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As the demand for affordable legal services grows, law schools and the legal profession struggle to respond. By examining lessons from successful social movements in the last century, Cause Lawyering and Social Movements: Can Solo and Small Firm Practitioners anchor Social Movements looks at the Law School Consortium Project and its potential to participate in and anchor the social movements of our time. The collaboration of the law schools, networks of solo and small firm attorneys and activists at the local, regional and national level provide key elements for powerful change given the technological developments of the 21st century.

This chapter examines strategies deployed at individual and institutional levels to combat fake news in two media houses in Uganda. Grounded in the hierarchy of influences model, we examine journalists' and editors' perspectives on how Vision Group and Nation Media Group newsrooms respond to fake news. Journalists' and editors' responses, obtained through semi-structured interviews as well as document review enabled us to underscore the centrality of professional standards, training and technology in combating fake news. We found that technology plays a key role in fact-checking, although newsrooms are yet to adopt advanced digital tools such as artificial intelligence (AI) and algorithms. The newsrooms under investigation deploy conventional hardware and software to detect, flag and debunk fake news. We posit that for the strategies adopted at the organisational level to succeed, they ought to appeal to individual reporters' goals and interests. Further, discourses on adoption of newer technology ought to reflect the contexts in which the news organisations operate in addition to their financial standing.

Owing to its colonial past, Britain has a long history of regulating race relations at international and national levels. In this chapter, we focus on race discrimination in the United Kingdom, exploring its historical roots, the politics of discrimination as reflected in public debates on ethnic diversity in the United Kingdom and regulatory frameworks that operate in the country. First, we explicate the historical context of immigration which shapes the meaning and practices of race discrimination at work and in life in the United Kingdom. We then describe the contemporary debates and the key actors in the field of race discrimination at work. The legal context is presented with key turning points which have led to the enactment of laws and the emergence of the particular way race equality and ethnic diversity are managed in the United Kingdom. We also demonstrate the intricate contradictions with regard to legal progress and setbacks with introduction of countervailing measures that undermine equality laws. We present a country case study which illustrates the complexities of race discrimination in a specific sector of work, that is, the technology-enabled private hire car services and change of ethnic composition in the hire care services in the United Kingdom. The chapter summary is presented at the end and it provides also a discussion of possible ways to combat race discrimination at work in the United Kingdom.

Shimla is a teeming city, with a population of 140,000, in the north Indian Himalayas. It sits in an area of high seismicity that was rocked by a devastating earthquake about a hundred years ago, yet is oblivious of the ticking time bomb below its foundations. Initiating risk reduction in this fast growing urban economic hub is an enormous challenge. SEEDS, a national NGO, started working in the city just before the earthquake centenary in 2005, with an aim to identify ways of reducing earthquake risk through actions that could be carried out by the citizens and the local government, with school children playing a catalytic role.

Responding to growing market demands for corporate social responsibility, the Asset Management Working Group of the United Nations Environment Programme’s Finance Initiative created a legal framework in 2005 to integrate Environmental, Social, and Governance (ESG) issues in institutional investment. It challenged the business world to think beyond fiduciary responsibility, toward measurement of both tangible and intangible assets. As an institutional force committed to the triple bottom line (environmentally sound, socially equitable, and economically feasible), modern libraries serve by reaching outward, and can lead by looking inward. ESG practices enable libraries to clearly identify criteria, set goals, and measure and report progress for external and internal operations, and help garner support and sustain and fund broader programs and initiatives. Applying ESG thinking to library policies, strategic plans, and operational culture will create a sustainable efficiency for these goals, provide evidence-based support for all stakeholders, and generate effective intrapreneurship while fostering community partnerships. This chapter describes our tailored, real-time approach to this work at New Canaan Library. It is a road we are building one brick at a time, and there is value in paving it organically – drawing on and meeting the aptitudes and needs of employees and our community where we are – while also employing best practices borrowed from successful models.

Structural violence (SV) is related to the uneven distribution of resources which then leads to social exclusion and marginalisation of people. Johan Galtung (1969) also refers to it as social injustice and it is characterised by unequal access to education, health, water, food, shelter and other basic services. SV manifests itself through different forms of exclusion supported through both public and private institutions. Without support to address economic and educational opportunities, Zimbabwean youth continue to experience SV and high levels of social inequality (Chimucheka, 2012). Conflict transformation (CT) can help address SV since it provides processes and ways to build something desired thus altering the manifestation of the conflict (Waldman, 2009). CT involves action between parties that leads to both social change and justice (M. Evans, 2016). Social entrepreneurship (SE) can be used as a CT tool because it (i) identifies an unjust equilibrium that perpetuates exclusion and marginalisation, (ii) identifies opportunities and innovatively challenges the status quo to add social value and (iii) provides a better future for the marginalised communities through creating a new and stable alternative equilibrium (Baporikar, 2016). This chapter discusses the SV transformation model which the author tested to address the disparities faced by youth in an urban area in Zimbabwe. The action research, which took place between January and May 2017, was carried out in combination with capacity building, social support systems and community participation to address some of the SV indicators prevalent in the community. Whilst SE showed great potential in tackling SV in the community study, findings also reveal contestations between theory and practice. Some of the barriers identified in the field include the community’s failure to self-organise, lack of financial resources and buy-in from the local government. Future research could test the model in multiple settings and over longer periods to see its effectiveness.

The Least Restrictive Environment (LRE) requirements of the Individuals with Disabilities Education Act address factors to consider in educating students with and without disabilities together to the maximum extent appropriate. This chapter is designed to examine the origins and evolving interpretations of the LRE concept in special education policy and practice. Discussion traces the evolution of the concept as a legal principle, and reviews its application to educational strategies for students with learning and behavioral disabilities in contemporary schools. In conclusion, the future of the LRE concept is addressed in light of competing policies promoting presumptive inclusive education, and publicly funded school choice programs promoting greater involvement of parents in choosing where their children with and without disabilities should be educated.