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Recent years have seen the development of new approaches to the study of gender and sexuality in childhood, with attention given to socio-historical, cultural and political contexts. This chapter aims to contribute towards a limited field of research on queer childhood and youth in Central Asia by considering how narratives of queer childhood in Kazakhstan are culturally produced. This chapter draws on the material from in-depth interviews of 11 queer people living in Kazakhstan, focussing on their narratives of childhood. The study exposes the effect of silence about non-heteronormative identities in Kazakhstan on queer children. Narratives of bullying and managing school violence are explored along with narratives of queer childhood within the families of origin. Lastly, the chapter foregrounds instances of agency and resilience, considering how queer children manage to steer themselves away from being an ‘impossible subject’ and contest dominant societal attitudes and discourses.

While a growing body of literature reveals the prevalence of men's harassment and abuse of women online, scant research has been conducted into women's attacks on each other in digital networked environments. This chapter responds to this research gap by analyzing data obtained from qualitative interviews with Australian women who have received at times extremely savage cyberhate they know or strongly suspect was sent by other women. Drawing on scholarly literature on historical intra-feminism schisms – specifically what have been dubbed the “mommy wars” and the “sex wars” – this chapter argues that the conceptual lenses of internalized misogyny and lateral violence are useful in their framing of internecine conflict within marginalized groups as diagnostic of broader, systemic oppression rather than being solely the fault of individual actors. These lenses, however, require multiple caveats and have many limitations. In conclusion, I canvas the possibility that the pressure women may feel to present a united front in the interests of feminist politics could itself be considered an outcome of patriarchal oppression (even if performing solidarity is politically expedient and/or essential). As such, there might come a time when openly renouncing discourses of sisterhood and feeling free to disagree with, and even dislike, other women might be considered markers of liberation.

The debate about whether corporate reports should focus on numbers or narrative is long-standing. The recent push for business model information to be included in corporate reports has revitalised the debate. Many scholars suggest this constitutes a move towards narrative-based reporting. This study aims to investigate the debate and draws a comparison with the juxtaposition of the narrative and rational paradigms. This study also investigates how accountingisation influences the way business model information is presented in corporate reports.

This study analyses data from the financial and non-financial reports from 86 globally listed companies. This study first uses content analysis to code the data. This study then uses a partial least squares-structural equation model to test how accountingisation influences how firms report their business model information.

This study finds that accountingisation and a rational paradigm shape how companies present information about their business model in their financial and non-financial reports. This suggests that the dominance of quantitative measures in accounting affects even the presentation of narrative-based information. Despite the much-touted shift towards qualitative reporting, this study argues that companies find it difficult to cast off the yoke of a traditional numbers-based mindset.

This paper contributes to the debate on numbers- versus narrative-based corporate reporting and the workings of narrative and rational paradigms. In it, this study lays out theoretical and empirical findings of accountingisation. This study also makes a case for freeing corporate reports from the shackles of an accountingisation mindset.

This study provides new insights into how companies report information about their business models and the influence of narrative and rational paradigms on financial and non-financial reporting.

Over recent years, public relations (PR) research has diversified in themes and theories. As a result, PR presents itself today as a multi-paradigmatic discipline with competing ideas of progress that mainly circle around questions of ontology and epistemology, i.e. around defining appropriate object and knowledge in PR research.

This conceptual article highlights a third crucial question underlying the debate drawing on a narrative approach: The question of axiology, hence, the normative question how PR research shall develop to contribute to societal progress.

The article presents a model, which describes how normative visions of progress in different PR paradigms – functional, co-creational, social-reflective and critical-cultural – manifest in each distinct combinations of four narrative plots – tragedy, romance, comedy and satire.

These findings complement the current debate on disciplinary progress in PR research by fostering reflection and debate on paradigm development and cross-paradigmatic tensions and exchange from an explicit axiological perspective.

The purpose of this study is to offer exploration of pedagogic frailty as a framework to support professional development of university teachers in a personalised and discipline-sensitive way.

The method involves participants constructing a concept map for each dimension of the model. These maps must have high explanatory power to act as a frame for developing a personal narrative to support reflection on practice. This reflection starts from the academic’s current knowledge structure and provides a bespoke, individualised focus for further learning.

This conceptual paper is informed by case studies of academics’ interactions with the frailty model that have helped to refine it as a faculty development tool. This is clarified by providing explicit requirements of an “excellent” map, and places the reflective process within a learning theory that is aligned with the values that underpin the model.

The type of rhizomatic learning that is supported by the model, in which there are no imposed learning outcomes or strictly delineated pathways to success, is particularly suited to support the professional development of more senior academics. This represents an innovative approach to faculty development.