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Occupy was a leaderless, resistance movement that started as Occupy Wall Street in New York City on September 17, 2011 but soon spread around the world, becoming a truly global movement. This chapter provides a detailed description and analysis of the processes of learning consensus decision-making in Occupy Dame Street in Dublin, Ireland.The analysis draws on more than five months of “militant ethnographic” and participatory action research within the Occupy movement. The chapter points to the ways in which uncertainty impacted on the processes of learning in Occupy and how it intersected with responsibility and commitment of the participants.

Discrimination against workers because of their family responsibilities can violate federal law, yet scholars know little about the context surrounding perceived family responsibilities discrimination (FRD). This chapter investigates both the types of caregiving responsibilities that put workers at risk of FRD and the organizational contexts that give rise to perceived FRD.

We identify features of FRD which make detecting it particularly difficult and theorize the mechanisms by which caregiving responsibilities and organizational contexts lead to perceived FRD. We draw on data from the 2008 National Study of the Changing Workforce for our empirical analysis.

Caregivers who provide both child and eldercare are more likely to perceive FRD than caregivers who provide one type of care, as are people who experience high levels of family-to-work interference and who spend more daily time on childcare. Certain family-friendly and meritocratic organizational contexts are associated with lower perceived FRD.

We measure perceptions, not actual discrimination on the basis of family care responsibilities. Our research cannot pinpoint the factors which intensify or lessen actual discrimination, just perceptions of it.

By pinpointing the characteristics of organizations in which perceived FRD occurs, this chapter shows how organizations can create workplaces in which perceived FRD is less likely.

Our contribution to ISATT's 40th Anniversary Yearbook focusing on Studying Teaching and Teacher Education grows out of our experiences across time in diverse Lands/Place, situations, and relationships. The knowledge we center have grown through relationships and experiences of great violence and harm alongside experiences and relationships where we have experienced abiding commitments to wholeness and healing. Our individual and collective attentiveness to the spiritual dimensions in the stories we live, tell, retell, and relive about striving to live in good ways, in ethically relational ways, has connected us over time. Living alongside and thinking with one another has shaped our movements beyond the colonial and human-centric understandings of stories of/as experience and thinking with stories that often dominate in (research for) teacher education and development. Attending the spiritual dimensions of stories of experience expands the educative potential of thinking with stories. As humans who are composing lives as educators on Indigenous lands where the colonial project continues to be genocidal for Indigenous peoples and Lands/Place, attentiveness to the spiritual dimensions of experience feels imperative if the next generations of children and youth in schools, and adults in teacher education and development, are to experience these places as educative and non-violent, and as opening potential to interrupt the pervasive colonial narratives that continue to dominate.

We conduct an experiment to examine the occurrence of the bystander effect on willingness to report a fraudulent act. Specifically, we investigate the impact of evidence strength on managers’ decisions to blow the whistle in the presence and absence of other employees who have knowledge of the wrongdoing. Results indicate that when there is strong evidence indicating a fraudulent act, individuals with sole knowledge are more likely to report than when others are aware of the fraudulent act (the bystander effect). However, the bystander effect is not found when evidence of fraud is weak. Further, a mediated moderation analysis indicates that perceived personal responsibility to report mediates the relation between others’ awareness of the questionable act and reporting likelihood, suggesting that the bystander effect is driven by diffusion of responsibility. Our results have implications for all types of organizations that wish to mitigate the detrimental effect of fraud. Specifically, training or incentives may be necessary to overcome the bystander effect in an organization.

New ways of working (NWW) change some fundamental processes in the workplace. NWW practices like teleworking, flexible workspaces, and flexible working hours lead to different behaviors of employees. But does the employment of NWW practices also have an impact on the innovation behavior of employees? This chapter explores this relationship and uses qualitative data from case studies to illustrate the complex linkages between three components of NWW and IWB.

