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Since the late 1970s, US employers have increasingly drawn upon legal temporary labor under the H-2 visa to address their labor needs in low-waged sectors. Ever since, what Clark calls migrant labor activism and conflict in the courts has similarly erupted. However, as she argues in this chapter, making “adversarial legalism” the H-2 way of law has also been a story of comparative state formation. For, the litigation largely reflects the structure of labor migration created after the demise of government-run migration. In this regard, activists wrestle with the problems created by the new role of global labor intermediaries in the recruitment process, absolute employer control over hiring and firing, and the coercion produced in the shadow of a now minimally interventionist state. Drawing upon archival research, interviews with legal professionals, and the entire case law docket in this area, this chapter puts “adversarial legalism” under the H-2 visa in its historical and political context.

The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays.

This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.

This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.

While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

This paper develops and provides insights on how researchers can use ANTi-History with a focus on one of its constitutive facets, relationalism. The purpose of this paper is to, first, develop a central facet of ANTi-History called relationalism and to outline how researchers interested in doing organizational history can use ANTi-History insights to undertake relational histories.

The authors propose four phases of the historic turn literature and situate ANTi-History and relationalism as an outcome of the fourth phase. The facet of relationalism is then explained and explored through five types of relations that the authors suggest act as sites of oscillation, where the past becomes (an immutable) history.

A central implication of the paper involves disrupting conceptualizations of the past and history as fixed. Instead, history is explained as a relational outcome of its constitutive social and political relationships.

The paper theoretically develops ANTi-History and relationalism while providing practical implications and tools for researchers to use it. Researchers are introduced to the notion of the site of oscillation. They are encouraged to focus their attention on five sites of oscillation: past-history, actor-network, human-nonhuman, researcher-traces of the past, and historical inscription-reading formation. These sites of oscillation are places where politics is at play and history is shaped or transformed.

This paper aims to explore the turn in management and organization studies (MOS) and reflect on “history as theory” versus “history as method”.

Looking at previous research and the evolution of MOS, this paper situates the special issue papers in the current climate of this area of research.

The special issue papers included here each make a theoretical contribution to methodology in historical organization studies.

The eight articles featured in the special issue offer examples of innovative and historically sensitive methodology that, according to the authors, increase the management historian toolkit and ultimately enhance the methodological pluralism of historical organization studies as a field.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The purpose of this paper is to examine a multidimensional mediating model of psychosocial safety climate (PSC) and work-family interference. More precisely, it tests the direct and indirect effects of PSC on work-family conflict (WFC)/family-work conflict (FWC)-time and WFC/FWC-strain via family-supportive supervisor behavior (FSSB).

The structural equation method was used to test the direct effect of PSC on WFC/FWC time and strain. As for the mediation effects, they were tested by the method of indirect effects based on a bootstrap analysis (Preacher and Hayes, 2004) based on 3,000 replications with a 95% confidence interval. The statistical treatments were carried out with the AMOS software V.22.

The results show that PSC is negatively and directly related to WFC-time, FWC-time, WFC-strain and FWC-strain. In addition, the bootstrap analyses indicate that PSC is related indirectly to WFC-time, FWC-time, WFC-strain and FWC-strain via FSSB.

WFC is a workplace issue that warrants intervention in order to reduce organizational costs and increase worker well-being and PSC should be considered as an appropriate target for intervention (Dollard et al., 2012). However, although this management tool can be useful to reduce FWC, it is more appropriate to decrease WFC. Employers and HR managers not only should understand from the findings the importance of PSC, but also that all employees do not have the same problems, depending on the level of responsibilities at home, for example. Hence, they should offer the appropriate resources according to the need of workers. Indeed, the implementation of a unique work-family measure may not be appropriate for all workers, and it is important that employers and HR managers understand the details of WFC and FWC, as well as the possible effects of a series of different variables, in order to design the best work-family programs.

This research examined the effects of two new and specific resources at work, which are PSC and FSSB on WFC and FWC (time and strain), as recommended by Kossek et al. (2011). In addition, this study tested a new multidimensional mediating model which examined the mediation role of FSSB between PSC and time- and strain-based WFC and FWC. To the authors’ knowledge, this is the first study to examine these relations. Moreover, the test of the concepts of PSC in this study provides a support for the theory of conservation of resources and proposes an extension of this theory.

Competitiveness is an individual difference variable that incorporates factors generally associated with the desire to excel in comparison to others and the enjoyment of competition. There is still much debate on whether it is helpful or harmful, which may stem from the scattered ways in which it is studied. Thereby, this study aims to properly synthesize the literature concerning the prevailing correlates, underlying theory and frequent applications of competitiveness and to set forth an outline of domains in need of further research and exploration.

The authors do so by using two methods of analysis on a representative sample of 546 peer-reviewed publications.

The authors find that competitiveness research has and will continue to grow expeditiously, but its complexity and cloudiness have not yet been attenuated.

The study uncovers opportunities for pertinent future research on competitiveness to grow more productively and collaboratively by highlighting salient works and identifying the fragmentations that have led the literature into a state of disarray.

Climate change is recognised as a severe threat to human and planetary wellbeing. Many children and young people around the world have chosen resistance as their form of resilience in the face of the climate and biodiversity crises that threaten their current and future wellbeing. Their activism has widened the discourse pertaining to the climate emergency from a narrow focus on technical and scientific sources, bringing the discussion into broader public consciousness. In Aotearoa (New Zealand), the context for youth climate activism also reflects commitments to Māori, the Indigenous people, and to Pacific Peoples, given the ongoing impacts of histories of colonisation. This chapter draws from a range of focus group interviews with young Aotearoa (New Zealand) high school climate activists, and Māori and Pacific children and young people ranging in age from 10 into their 20s. Data were gathered during a recent small-scale project to develop a wellbeing guide which accompanies a climate change education programme for schools. It identifies the collective, collaborative leadership exhibited by these young people of diverse backgrounds, as well as their sophisticated analysis and advocacy for urgent remedies to address the climate crisis. It is argued that, instead of focussing on the blinkered continuation of restrictive assessment-driven pedagogies, teachers need to meet the moment of the current convergence of inter-related crises which include, along with the climate emergency, biodiversity loss, pandemic related exacerbation of socio-economic inequities, global conflict, and the unsustainable agenda of current global neoliberal economics. This can be done by supporting children and young people with knowledge and skills for climate action as they seek hope through active participation in endeavours to reshape their potential futures.