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Set in a Mexican-American community of a US Gulf Coast state, the purpose of this paper was to describe how three young siblings and their family members constructed their spiritual, ethnic and communicative identities within the context of a virtual family literacy program during COVID-19.

This project was approached as an illustrative case study that focused on one family’s engagement with a children’s book in which the protagonists retell the legend of the Catholic patroness of the Americas, Our Lady of Guadalupe.

The case study illustrates how the children's spiritual/religious identities were inseparably intertwined with their home literacy practices and their identities as communicators with others. The children’s everyday spiritual/religious practices, routines and activities motivated familial conversations and dialogue that engage and support children’s literacy development.

Although there is a large corpus of scholarship about secular early literacy program for families with preschool children, there are few that describe the recognition and inclusion of families’ spiritual/religious identities.

The purpose of this paper is to explore a range of questions and problems pertaining to a sound-based project that the author began half-way through 2011. Called Daddy Diary, this archive-in-progress takes the form of a series of free-association audio monologues, produced by a first-time father, that are addressed to his adult-daughter of the future and that reflect upon their evolving familial relationship.

As is often the case with creative projects that are embedded in a plurality of ideological, material and temporal conditions, Daddy Diary requires an eclectic and para-humanities approach to its theorisation. By drawing from ethical, sociological, historical and pedagogical assemblages, this paper shows how Daddy Diary activates a non-hegemonic truth space wherein familial knowledge (tacit knowledge captured in the raw material of the voice recordings) participates in the sustainable and counter-institutional negotiation of self-concept.

Sound recording technologies have made accessible new ways of documenting human life-narratives, thus augmenting how notions of the self can be written, reviewed and shared with a creative learning community. Just as photography has been used in creative practice reinforce parental worth, playing into the experience of holding and letting go, so too does an audio diary provide the apparatus through which a parent may reflexively navigate death anxiety and the possibility of loss. Thus, this paper contains insight that may prove useful for other first-time fathers. It’s insight may also be of benefit to practice-led researchers wishing to understand how to translate non-institutional activity into a creative learning experience.

Just as the foregrounding of sound poses a challenge to the so-called dominance of visual cultural communication, so too can “listening” engage an alternative sensory perspective from which we “see” ourselves.

As we engaged in this research, we returned to the earliest uses of the term curriculum making that we could find. We were not surprised to learn that curriculum making is most commonly used to refer to making the planned or mandated curriculum (Jackson, 1968) and not in reference to the curriculum making in which teachers and children engage in classroom and schools (Clandinin & Connelly, 1992). However, in our search, we read Cremin (1971), who drew our attention to William Torrey Harris, a school superintendent in the St. Louis school system in the United States during the 1870s. As Cremin wrote,What is of special interest is rather the analytical paradigm. There is the learner, self-active and self-willed by virtue of his humanity and thus self-propelled into the educative process; there is the course of study, organized by responsible adults with appropriate concern for priority, sequence, and scope; there are materials of instruction which particularize the course of study; there is the teacher who encourages and mediates the process of instruction; there are the examinations which appraise it; and there is the organizational structure within which it proceeds and within which large numbers of individuals are enabled simultaneously to enjoy its benefits. All the pieces were present for the game of curriculum-making that would be played over the next half-century; only the particular combinations and the players would change. (p. 210)

This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar.

This study is a qualitative case study drawn from a larger, critical ethnographic study.

Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced.

This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.

The literature related to knowledge management (KM) is robust with respect to insights regarding firms in general. However, less is known about the KM of family firms despite these firms being the most common form of business organization worldwide. Further, even though the number of studies examining family-firm KM has increased in recent years, the insights gained remain fragmented. Therefore, the purpose of this study is to help coalesce and advance the study of family-firm KM.

In pursuit of these goals, a systematic literature review was conducted. Using a 6-step, systematic literature review protocol, 74 articles focused on family-firm KM published in 23 journals were identified and reviewed.

This literature review contributes to the synthesis and advancement of family-firm KM scholarship in several ways. First, key factors and relationships are identified and integrated into a robust framework. Second, scholarly insights are synthesized, and a review of the primary antecedents, outcomes and moderating factors associated with family-firm KM processes is presented. Third, promising opportunities for future research are highlighted to advance family-firm KM scholarship.

