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A number of incidents and community movements in the post-economic growth era have come to shape understandings of the Republic of Ireland’s marginalized groupings. These groups exist in both urban streetscapes and rural communities; all have come to represent a new culture of transgressive resistance in a state that has never completely dealt with issues of political legitimacy or extensive poverty, creating a deviant form of ‘liquid modernity’ which provides the space for such groupings to exist. This chapter demonstrates that the prevailing ideology in contemporary, post-downturn Ireland have created the conditions for incidents of ‘cultural criminology’ that at times erupt into episodes of counter-hegemonic street level governmentality.

The chapter further argues that these groups which have emerged may represent the type of transgressive Foucaultian governmentality envisaged by Kevin Stenson, while they are indicative of subcultures of discontent and nascent racism, which belie the contented findings of various affluence and contentment surveys conducted during the years of rapid growth. The chapter develops this theme of counter-hegemonic ‘governmentality’, or the regional attempts to challenge authorities by local groups of transgressors. The chapter finally argues that, in many ways, the emergence of a culture of criminality in the Irish case, and media depictions of the same can be said to stem from the corruption of that country’s elites as much as from any agenda for resistance from its beleaguered subcultures.

This chapter focuses on women's descriptions of their own violence in nineteenth-century Ireland, as revealed in prisoner petitions held in the National Archives of Ireland. It uses the case files of women imprisoned or sentenced to death for violent crimes such as infanticide, manslaughter, murder, wounding and assault. This chapter takes an empirical approach and considers the ways that women explained and rationalised their violent acts. An analysis of the petitions offers an insight into women's views of their own violence, gendered attitudes at the time, and women's sense of the factors that might lead to a commutation of sentence. The accuracy or truthfulness of the petitions is not important in this study; instead, the chapter explores the self-image that women wanted to portray and the tactics that they opted to use to seek a reduction in their sentences. As shown in this chapter, most women emphasised their passivity: they typically claimed to be innocent, coerced or provoked into violence.

By the end of this chapter, you should be able to demonstrate an understanding of:

The way in which consumers use mobile devices to engage with fashion retailers online.

What external and internal stimuli can be used to engage with consumers and encourage online interaction?

The lens in with the Stimulus–Organism–Response (SOR) model is applied to understand consumer behaviour.

How marketing can used both to trigger consumption activities and to encourage more sustainable behaviours?

The issue of employment status lies at the heart of much conflict in the gig economy, with many gig economy workers effectively excluded from statutory employment protection because of it. Establishing employment status continues to be the gateway to accessing most UK statutory employment rights, a fact which makes the exclusion of casual workers from much statutory protection seem arbitrary and unjust. Employment status has been historically determined by common law conceptions of the contract of employment. This creates particular difficulties for casual workers, who have typically had to prove a requirement to perform personal service and to show that the contract was based on mutual obligations in order to be recognised as employees. The advent of the gig economy has seen the concept of employment status evolve as courts and legislators have struggled to adapt to a more flexible labour market. Likewise, gig economy employers have gone to considerable lengths to try to circumvent the legal protections available to their workers. This chapter will examine the evolving role of common law doctrine in defining employment status and the emergence of the category of ‘worker’ as an definition of employment status for those who work in the gig economy. It will analyse prominent cases involving gig economy employers (such as Uber BV v Aslam) and explore how these cases have re-defined contractual doctrine. Finally, the chapter will analyse the Taylor Review (2017) and examine the viability of a conceptual uncoupling of statutory employment protection from contractual doctrine.

David Peace’s Red Riding quartet ( 1974; 1977; 1980; 1983 ) was published in the UK between 1999 and 2002. The novels are an excoriating portrayal of the violences of men, focusing on paedophilia and child murder, the hunt for the Yorkshire Ripper and, predominantly, the blurring of boundaries between the activities of police officers, criminals and entrepreneurs. This chapter aims to examine the way in which the criminal entrepreneur draws on socially constructed ideas of masculinity and the capitalist ideal in order to establish identity. This will be achieved through an examination of John Dawson, a character central to the UK Channel Four/Screen Yorkshire’s Red Riding Trilogy, the filmed version of the novels, first screened in 2009. The central role of networks of powerful men in creating space for the criminal entrepreneur and the cultural similarities between police officers and criminal entrepreneur will be explored.

Using the research approach of bricolage, the chapter provides a reflexive commentary on the films, drawing on a number of other texts and sources, including news accounts of featured events and interviews with the author David Peace and the series co-producer Jamie Nuttgens – an analysis of the texts, using a framework suggested by van Dijk (1993) and McKee (2003) features.

The centrality of the idea of hegemonic masculinity to the activities of both police officers, and criminals and businessmen and Hearn’s (2004) assertion that the cultural ideal and institutional power are inextricably linked are examined through an analysis of the role of Dawson (and his three linked characters in the novels) in the Red Riding Trilogy.

The chapter provides an analysis of one film series but could provide a template to apply to other texts in relation to topic.

The social implications of the findings of the research are discussed in relation to work on the impact of media representations (Dyer, 1993; Hall, 1997).

It is intended that the chapter will add to the growing body of academic work on the criminal entrepreneur and the ways in which media representation of particular groups may impact on public perception and construction of social policy.

This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects focusing on a student of a cultural or social background different from their own, while also documenting their own experiences of conducting research in their student teaching settings as part of their coursework. Recognizing the possibilities and addressing the challenges encountered by preservice teachers when engaging in research to learn about socially and culturally diverse students contributes to the body of teacher knowledge needed for all educators in an increasingly diverse local and global community. Students in the student teaching component of their teacher education program are professionally positioned to access firsthand the complexity and nuances of diversity in a school community. Examination of their experiences highlighted benefits of including research, namely narrative inquiry research, to engage preservice teachers in learning about issues of diversity and curriculum in ways that are highly relevant to their own teaching contexts, while at the same time, gaining a framework and assuming an inquiry stance that will serve them well throughout their careers. I also explore challenges of engaging preservice teachers in research to learn about diversity in classrooms and schools.

In this chapter, we argue that beyond the self-enhancement motive (i.e., the desire for a positive identity), other identity motives play a significant, yet underspecified role in homogeneous and diverse groups. In particular, we explore how the desire for self-verification, belonging, and distinctiveness offer alternative and, at times, even contradictory explanations for findings typically attributed to self-enhancement. We also consider the ways in which these motives are influenced in homogenous and diverse groups and the effects they have on group processes and performance. Through our examination, we aim to stimulate research on the role of multiple identity motives in homogenous and diverse groups.

Research has established a connection between industrially-produced food and negative health outcomes. Scholars have also shown a significant link between poor food environments and health. This paper explores the experiences of university extension program agents in order to initiate greater dialogue about the role of extension in lessening the deleterious health impacts of unequal access to high quality and sufficient quantity foods. Specifically, we consider the role of food self-provisioning instruction (e.g., food gardening, preservation).

The paper draws on semi-structured interviews with 20 university extension program officers in the state of Washington.

Although our participants report that demand for education in food production skills is on the rise across Washington, there are barriers to the equitable distribution of self-provisioning skills.

There is considerable promise for extension programs to have positive implications for health and nutrition for communities struggling to access quality foods. To meet this progress, extension must be more aware of serving the entire public either through hiring agents mirror their constituencies or funding a more diverse array of programming.

Little existing research examines or evaluates using university extension programs as a vehicle for teaching food self-production, though these topics have been taught since the founding of extension.