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Using data from a feminist discourse analysis of comments on Facebook news articles, this research outlines backlash and regulatory practices directed towards youth activists Greta Thunberg, X González and Malala Yousafzai. A conceptual framework of semiotic violence highlights how these comments function to silence, delegitimise, vilify and punish sociopolitically active girls who challenge the status quo. The first mode of semiotic violence works to symbolically annihilate girl activists by silencing or rendering their political contributions invisible. The most obvious manifestation of this is instructing girls to shut up and go away. Additionally, their activism is ignored by refusals to acknowledge it as appropriate through suggestions they focus on gender-normative activities, such as domestic chores, playing with dolls and finding boyfriends. Undermining girls’ agency by describing them as puppets, mouthpieces, script readers, pawns and tools is also common. Here, girls’ contributions are rendered invisible through implications that they are being brainwashed and manipulated. The second mode of semiotic violence reinforces ideologies that girls are not politically competent and punishes them for being outspoken. This includes explicitly discrediting girls’ knowledge and abilities. Regulating their emotionality is also prevalent. This is consistent with Liberal political theory which justified women’s exclusion from public life by associating men with reason and women with emotion. Finally, insults degrade them for transgressing into a space demarcated as an adult and masculine realm. The semiotic violence directed towards these ‘girl power’ figures highlights that many people do not believe girls have the right to assert their sociopolitical opinion.

This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.

Purpose – To better understand how some users enjoy using Facebook as it breaks the tension between their desire to stare and the social norm dictating one should not stare.

Methodology – An interpretivist methodology was employed to understand why staring behaviour was so attractive to some Facebook users. 11 Facebook users took part in the study and were observed using Facebook, interviewed about their time online and asked to discuss posts that they had stared at in the past.

Findings – From the study it was shown that staring was commonplace on Facebook and ranged from harmless information searching to more extreme forms of Schadenfreude Staring. Regardless of the staring behaviour, the motivation remained constant. That is, Facebook allowed the users to engage in behaviour that is often stigmatised in offline settings.

Implications – This research highlights the importance of online behaviour as a release from offline tension and constraint. The research also highlights how some users may be actively engaging in behaviour online that offline may be deemed unsuitable or deviant.

Originality – Although much literature has looked at the role of online environments in identity formation, very little has looked at the role of online engagement as a means to specifically break with offline social norms. This research also highlights the growing trend of seeking information that elicits a sensation of Schadenfreude for the viewer. Further research should look to see how other forms of behaviour would elicit similar feelings of Schadenfreude and what implications this has on consumer culture.

Generation Z, including individuals born from the mid-1990s to the late 2000s, is said to be different from other generations before. Generation Z is said to be the generation of digital natives, with multiple identities; a worried and creative generation who value collaborative consumption; and a generation looking forward. The authors present here tentative observations of Generation Z in Asia using theoretical approaches and scientific backgrounds: the authors show how socialisation theory (parents and peer group) and technology (relationship with smartphones) offer meaningful perspectives to understand Generation Z behaviours in Asia. Finally, the authors ask some key questions about dealing with Generation Z in Asia in the field of smartphone use, consumer behaviour (shopping orientation), collaborative consumption (sharing), and work context.

This chapter reviews 30 years of Advances in Group Processes. Its primary purpose is to study the part the series has played in the advances in the study of group processes that have taken place between 1984 and 2014.

This chapter places the 30 years of Advances in Group Processes in the context of the changes that took place between small groups research in the 1950s and group processes research in the 1980s and beyond.

Analyzing the policies of Advances in Group Processes and its contents, this chapter reflects on its role in the advances in group processes that have taken place since the 1980s. Between 1950 and 1980, small group research reinvented, reconceptualized, and reinvigorated itself as group process research. Between the two periods, small group research, its applied research, and its research programs became increasingly theory-driven and its concept of the group and its levels increasingly analytic. As a consequence of these changes, the concept of the field itself became increasingly analytic. The changes between the two periods in its theory, research, application, programs, and in its concept of the group and the way the field was conceptualized led to marked advances in group process research in the 90s and beyond – to more theory, more impact of it on application, and more, and more cumulative, growth of it. Advances in Group Processes was at once a reflection of the changes that took place between the two periods and a driving force in the advances in group processes research that have taken place ever since.

Advances in Group Processes is a fundamental resource for the development of theory and research on small groups and group processes. This chapter provides an overview of its contributions and places them in the context of the development of the field as a whole.

Generation Z in Japan, born between 1995 and 2010, has unique characteristics. First, they are pessimists, which is mainly because of the challenging environment in which they were raised, with long-lasting low economic growth and multiple natural disasters. Second, they are digital natives, with a high level of digital device literacy. Raised in a highly advanced technological environment, they benefit in various ways by leveraging such devices. Also, they value relationships with family and friends, forming very close intimate relationships with their parents and broad shallow relationships with their friends. These unique characteristics turn Generation Z into a careful spender in consumption, and a stability seeker in workplaces. As consumers, they are very knowledgeable using both online/offline information, thus, are very selective and cautious when spending their money trying to prepare for the possible risk in the future. As employees, they are less loyal to companies and value their private life higher than their work life. A guideline for targeting Generation Z in Japan is presented.