With a focus on reducing the fragmentation in the literature, this review synthesizes insights related to the most commonly studied antecedents, outcomes and moderators associated with family-firm KM. Additionally, antecedents are organized and reviewed according to the nature of their influence on family-firm KM processes, highlighting the simultaneous opposite effects of some influences. Further, key outcomes are synthesized based on their family versus firm-centric orientation. Even further, insights and opportunities focused on advancing the theory, antecedents, outcomes, moderators and other issues related to family-firm KM are presented in an effort to support the continued progress of scholarship in this area.

The definition of the term “family” around the Western world is more heterogeneous than ever before and so are its roles and the social expectations of it. However, prisoners’ families (specifically parents and siblings) are expected to support their incarcerated son/brother as they are perceived responsible for his choices and as having the closest relationship with him. Based on a study of parents and siblings of incarcerated men in Israel, this chapter’s goal is to shed light on families’ choice to support their incarcerated son or brother and the struggles this choice entails. A thematic analysis of semi-structured interviews with 17 parents and 10 siblings of incarcerated men in Israel showed that nuclear family members may experience various struggles throughout the legal proceedings, including family hardships, negative social experiences, and negative experiences with formal institutions – all leading to social self-exclusion. Looking through the intersectionality lens, the findings show that when accumulating hardships that prisoners’ families experience encounter perceived harsh institutional systems of oppression, preordained marginalization can be deepened as families operate in opposition.

This paper investigates the impact of family influence measured by the F-PEC scale on private enterprise (both family firms and lone founders) leadership succession strategy.

The research dataset is comprised of 390 private enterprises whose head offices were situated in the voivodeships of Lower Silesia and Wielkopolska in Poland. The authors collected data through CAPI (computer-assisted personal interviewing) method, as well as through comprehensive, structured interviews with company owners. Data were analysed using hierarchical logistic regression for each type of succession strategy.

The results suggest that increased family influence does not necessarily lead to intra-family leadership succession in private enterprises. Importantly, a range of findings contradicted authors' predictions. The relationship between the overall F-PEC scale values signifying the multi-faceted family influence over the business and the choice of internal successor was weakly negative for the total sample; also, the higher the overlap between family and business values and the higher the commitment to family business, as evidenced by the Culture subscale, the lower was the occurrence of intra-family successor choice in the population of lone founders. The Culture subscale also increased the prevalence of lack of succession planning in the sample of lone founders.

While several studies suggests that family firms may be more prone to choose an intra-family succession scenario, it remains unclear how lower levels of business and succession experience, may influence the successor choice. Indeed, some studies suggest that a strong family influence over a business, may stimulate family firms to choose a family outsider as a business leader. Therefore, the key contribution of this study is contextualizing the response to an ongoing succession debate. This study investigates the strategic choices of companies in the first generation of ownership operating in Poland, which serves as an example of a post-transition economy. While the characteristics of this economic environment may be unique, the authors discuss how the surprising findings may add to the understanding of the general succession processes present in private enterprises.

In this chapter, I offer some insights into what I learned over the course of my inquiry into the living and learning that took place on the edges of community. I highlight the inconclusive nature of narrative inquiry as well as demonstrate my recognition that in any narrative inquiry we exit as we entered, in medias res, in the middle of things. Even though the inquiry ends, we continue to compose stories and to share those stories. Our understanding is only ever partial in the same way the stories we compose are incomplete, unfinished. In seeking a conclusion that is not a conclusion, then, I contend that experiences are complex and the stories we compose about those experiences are also complex. The insights and wonderings that emerged from the analysis of my own experiences as well as the experiences of my participants shaped themselves into the overlapping areas of identity-making, curriculum making, and community. In particular, I explored the stories people composed from the edges of community; those spaces conventionally described by the dominant narrative as marginalized. The participants discussed in this chapter demonstrated how profoundly they were each impacted by their positioning as marginalized. At the same time, their stories had a strong thread of self-definition that was insubordinate to that positioning. In varied ways, the participants refused to be defined by others or as other. Their experiences suggested that those spaces conventionally thought of as peripheral, the edges, were actually the defining features of communities.

Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.

In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.

The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.

The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color.