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Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

Essex has one of the country's largest library systems with 92 libraries and issues running at over 18 million per annum. A system of this size was bound to represent a challenge to any system supplier. After a period of evaluation Essex chose Geac to supply a system to meet their needs. The article describes the selection and implementation of the system, some of the benefits which have accrued and the developments, both current and future.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

Using literature and related documents, the study reviews and analyzes the global trend of liberal arts education (LAE) resurgence and experimentation in different societies across three continents, East Asia, North America, and Western Europe. The study explores how LAE has been incorporated into different societies, how the variations in each model reflect local traditions and values, and what these adaptations contribute to the new LAE model. Through the angle of new institutional theory, the study focuses specifically on how these local models are impacted by institutional factors, the constraint of market, policy, state, as well as historical figures or organizations. This research with document analysis of global LAE summarizes the innovation and insights to date and calls for further research on LAE through new institutional theory and ideal types. This study builds the foundation for further research exploring the implementation and educational outcomes of LAE in different societies.

To begin, therefore by establishing certain parameters to both delimit and evoke the discussion, one might first note before side-stepping the well-recognised ethical issues that announce themselves within these early ethnological texts (see for instance Hsu, 1979). The ‘pith-helmet’ terminology and exoticised intentionality, borne with such unselfconscious assurance, can in fact serve to effect complacency on the part of the contemporary ethnographer – were they to believe that one could completely escape such tendencies. In fact, Western thought has always displayed just these acquisitive geometries in its surveying, arraying and apprehending of the world.¹ Obviously, therefore, this is not to criticise in a naive or petulant manner a fundamental comportment of the Western intellectual tradition, which clearly structures this and every enquiry couched within its terrain. Nor is it to suggest that certain keywords (‘colonialism’ for example) might somehow name this tendency without repeating its form, or that earnest mantras concerning ‘emancipation’ or ‘respect for alterity’ immediately authorise its continuation. For one to deal responsibly with the ensuing philosophical and ethical motifs would require a measured and careful analysis beyond the remit of the present discussion. Nonetheless, the basic geometry of this disposition is assumed for ethnography in the analysis that follows. Ethnography, that is to say, is actively oriented towards an object, here referred to variously as ‘lived experience’ or ethnos, and is always to some measure engaged in the apprehension and transmission of that object.

The study of group dynamics was central to the field of organization development at its inception. More recently, there has been a move away from considering irrational and unconscious dynamics in organizational life and more attention focused on rational and observable behavior that can be measured and quantified. We introduce the tool, Beneath the Surface of the Burke-Litwin Model, that invites consideration of how the overt behavior of individuals, groups, and entire systems is linked to covert dynamics. This more comprehensive view of organizational life provides scholar-practitioners with a systemic perspective, a view of covert dynamics by organizational level, and support for the ongoing development of one’s capacity for using self-as-instrument when engaged in organization development and organization change efforts.