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This paper aims to offer an approach to cyborg composing with artificial intelligence (AI). The author posits that the hybridity of the cyborg, which amalgamates human and artificial elements, invites a cascade of creative and emancipatory possibilities. The author critically examines the biases embedded in AI systems while gesturing toward the generative potential of AI–human entanglements. Drawing on Bakhtinian theories of dialogism, the author contends that crafting found poetry with AI could inspire writers to problematize the ideologies embedded into the corpus while teasing apart its elisions or contradictions, sparking new forms of expression at the interface of the organic and the artificial.

To illustrate this approach to human–AI composing, the author shares a found poem that she wrote using ChatGPT alongside her reflection on the poem. The author reflects on her positionality as well as the positionality of her artificial interlocutor, interrogating the notion of subjectivity in relation to Bakhtinian dialogism and multivocality.

Weaving tales of resilience in harmony or tension with AI could unravel threads of possibility as human writers enrich, deepen or complicate AI-generated texts. By composing with AI, writers can resist closure, infiltrate illusions of objectivity and “speak back” to AI and the dominant voices replicated in its systems.

By encouraging students to critically engage with, question and complicate AI-generated texts, one can open avenues for alternative ways of thinking and writing, inspiring students to imagine and compose speculative futures. Ultimately, in animating assemblages of the organic and the artificial, one can invite transformative possibilities of being and becoming.

We explore how NGO’s local entrepreneurial initiatives to empower women entrepreneurs can compensate for weak state policies for women in a context of male-dominated socio-cultural norms.

We use the case of a local entrepreneurial initiative launched in the Atlas region of Morocco, the Empowering Women in the Atlas Initiative (EWA). We collected data through 51 semi-structured interviews of women entrepreneurs in three cooperatives which exploit the natural resources of their region to establish a social venture. Our data are longitudinal as they were collected at two time periods: before and after the initiative.

The findings of this study suggest that local entrepreneurial initiatives can have a significant impact on rural women entrepreneurs’ empowerment. The improved perception of empowerment has not only helped them develop capacities to leverage the business opportunities linked to the natural resources of their region, but it has also increased their status and role within their family and community.

We make recommendations for policymakers to encourage this type of initiative to compensate for the absence of supporting policies geared toward women.

Our study is one of the first to look at empowerment as a policy instrument to develop women entrepreneurial activities in rural areas of developing countries. Our paper uses a unique hierarchical perspective and a multidimensional framework for analyzing social cooperative ventures and rural women entrepreneurs’ empowerment. Our paper unravels interesting insights for women entrepreneurs’ narration strategies.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.

This study aims to explore what characteristics contribute to the definition of relevance in business-to-business (B2B) marketing research and how/why different strands of B2B marketing maintain or lose their relevance.

This study is conceptual. It adopts a performative-phenomenal standpoint for B2B marketing research and approaches relevance through the concept of episteme, which is considered pivotal for understanding this phenomenon.

This study proposes four axioms that define the characteristics of relevance in B2B marketing research and discusses their implications for scholars and practitioners. Consequently, an action plan for revitalizing B2B marketing research is developed, comprising learning and temporal dimensions, resulting in nine different relevance types.

The central argument put forward in this study is that different research strands of B2B marketing have deeply rooted epistemic underpinnings that influence their interpretation of relevance. Consequently, fostering dialogue between practitioners and scholars is considered necessary to sustain relevance in B2B marketing research. B2B scholars are urged to think beyond their subspecialized silos and acknowledge how the business environment and the various strands of B2B marketing congruently shape B2B marketing relevance, while also embracing research methods that bring them closer to business practice.

Marketing practitioners and academics continue to drift apart. This study puts forward three recommendations to bring marketing academics and practitioners closer together.

The study contributes to the B2B marketing literature by grappling with the theory-praxis gap and critically exploring what constitutes relevance in B2B marketing research.

Designing digital artifacts is not a linear, straightforward process. This is particularly true when applying a user-centered design approach, or co-design, with users who are unable to participate in the design process. Although the reduced participation of a particular user group may harm the end result, the literature on solving this issue is sparse. In this article, proxy design is outlined as a method for involving a user group as proxy users to speak on behalf of a group that is difficult to reach. The article investigates the following research question: How can roleplaying be embedded in co-design to engage users as proxies on behalf of those who are unable to represent themselves?

The article presents a design ethnography spanning three years at a cancer rehabilitation clinic, where digital artifacts were designed to be used collaboratively by nurses and patients. The empirical data were analyzed using content analysis and consisted of 20 observation days at the clinic, six proxy design workshops, 21 telephone consultations between patients and nurses, and log data from the digital artifact.

The article shows that simulated consultations, with nurses roleplaying as proxies for patients ignited and initiated the design process and enabled an efficient in-depth understanding of patients. Moreover, the article reveals how proxy design as a method further expanded the design. The study findings illustrate: (1) proxy design as a method for initiating design, (2) proxy design as an embedded element in co-design and (3) six design guidelines that should be considered when engaging in proxy design.

The main contribution is the conceptualization of proxy design as a method that can ignite and initiate the co-design process when important users are unreachable, vulnerable or unable to represent themselves in the co-design process. More specifically, based on the empirical findings from a design ethnography that involved nurses as proxy users speaking on behalf of patients, the article shows that roleplaying in proxy design is a fitting way of initiating the design process, outlining proxy design as an embedded element of co-design.