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This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).

Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.

Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.

Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.

Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.

Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts that showcase a range of grammars; (2) modeling code-meshing practices; and (3) privileging alternative grammars while grading written work. We describe how teachers might take up pedagogical practices that support linguistic diversity, such as evaluating written assignments in more flexible ways, engaging in contrastive analysis, and teaching students to resist and rewrite existing language rules.

The purpose of this paper is to investigate the role of consumer motivation in the context of the circular economy (CE) through the reuse of fashion products.

A qualitative approach was employed through ethnographic as well as in-depth interviews with nine consumers who buy used fashion products in thrift stores and street fairs in Brazil.

The findings are based on interrelationships and overlaps found in the integration between the three-dimensional consumer motivations to buy second-hand fashion cited in the literature. A framework showing a virtuous circle of motivations involving the consumer in an active role in the CE is proposed as a result.

Limitations include participants’ selection and a single region data collection. Implications aim to help researchers to more fully understand a new and complex consumer behavior in a CE.

By highlighting consumers’ motivations for this kind of commerce, the practical implications of this work are the possibilities to inspire retailers to start second-hand fashion businesses. Also, policy makers can focus on engaging consumers in active roles that foster CE events.

This work is one of the first attempts to show the role of consumers in the CE and their motivations to engage in this active behavior.

The purpose of this study is to examine the existing literature on the fraud triangle. The fraud triangle framework, popularized by Donald Cressey and W. Steve Albrecht, has been used to explain financial crimes since the 1940s. The theory includes that workplace financial crime and fraud occurs only when an offender has sufficient opportunity, pressure and rationalization to commit the crime. The fraud triangle has been empirically applied to the array of criminal behaviors and specific financial crimes and offenders internationally to determine if all three elements are necessary for the crimes to occur.

This systematic review summarized 33 empirical studies that have applied all three components of the fraud triangle to study financially criminal behavior committed by both corporations and individuals. The review included published and non-published papers and manuscripts from a variety of sources internationally.

Of the 33 studies included, 32 found support for at least one element of the fraud triangle and 27 found support for all three elements. Overall, these studies have shown that the fraud triangle has generally received support across different subjects, industries and countries.

This research only examined papers using the “fraud triangle” term.

This paper systematically reviewed different types of studies internationally, concluding that the fraud triangle is largely valid internationally as an explanation for financial crimes.

Studies on wage discrimination assume that independent observers are able to distinguish a priori which workers are suffering from discrimination. However, this may not be a good assumption when anti-discrimination laws mean that severe penalties can be imposed on discriminatory employers or when unobserved heterogeneity is significant. We develop a wage discrimination model in which workers are not classified a priori. It can be thought of as a generalization of the standard empirical framework, whereas the Oaxaca–Blinder model can be thought of as an extreme case. We propose a finite mixture model to explicitly model unobserved heterogeneity in individual characteristics and estimate the probabilities of being a discriminated or a non-discriminated worker. We illustrate this proposal by estimating wage discrimination in Germany and the UK.

The breadth of research and study on the topic of fairy tales is rich and abundant. However, there exists a gap in the research of the genre where it pertains to the meticulous study of male fairy tale.

The character Hook has enjoyed some status in film including the notable portrayal by Dustin Hoffman in the 1991 film (Spielberg, 1991), this character relied heavily on traditional fairy tale tropes and depicted little in the way of character evolution or progression. Nevertheless, a more progressive and complex version of Hook was depicted in the Once Upon A Time series (2011–2018). This version of the character enjoys not only an extended and complex narrative journey but comprises several layers of nuanced character construction that implores a contemporary exploration thereof.

While Vladimir Propp's dramatis personae stands as, likely, the most prominent model for the study of fairy tales, its comprehensiveness can be called into question when applied to contemporary fairy tale characters. For example, whereas previously the female fairy tale character was confined to the role of damsel in distress, contemporary versions display substantial development in this area. And as illustrated through the complexity of Once Upon A Time's Captain Hook this is not, in contemporary times, confined only to the female character. Consequently, this chapter adapts the Looking Glass paradigm and utilises what the author has termed the Looking Glass Masculinity Matrix as an evaluative tool to unpack the contemporary representation, in line with current societal ideals and/or values.