In this paper, my claim is that employee ownership of industrial companies enables economic survival, democracy, and joint responsibility. My main focus is a case study of Ljuders Nickelsilfverfabrik and its change to employee ownership. In 1980, 36 of the 42 employees became owners. My research question is how have the economy and democracy in an employee-owned industrial company changed over the years? My main research method includes a 35-year in-depth longitudinal case study of Ljuders Nickelsilfverfabrik since its employee takeover. The empirical material includes documents, interviews, participant observations, and informal talks over the entire study period. My theory is based on the study by Connell Fanning and McCarthy (1983, 1986), who have compiled the critical literature on employee-owned companies and have asked why so few employee-owned companies exist in Western economies. They formulate six non-viability hypotheses for employee ownership, against which I present my empirical study and conclude that employee ownership is possible. From my case study in combination with the literature about organizational changes, I formulate a recipe for a successful employee takeover and collective entrepreneurship. The experience of Ljuders Nickelsilfverfabrik shows that a more complete business idea can subsequently unfold with the help of different people’s knowledge and experiences. Degeneration from democratic to more traditional ownership and control can be avoided by placing new people in leadership positions. The management must create legitimacy for a different organizational form for internal and external stakeholders.

In this chapter, we explore the role of disability-based employee resource groups (ERG) in implementing large organizations' disability inclusion strategies and how pandemic responses shaped the workplace treatment and inclusion of disabled employees.

We conducted semi-structured interviews with disability-based ERG members and diversity, equity, and inclusion (DEI) professionals in large corporate settings. Then, we analyzed how pandemic-induced changes in the workplace impacted disability inclusion efforts and experiences of disabled employees.

Results from our study revealed that workplace disability inclusion responsibilities shifted to disability-based ERGs during the onset of the pandemic. Participants detailed how organizational disability inclusion practices and policies expanded through increased awareness among some employee bases and were de-prioritized to the point of erasure in other situations. Within the context of the pandemic, members of disability-based ERGs played an integral part in both enhancing visibility of disability and responding to instances of ableism in their respective organizations.

Findings provide context as to how shifting organizational contexts, such as pandemic related workplace policies, becomes disabling, and in turn illustrate the fluid nature of disability. By framing disability as an evolving (fluid) identity category and prioritizing the awareness of disabled perspectives, organizations can better support disabled employees in their future, overarching DEI strategies and approaches to workplace inclusion post-pandemic.

Teacher educators' emotions are shaped by the fluctuating conditions of their work and variable interactions with students and colleagues. Many studies report on emotions in classrooms and teachers' regulation of emotion, yet there is limited research on emotion in teacher education. This chapter focuses on emotions that teacher educators from diverse contexts encountered during the Covid-19 pandemic. Data were written responses and interviews from teacher educators from 29 countries. Coding included identifying explicit and implicit emotion, the mood of the narrative/interview, and categorizing by theme. A shared excel sheet was used for comparison, which generated emergent themes. Interrater reliability was established using 7 data sets; the remaining were individually coded following the same procedure, then discussed. Common emotional experiences were expressed across all countries, save 3, despite the different people and cultures. Although not representative of the entire country, in general, seven themes emerged, which are: (1) feeling sorrow (2) feelings of optimism, (3) concern for future of teaching, (4) concerns for student mental and professional well-being, (5) fulfilment with ethic of care in higher education, (6) concerns over inequity, and (7) efforts in resilience. Viewed as a whole, the future of teacher education is made apparent. Despite the divergent contexts, the state of concern and goals are similar. Such insight can provide guidance for supporting teacher educators' careers, well-being, and professional development.

The proliferation of social media, new generations of digital natives and the profusion of wireless campuses promise to revolutionise teaching and learning in the twenty-first century. No consensus exists on how to introduce Web 2.0 technologies into an educational context, so whilst it is intuitive that educators have a vital role in determining and evaluating the uses and implications of social media, there is a lack of research both into general pedagogic questions and into the particulars of introducing blogs to the classroom. The potential for blogging in education is explored through a review of international research, exemplars of good practice are cited and a qualitative case study of the integration of social media across a range of college level courses is presented. Vignettes from the case study illustrate both the successes enjoyed and the difficulties encountered introducing individual and group blogs. The majority of students endorse the use of blogs and report how blogs support their learning by codifying search trails, improving writing styles, help the visualisation of the process of their own and classmates’ work, how group blogs facilitate the coordination of collaborative projects and how for many blogging has become an integral part of their educational experience.