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This paper aims to examine the USA's policy toward Myanmar or Burma, analyzing the bilateral relationship between the two countries from the pre-colonial period to the present day. It highlights the implications of political shifts in the system of government in Myanmar for the bilateral relationship with the USA, particularly after the 1962 coup and the emergence of rising regional powers like China. The paper also shows how the economic role of Myanmar has increased, leading to more equal relations with the United States of America.

This paper employs a qualitative research design, analyzing data from both primary and secondary sources. The methodology includes a literature review and document analysis to gain a comprehensive understanding of the USA–Myanmar bilateral relationship. The research also analyzes political and economic developments in Myanmar and the region, placing the USA policy in a broader context.

The research finds that the USA has been an influential player in Myanmar's politics and economy. However, with Myanmar's integration into the Chinese Belt and Road Initiative and its accession to Association of Southeast Asian Nations (ASEAN), its economic role has become more significant, leading to a more balanced relationship with the USA. The paper also shows that the USA's policy toward Myanmar has undergone significant changes, particularly after the 2011 easing of sanctions by former President Barack Obama.

Although many works have traced the history of USA–Myanmar ties, this study provides a fresh perspective by setting past events against the backdrop of contemporary geopolitical upheavals, therefore highlighting the complex evolution of their bilateral dynamics. The paper contributes to the literature on the USA–Myanmar bilateral relationship by providing a comprehensive analysis of the relationship from a historical perspective. The research also adds to the discussion of the implications of political and economic developments in Myanmar for the bilateral relationship with the USA. The findings of this study have important implications for policymakers and scholars interested in the USA's role in Southeast Asia and its relations with rising regional powers like China.

This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.

The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.

Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.

This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

The authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the sustainability of food systems. This paper aims to present the design and delivery of a successfully co-taught, interdisciplinary module on agricultural labor and sustainable food systems as a case study.

The authors designed a co-taught module in which they joined each other’s respective history and science class sessions at the undergraduate business college where they teach. Innovating the cross-disciplinary content of food security, immigration status, labor exploitation and pesticide exposure, they approached sustainability from the disciplinary perspectives of labor history and environmental science to show how these elements had both unique and overlapping impacts across food systems levels. Comparisons between pre- and post-module survey responses, alongside assessments of a co-authored exam question, measured the effectiveness of this module is changing students’ perspectives as food consumers and as citizens.

This module altered students’ understanding and perspectives around issues of food systems sustainability. Assessments indicated that students increased their awareness of agricultural workers at the front end of the food system, during production; students also gained awareness beyond consumption as they came to see the connections between workforce invisibility and ecosystem degradation.

These insights are valuable to educators at all institutional levels who seek to collaborate on sustainability initiatives and teaching, both in the singular, robust modules and in building modules that will lead to the development of entire courses focused on sustainability. The module described here builds on previous demonstrations of the value, significance and effectiveness of cross-disciplinary collaborations; it pioneers the use of the food system as the link between social and environmental sustainability education.

The purpose of this paper is to continue and extend the ongoing conversation about greatness in American business.

This survey, conducted in 2021, replicates and extends McCormick and Folsom’s 2001 and 2011 rankings of the greatest entrepreneurs and businesspeople in American history. The authors’ pool surveyed 51 experts to develop an updated ranking and explore factors of greatness.

Henry Ford topped the ranking followed by John D. Rockefeller and Steve Jobs. Business scholars ranked Oprah Winfrey the greatest female and minority businessperson.

The authors extend previous research by surveying the authors’ expert pool about factors of greatness in American business history. “Ability to imagine or envision the future” ranked highest with “created wealth for shareholders” in last place.

The purpose of this paper is to apply a novel intersectional framework, the heavy lifter theory, to leadership attainability in state legislatures. It is a logical and unique way to examine the gender ascription of Black women. This work helps to shed light on the political behavior of Black women, the institutional obstacles they face, and the lasting power of ancestral talent development.

One way to examine this intersectional theory, as it relates to Black women and authentic talent development in a sociocultural context, is an examination of leadership attainment in state legislatures. The specific research question was: What is the probability that Black women will attain leadership in state legislatures in comparison to Black men and white women? This study used panel data that have individual-level data on state legislators from 2007 to 2014 and applied a logistic regression and a predictive probability.

Intersectionality, measured as the interaction term between sex and race, increases the probability of Black women earning formal leadership positions in state legislatures. In addition, Black women attain leadership positions at higher rates than both Black men and white women.

This research presents a historical context by which to understand and examine the gendered nature of the ascription process of Black women. Specifically, their experience as a marginalized group burdened them with the duty of the heavy lifter. Although being the heavy lifter is a burden, this focus on Black women’s ability to thrive under constant discrimination in the form of racism and sexism should give scholars pause. In looking at Black women legislators’ ability to gain leadership, the heavy lifter identity can potentially be a vehicle through which Black women legislators can find a sense of purpose and both psychological and social strength to forge their own unexpected path.

This paper aims to explore how researchers in general, and field researchers in particular, might respond to systems of governance of the researchers' activity in ways that can support rather than distort the quality of the research.

We draw upon literature on serendipity to develop a framework for engaging with the positive and negative potentials of systems of governance. We ground our analysis in discussion of participation in the field comprising two parts: first, the examination of our own activities and second, the accounts of participation found in two career-autobiographical interviews with emeritus professors of management accounting from Japan.

We highlight the potential for a productive tension between two contrasting perspectives that researchers might take on governance of their activity. A contractual perspective sees the value of targets and detailed pre-planning. A reflexive perspective sees the value of exploring the unexpected and considering many alternatives. We offer a framework for considering serendipity and the conditions that facilitate serendipity to help researchers maintain a productive tension between these perspectives.

We build upon retrospective accounts of two successful individuals whose careers evolved in a specific context. The intention is not to set out what might be generally achievable in a research career, nor to propose specific lines of action or planning in relation to specific systems of governance, since these vary across countries and over time. Rather, the paper draws on these materials to illuminate the more general challenge of preparing for serendipity in a way that goes beyond simple opportunism.

We analyse how researchers' mindfulness of serendipity and the nature of contexts that facilitate serendipity can encourage a productive tension between contractual and reflexive perspectives on governance of academic activity.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

This paper aims to explore to what extent can the Saudi–US alliance endure, given the several challenges it has faced over the past decade. Using a conceptual framework from the alliance theory, the paper will trace the historical evolution of the alliance between the two countries, then will identify some of the challenges that have faced the alliance on both the regional and bilateral levels, and finally will assess the impact of these challenges on the resilience of the Saudi–US alliance.

This paper will use the alliance theory literature to analyze the challenges and the resilience of the Saudi–US relations.

The Saudi–US alliance has encountered several challenges in the past decade such as the Arab spring, the Iranian nuclear deal and the Civil War in Syria and Yemen. However, this alliance proved to be resilient, and the strategic partnership between the two countries managed to overcome these challenges.

The importance of this paper stems from the fact that the USA and the Saudi Arabia are two pivotal countries, and their relationship affects regional and international dynamics. The paper contributes to the literature on the Saudi–US bilateral relations as well as their views on recent regional issues such as the Arab Spring, the civil war in Yemen and Syria. Assessing the limits and potentials of the alliance between the two countries could also help us understand the future of regional developments in the Middle East.