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Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.

This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.

An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.

This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

Žižek has become both one of the dominant voices in current leftist cultural, social, and political critique and one of the most maligned. His work can be obscure, difficult to understand, and at times hyperbolic. Of particular difficulty is the attempt to discern a “positive” project in his work, as it seems that he is very good at offering us a sustained discussion of the difficulties of finding an oppositional stance to what he describes as our “current situation.” In fact, he is so good at this, that if we take him seriously it becomes hard to see a way out. Despite such appearances, Žižek's work offers us a radical insight into the twin processes of the creation of the social and the creation of the subject (and their mutual interdependence) as well as a novel conception of the possibility of resistance and social change based on this process. Furthermore, we can best make sense of this theory of resistance as founded in what Žižek identifies as the “negative” moment. This moment brings with it the possibility of something which is not determined by the existing power structure, thus it brings with it the possibility of a universalist stance that is unconditioned by our “current situation.” It is not then, as some have argued, that Žižek's privileging of the negative moment leads to a theory of social change that cannot sustain a positive project, nor is it the case that Žižek's theory of the negative serves as the first move upon which a positive project can be built. Žižek's radical insight is that the negative moment can itself be a positive phenomenon. The proper negative act then is one which lays the foundation for social change by creating a radical form of subjectivity that serves as the basis for such change. In trying to explicate Žižek's claims, what he is suggesting can be best understood by reference to Žižek's Lacanian reading of Hegel's theory of subjective freedom: freedom arising in the necessity that first defines (and confines) the subject.

The contributions included in this volume provide critical assessments of both a range of traditions in social theory, and of their current relevance. In addition, they represent endeavors to apply, refine, integrate, or advance particular traditions in order to enhance our ability to analyze conditions of social life in the twenty-first century and to confront a variety of related challenges. Several of the contributions present efforts to combine the application, refinement, integration, and advancement of particular theoretical traditions. Thematically, they cover several areas in social theory and a spectrum of perspectives, including poststructuralism, feminist theory, and especially critical theory. Chapters address such issues as the authoritarian personality; charisma; the relationship between power, agency, and subjectivity; self-estrangement; pragmatism; and globalization.

As uncertainty increases, business strategies need more frequent adjustments which in turn requires leaders who excel at timely external and internal alignment. We describe six challenges such leaders need to master.

The six leadership abilities profiled in this article are based on a conceptual model that was pre-tested with selected executives. Using factor analysis and other standard tests of validity, we refined an assessment questionnaire and identified remedies. It has been taken by some 30,000 managers from diverse companies around the world.

Our main findings are that strategic leadership can be deconstructed into more basic elements and that leaders can learn to better practice its skills, habits and attitudes once they know where they are personally weakest. Various challenges complicate better integration of strategy and leadership in the heat of battle but successful leaders conquer these by honing six essential capabilities. These are the ability to anticipate, challenge, interpret, decide, align and learn. We illustrate each with examples and then provide practical advice for leaders wishing to increase their strategic acumen.

Readers can complete a 12-item assessment online (www.decisionstrat.com).

The skills that comprise strategic leadership in a world of increasing uncertainty should be viewed as a self-reinforcing system. The leadership challenge, which involves practicing six abilities while overcoming barriers to them, allows the best innovators to win the long game while making frequent tactical adjustments along the way in response to surprise and uncertainty.