarily from interviews, which we analyzed using open coding and axial coding to develop themes (Strauss & Corbin, 1998). The majority of scholars, who participated in the 2016 North Florida Freedom Schools, reported being able to identify with specific characters and situations in the books included in the culturally relevant reading summer program, and they expressed positive thoughts and feelings about the books. Most scholars (74%) maintained or gained in instructional reading levels and did not experience summer learning loss. Children’s confidence that they could act prosocially also increased significantly during the summer camps, which children characterized as different from regular school. Freedom Schools can offer a valuable forum for diverse community members to learn about one another, focus on their strengths, and become agents for social change. We provide suggestions for how other communities can implement the Freedom Schools model.

This chapter brings the ancient dichotomy between vita activa and vita contemplativa – a traditional separation between lay life and religious life – to the realm of different states of mind that form the experience of self in contemporary times. Instead of seeing the above dichotomy necessarily within the secular-religious spectrum, I explore it as two pulls within self and, in particular, within a teacher's life. One pull concerns the gravity of day-to-day that William James described as a habitual, half-awake state, very much shaped by external conditions, such as schooling systems in contemporary times. In this half-awake state, self experiences a lack of agency, and is defined by external expectations and standards. The other pull is the elevation toward what Viktor Frankl called meaning and Paul Tillich viewed as ultimate concerns. This pull need not necessarily be conceptualized as religious. It can be secular and/or grounded in agnosticism and merely reflect a sincere wish to lead an agentic, authentic, and meaningful life. This pull can appear in the most prosaic situations within a teacher's life, calling her/him to resist the gravity of half-asleep functioning and survival. Self is, essentially, a site of struggle and reconciliation between these two pulls, experienced as fluctuating states of the embodied mind. This chapter comprises mostly of an existential-phenomenological description of “what it is like to be a self” in the world, exemplified in the case of being a teacher in contemporary times. After describing the two pulls, I will make some suggestions as to the need for teacher education that explicitly caters to the contemplative self through contemplative practices.