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This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

Sport co-produces our notions of sex, gender and sexuality. Sport policies based on inclusion demand trans athletes become visible. This creates a problem within sport's hierarchical gender order, and trans athletes' bodies become comprehensible only through mobility from one sex/gender to the other – literally the embodiment of movement through a static gendered space.

In this chapter, we examine the contradictory expectations placed on trans athletes to be visible within heterosexist, white supremacist ‘regimes of looking’ (Fleetwood, 2011). Our purpose is twofold: (1) to critically examine the construction of transness through white racial frames and (2) to grapple with the inherent harmfulness of sport. We ask why trans people would want to participate in an institution that actively limits opportunities for expansive subjectivity, ultimately concluding that the potential for queer futures lies in the very construction of limits themselves. We forward a belief in what sport could be when intentionally created through queer world building. We highlight teams, leagues and spaces that have developed processes that work against dominant forms of medicolegal recognition and visibility politics.

The purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.

Given the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.

Unsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.

Teachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.

This piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.

Using analytics for firms' competitiveness is a vital component of a company's strategic planning and management process. In recent years, organizations have started to capitalize on the significant use of big data for analyses to gain valuable insights to improve decision-making processes. In this regard, leveraging and unleashing the potential of big data has become a significant success factor for steering firms' competitiveness, and the related literature is increasing at a very high pace. Thus, the authors propose a bibliometric study to understand the most important insights from these studies and enrich existing conceptual models.

In this study, the authors use a bibliometric review on articles related to the use of big data for firms' competitiveness. The authors examine the contributions of research constituents (authors, institutions, countries and journals) and their structural and thematic relationships (collaborations, co-citations networks, co-word networks, thematic trends and thematic map). The most important insights are used to enrich a conceptual model.

Based on the performance analysis results, the authors found that China is by far the most productive country in this research field. However, in terms of influence (by the number of citations per article), the most influential countries are the UK, Australia and the USA, respectively. Based on the science mapping analysis results, the most important findings are projected in the common phases of competitive intelligence processes and include planning and directions concepts, data collection concepts, data analysis concepts, dissemination concepts and feedback concepts. This projection is supplemented by cross-cutting themes such as digital transformation, cloud computing, privacy, data science and competition law. Three main future research directions are identified: the broadening of the scope of application fields, the specific case of managing or anticipating the consequences of pandemics or high disruptive events such as COVID-19 and the improvement of connection between firms' competitiveness and innovation practices in a big data context.

The findings of this study show that the most important research axis in the existing literature on big data and firms' competitiveness are mostly related to common phases of competitive intelligence processes. However, concepts in these phases are strongly related to the most important dimensions intrinsic to big data. The use of a single database (Scopus) or the selected keywords can lead to bias in this study. Therefore, to address these limitations, future studies could combine different databases (i.e. Web of Science and Scopus) or different sets of keywords.

This study can provide to practitioners the most important concepts and future directions to deal with for using big data analytics to improve their competitiveness.

This study can help researchers or practitioners to identify potential research collaborators or identify suitable sources of publications in the context of big data for firms' competitiveness.

The authors propose a conceptual model related to big data and firms' competitiveness from the outputs of a bibliometric study.