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The purpose of this paper is to consider the potential of visual (i.e. non-textual) research methods in community-based participatory research.

The authors draw on a case illustration of a photo- and video-voice campaign involving rural communities in British Columbia, Canada.

The authors find that visual research methods, in the form of photo- and video-voice campaigns, allow participants to form ties between their community and the broader sociocultural, natural and political milieu in which their community is located. The authors highlight the benefits of using such methodological approaches to capture an emic perspective of community building.

The contribution of this study is twofold. First, this study uses a photo- and video-voice campaign to showcase the role of visuals in articulating community pride – that is, how locals construct identity – and a sense of belongingness. Second, by focusing its analytical gaze on the idea of “community,” this paper revisits the importance of active involvement of research participants in the execution of empirical studies. Ultimately, the authors urge organization and management studies scholars, as well as those working in the social sciences more broadly, to further explore the value of innovative community-based research approaches in future work.

Adopting a feminist constructionist perspective, this article proposes an analysis of the micro-level processes and dynamics of interpersonal, gendered, business relationships between female entrepreneurs, therefore constituting an extension to network theory in the women's entrepreneurship research field.

The qualitative research builds on a single, longitudinal case study of a successful, 15-years long collaboration between two female entrepreneurs. Qualitative data were collected over two years, through formal and informal interviews with the entrepreneurs, observations and complementary documentation. The data analysis is based on a grounded theory and narrative approach.

The article proposes a thick narrative of the evolution of the dyadic business relationship, and reveals the power of gender role stereotypes in its progressive formation and development.

The article produces situated knowledge about female entrepreneurs and strong interpersonal business ties. The limitations relate to the specificity of the case analysed, representing the viewpoint of privileged, white, Western, educated and wealthy female entrepreneurs. It therefore does not account for the diversity of women's entrepreneurship.

The article enriches and extends social network theory in the women's entrepreneurship field through analysing how gender is done in discursive and social practices at the interpersonal level. The case also constitutes an illustration of social feminism in women's entrepreneurial practice, challenging dominant gender stereotypes.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Organizational development strategies must be carefully considered before they are enacted, based on involvement, the issue at hand, the existing structures of the firm, and managerial structures.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.

A study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).

Analysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.

While a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

The purpose of this paper is to identify the factors which influence male prisoners’ motivation for, and engagement in, exercise and subsequent healthy behaviours.

The first authors conducted 20 semi-structured interviews with male prisoners inside an English medium-security male prison. Interviews were recorded and transcribed, themes were identified using thematic analysis and a critical realist perspective applied to understand objective processes behind prisoners’ experiences and shared meanings of exercise and engaging in healthy behaviours in prison.

Emerging themes indicate that in the context of healthy behaviours male prisoners aspired to a masculine ideal that was characterised by a culture of either adaptive behaviours, or maladaptive behaviours. The former fostered an adaptive exercise culture which promoted psychological well-being through an autonomy-supportive environment, consequently internalising motivation and minimising perceived barriers to engaging in healthy behaviours. Conversely, a culture of maladaptive behaviours fostered a maladaptive exercise culture which led to negative psychological well-being, underpinned by external forms of motivation which emphasised barriers to engaging in healthy behaviours.

Findings emphasise the need for prisons to promote an internal perceived locus of control for male prisoners when engaging in healthy behaviours.

The authors adopt a rare interdisciplinary approach combining a psychological theory of motivation and criminological perspectives of prison culture to understand how best to minimise the impact of prisons as an institution on the psychological well-being of male prisoners.

This paper aims to challenge the myth of risk-averseness among women entrepreneurs and analyses risk in the context of gender. It explores risk perceptions and examines the relationship between the concept of risk and women’s socially attributed roles.

This paper adopts a qualitative approach, where ten Irish women business owners were interviewed, that encouraged them to talk about their entrepreneurial experiences. The research design aimed to elicit data concerning how gender and the socio-economic context influenced risk.

Risk is shown as a gendered concept which needs to be widened to suit the experiences of women entrepreneurs and the influences of the gendered expectations of care dictated by the socio-economic environment.

Risk as a concept needs to be expanded to go beyond financial risk. The different types of risk encountered by women should be addressed by policy to promote a further growth of women-led enterprises and support those considering self-employment.

