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This chapter addresses the outcomes of a six-year school–university partnership between a public liberal arts college and a large urban school district. It explores ways that partnerships can support teachers and communities to confront assumptions and take ownership of learning. This paper traces the trajectory of teachers and professors engaged in a longitudinal ongoing professional development initiative focused on “Meeting the Needs of Urban Learners” to identify practices that supported the collaboration, and the outcomes of the school–university partnership.

This chapter provides the foundation for the book. The objective of this chapter is to outline the theme of the book and to provide the context for the chapters that follow. Disaster recovery is a challenge for governments and for affected communities, families, and individuals. It is a challenge, because recovery from catastrophic disasters can be much more complicated and elusive than what can be addressed by national and international aid organizations given the time and other resources. The short literature review provides the research context, and the overview of the book describes each of the chapters briefly.

Discourses on ageing and childlessness coalesce around the notion that childless women will experience regret and loneliness in old age. In the United Kingdom, the idea that children (mostly women) will provide care in old age tends to be normalised and underpins social care provision. In recent times, media coverage of childless women has also tended to sustain and promote this. This discourse occurs within a context where childlessness is on the rise and where there is little academic interest in the topic.

Our chapter will report on a constructivist grounded theory study with women who choose not to have children. A key aim of the study was to explore the consequences of participants’ choices on their lives. Twenty-one women aged between 45 and 75, from across England, Scotland and Wales participated. The age criteria were chosen to reflect the category that is used by the Office of National Statistics to denote that women’s reproduction ends at 45. This also helps to construct a social norm that women aged 45 and over are seen as older women. Findings reveal that most participants experience no regrets following their choice not to have children. Some express ‘half regrets’ while all challenge the societal expectation that without children there will be no one to care for them when they are older.

This supports the limited, mainly autobiographical literature, on loss and regret. It also refutes the unquestioned and widely believed assumption that women who choose not have children will live to regret it. For participants, the choice for motherhood was but one choice from a menu of many others. Their choice was for something more meaningful for them rather than a choice against motherhood. Consequently, participants had no reason to experience loss or regret. These findings also question the discourse, which implies that children will ensure care in older age. It presents a challenge to the myth that the family is a haven of happiness and support in an ever-changing world. Crucially, it supports calls for more inclusive policy making to address the care needs of all older people.

The colors of change is an overview of change paradigms, created about two decades ago, that has been intensively used, tested, refined, shared, and elaborated by practitioners and academics alike. Here, the “color theory” is presented as it is now, and is situated within the literature. Its four main applications are described as well as rules of thumb that have been derived from reflective practice. This chapter illustrates that the color theory is clearly not one thing to all people, as it is understood in very different ways, both in terms of its theoretical foundations as well as the complexity of its applications. This probably adds to the versatility of the theory. Bringing together key insights about the color theory for academics and practitioners, this chapter strives both to give a concise overview and to explore its richness.

Ask leaders what their organizations need more of to thrive, and many will identify collaboration. Yet many collaborative efforts fail. A focus on the inner workings of teams, to the exclusion of the ecosystem in which teams work, has masked the importance of a collaborative context. We undertook a single case study of an exemplar firm with the intent of offering a nuanced illustration of the collaborative workplace. We illustrate how three contextual factors related to work, relationships, and behaviors shift the setting from a place where collaboration is hard to do, to one that embodies collaboration as a widespread competence.

Women’s reproductive circumstances and choices have consequences for their experiences of social connectedness, inclusion and support across the life-course. Australia is a pronatalist country and women’s social identity remains strongly linked to motherhood. Yet the number of women foregoing motherhood is increasing. Despite this, women without children are perceived as failing to achieve womanhood as expected by pronatalist ideologies that assume all women are or will be mothers. Defying socially determined norms of motherhood exposes women without children to negative stereotyping and stigma, which has consequences for their social connectedness, inclusion and support. This chapter examines theories of social connectedness, inclusion and support, drawing on Australian empirical data to explore how women without children experience social connectedness, inclusion and support in a pronatalist society within their daily lives.

With this chapter, we seek to shed light on the question how headquarters (HQ) can cope with geographic distance and effectively transfer relevant knowledge to their subsidiaries. By constructing a mediating model, we aim at disentangling the effects of geographic distance on the relevance of HQ knowledge to their subsidiaries, via the creation of a shared context between HQ and their subsidiaries. We tested our hypotheses using partial least squares based structural equation modelling on a sample of 124 European subsidiaries. We did not find a significant direct relationship between geographic distance and HQ knowledge relevance. Yet, we found support for our mediation hypotheses that geographic distance makes it more difficult for HQ to establish a shared normative and operational context, but that both dimensions of shared context can help HQ to transfer relevant knowledge to their subsidiaries. We contribute to the research on knowledge flows in multinational corporations (MNC) by investigating knowledge relevance directly rather than knowledge flows as such. We also advance our understanding of shared context in HQ-subsidiary relationships by showing that shared context comprises an operational and a normative dimension. Moreover, we contribute to social learning theory in basing our reasoning on the idea that shared practices and social relationships help overcoming distance to manage knowledge transfer more effectively. Finally, we add to the research of distance in international business by conceptualizing space, organizational context and knowledge transfer in one comprehensive model.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

This chapter explores an approach to instruction in pre-service classes called “goofiness pedagogy.” Embedded in teaching and learning theories, goofiness pedagogy is designed to model creative teaching to help emergent bilingual learners academically, linguistically, and socially. Currently in Arizona, highly restrictive language policies limit curricular and pedagogical choices for students acquiring English. As a result, pre-service teachers are often reluctant to work with them, and worried that their own creativity will be constrained. This chapter thus discusses a multi-year study of goofiness pedagogy – theatrical drama, play, and performance – that helps pre-service teachers develop an alternative vision of exceptional teaching for and with emergent bilingual learners. Data sources include student and author reflections on the practice of performed goofiness in Structured English Immersion classes at the University of Arizona, video-taped performances of students engaged in drama and improvisation, and analysis of student written artifacts. Findings indicate that while some pre-teachers hesitate to participate in “performed goofiness,” the majority believe that theatrical activities encourage them to try out innovative teaching strategies, take risks, make mistakes, and analyze those mistakes in a supportive community of practice. Equally important, pre-service teachers begin to understand that learning in general, and language learning in particular, are social pursuits and that teachers should create social spaces in their own classrooms to support the academic and language development of emergent bilingual students. Goofiness pedagogy also has transformed the author’s own teaching practices, and consequently represents a “pedagogy of hope” within a rigid state context.