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This chapter explores the experiences of people with complex conditions before and during the COVID-19 pandemic, their fears for imagined futures when the pandemic first appeared, their reflections on their experiences and present status, as well as plans for a post-pandemic future.

This research is based on semi-structured interviews conducted by phone, Zoom, or in-person with six participants, each interviewed twice – before and during the pandemic – who either have complex medical conditions or are mothers of a child with complex medical conditions, in the United States. Half the interviews were conducted before the pandemic and the other half during the pandemic.

The data illuminate the understanding of our participants of the COVID-19 pandemic as a disability issue, which should be analyzed with the focus of disability as an intersectional social category and that disabled people felt at higher risk due to ableism in health policies and getting their health needs met. The results demonstrated the tremendous impact of the pandemic on the lives of our participants with complex medical conditions, whether in their work, care, physical and mental health, and social relationships.

This study points to the importance of policymakers incorporating strategies to reduce ableism in health care provision, rationing, and other forms of decision-making. Services need to be designed keeping in mind the challenges of disabled people and their need for care. In addition, adequate education, and employment opportunities for disabled people must be ensured, while continuing to expand access options to disabled people that were available throughout the lockdown.

Despite many neurodiverse individuals possessing skills that are desperately needed, few organizations have redesigned their attraction, development and retention practices to capture them. In this chapter, we alert organizations that embracing neurodiversity bodes well for expanding the diversity of the talent pool, thereby mitigating talent risks. We proceed to analyse and explain how neurodiversity can be positioned within the talent management literature and identify opportunities for integrating neurodiversity and talent management research. We begin by exploring the concept of neurodiversity and in particular neurodiversity in the workplace. We then use this foundation to establish how neurodiversity can be engaged within the talent management literature. Finally, we outline a plethora of future research questions and avenues to further explore neurodiversity in the context of talent management.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.

Studies of families and inequality in education have focused on the family as a preparatory institution for school. However, researchers have ignored the dynamic process of engaging with academic learning at home on a daily basis and minimized the importance of homework and instruction in this setting. Home observations of Ethiopian families who immigrated to Israel are used here as a case to describe three distracting factors which alienate children from learning at home in lower-class, poor immigrant households: deprived physical settings, sensory bombardment, and emotional stress. By looking at learning at home, this study points at root causes of alienation from learning and thereby adds another perspective on reproduction in education. Our study casts doubt on the ability of home intervention programs to curb social inequalities in education.

Yair and Gazit argue that many researchers – preoccupied with the effects of schools – ignore the forceful influence of home environs and parenting practices. They build from Goffman's (1967) theory of student engagement and the alternative, alienation from the school institution. As articulated by Yair and Gazit, the theory documents a tug-of-war between teachers’ efforts to capture their students’ attention and the multiple stimuli that distract students from pursuing their formal studies. The authors convincingly apply this model to the overcrowded and chaotic environments in which many Ethiopian children grow up.

Building on theories of adolescent learning, including cognitive, personal, social, and moral development, this chapter considers how using media literacy techniques to analyze a children’s television program can create wide-awake, active learners while dissecting media messages. By analyzing children’s television for its portrayal of race and ethnicity, this chapter will explore the role media play in children's understanding of people and cultures outside of their own. A textual analysis of episodes of Maya & Miguel, the chapter describes the depiction of several cultures found represented on the program including White, Asian, African, Dominican, and Mexican and how race, ethnicity, and culture is framed in the television program.

Some theories suggest that television is a primary tool in the socialization of children. Children are attracted to the animation in cartoons, the colors, the movement and the easy-to-follow simplicity of the dialogue. Given the impressionable nature of children, it is possible that they begin to act out the biased nature of the cartoons they watch. Thus, considering their vulnerability, information literacy is relevant to discerning media messages. In this way, information literacy converges with media literacy and visual literacy. Guiding children to interrogate what they view is critically important especially when they are at an age where they can be easily influenced by misinformation or dominant messages. Additionally, the volume of information is steadily increasing in the 21st century as are the modes for accessing, creating and manipulating information. Thus, this work will demonstrate how promoting participatory learning by objectively viewing media and exercising reflective thinking will be important components of children’s education in this millennium.