The paper develops an understanding of risk among women entrepreneurs in their socio-economic context. It challenges the viewpoint of seeing women entrepreneurs as risk-averse and thus leading to low-growth prospects for their business ventures.

Interactions between individuals experiencing mental health (MH) problems and the police are complex and may affect the way in which both parties react to and experience the interactions. The purpose of this paper is to examine three commonly used interventions to improve these interactions.

Mixed methods were used to examine embedded MH professionals in command and control rooms, Liaison and Diversion Teams and Street Triage. The authors also reviewed the use of Section 136 (s136) of the Mental Health Act 1983 (2007) during the period these interventions were deployed.

There was strong support for these interventions but also gaps, resource and operational issues that need to be addressed if they are to have optimal effect on delivering appropriate diversion from the justice system, reduce reoffending and improve MH outcomes for individuals. The use of s136 remained relatively constant.

Despite a recent increase in the level of investment related to these interventions the evidence base remains limited. This study provides baseline of research evidence for those who commission and provide services for individuals experiencing mental ill health and who are in contact with the justice system.

The aim of this paper is to document the operationalization of the OCAP^® principles in the context of the work of a medical anthropologist and Whapmagoostui First Nation (FN). The authors describe their recent collaboration with Whapmagoostui FN to digitize and transfer the research data archive to the community.

Beginning with a description of the data collection process from the late 1980s to early 1990s, this study describes recent efforts to digitize the research data archive and work with Whapmagoostui FN to develop a plan for access and safekeeping. The authors focus on the work required to implement the OCAP^® principles locally, including the need to address questions of ownership rights/transfer, information technology systems and community capacity.

This study describes the necessary work that is required to operationalize the OCAP^® principles on a local level, including obstacles to this work. This study also underscores how the process of OCAP^® implementation is distinct for each community and research context. Based on these considerations, the authors calls for increased resources and new legal mechanisms in support of achieving indigenous data sovereignty (IDSov) in FNs, Inuit and Métis communities across Canada.

To the best of the authors’ knowledge, this study makes an original contribution to the literature on IDSov. This study provides a valuable case study, illustrating how the OCAP^® principles can be operationalized in the context of a longstanding partnership between an academic researcher and an indigenous community.

Scholarship on the contact hypothesis and peacebuilding suggests that contact with marginalized ethnic and racial groups may reduce prejudice and improve opportunities for conflict resolution. Through a study of dual-narrative tours to Israel/Palestine, the purpose of this paper is to address two areas of the debate surrounding this approach to social change. First, past research on the effectiveness of contact-based tourism as a method to change attitudes is inconclusive. Travel to a foreign country has been shown to both improve and worsen tourists’ perceptions of a host population. Second, few scholars have attempted to link contact-based changes in attitudes to activism.

Through an analysis of 218 post-tour surveys, this study examines the role of dual-narrative tours in sparking attitude change that may facilitate involvement in peace and justice activism. Surveys were collected from the leading “dual-narrative” tour company in the region, MEJDI. Dual-narrative tours uniquely expose mainstream tourists in Israel/Palestine to Palestinian perspectives that are typically absent from the majority of tours to the region. This case study of dual-narrative tours therefore provides a unique opportunity to address the self-selecting bias, as identified by contact hypothesis and tourism scholars, in order to understand the potential impacts of exposure to marginalized narratives.

The findings of this study suggest that while these tours tend to engender increased support for Palestinians over Israelis, their most salient function appears to be the cultivation of empathy for “both sides” of the conflict. Similarly, dual-narrative tours often prompt visitors to understand the conflict to be more complex than they previously thought. In terms of activism, tourists tend to prioritize education-based initiatives in their plans for post-tour political engagement. In addition, a large number of participants articulated commitments to support joint Israeli–Palestinian non-governmental organizations and to try to influence US foreign policy to be more equitable.

These findings complicate debates within the scholarship on peacebuilding as well as within movements for social justice in Israel/Palestine. While programs that equate Israeli and Palestinian perspectives are often criticized for reinforcing the status quo, dual-narrative tours appear to facilitate nuance and universalism while also shifting tourists toward greater identification with an oppressed population. Together, these findings shed light on the ability of tourism to facilitate positive attitude change about a previously stigmatized racial/ethnic group, as well as the power of contact and exposure to marginalized narratives to inspire peace and justice activism.