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British public librarians have long been ambivalent about fiction stock, accepting its contribution to loans statistics, but reticent, even shamefaced, about its content. Once there were frequent articles in the professional press on “the fiction question” as it was called: today there are fewer such, while the volume of research, and the number of conference papers on fiction is disproportionately small compared to the staff time, money and shelf space allotted to it. Whether librarians have made a conscious decision, or the climate of the times has changed, there is now less professional agonizing over novels' role in the book stock. Strangely, however, the result seems to be much the same: observation in a number of libraries suggests that there is still a residual reluctance to accept fiction as a legitimate, important part of the service, needing and deserving as much professional thought and care, and as adequate a level of provision, as the remainder. For example, do stock editors spend as much time, proportionately, to checking the quality of their fiction as they do to subject books.

Black people are under‐represented in teaching as a whole, but particularly in promoted posts, and women more so than men. This article draws on research carried out in 1987 into the careers and management development of equal numbers of black and white women teachers. Since the results for white women were similar to those detailed in other studies, the black women′s experience is highlighted. An institution‐based approach to management development, supported by an entitlement to participation, is proposed. Five factors are outlined which need to be taken into account if management development opportunities are to be valuable and relevant to black women teachers: experience of racism in career development; the nature of career path followed; career planning; expectations of training/development; and the shortage of role models and peers.

Hazel Kyrk, one of the first women economists at the Economic Department of the University of Chicago and author of A Theory of Consumption (1923), conducted groundbreaking research for the Bureau of Home Economics of the US Department of Agriculture and the Bureau of Labor Statistics. Kyrk made a considerable contribution to the development of standards for a “decent living,” the Consumer Price Index, and the conceptualization of what would later turn into the definition of the poverty line. This chapter evaluates Kyrk’s use of eugenic notions of gender and race that were widely used in Kyrk’s day. This chapter shows that eugenic reasoning impacts Kyrk’s theoretical work only superficially but does structure her research on consumption standards through her focus on the white middle-class family as the unit of analysis for consumer behavior. This chapter also makes clear that the American Institutionalist approach to consumer behavior, rather than marginalized and side-tracked due to a lack of theoretical progress, was relegated to the margins of economics science together with the research of women economists into Home Economics departments and policy research at government institutions.

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

The method of dealing with the proposed additions varies in different libraries. In the Battersea Library, the librarian makes an author‐entry on a cataloguing slip for each book he proposes, with name of publisher, price, and, if necessary, a note as to the review of the work, and its suitability for addition to the library. Before each committee meeting these are arranged in alphabetical order, and at the committee the librarian calls them over and marks on each the decision arrived at. Afterwards the slips can be sorted into “rejected,” “postponed,” and “ordered,” and dealt with accordingly. The “ordered” slips can again be sorted into two lots, one for books to be purchased new, and the other for those whose purchase is deferred until they can be met with second‐hand. When the books are received from the vendors, the number of copies, and the branch libraries to which they are allocated, are marked upon the slips. By this means a rough record is kept of the additions to the library, which is of great use to the librarian.