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In this chapter, I reflect on the place of hope in activist criminology. Offering reflections from my own activist scholarship, this chapter draws out the ways in which hope structures and sustains our work across temporal frames and distinct modes of academic practice. This chapter develops a hopeful analysis of lineage, memory and resistance, reflecting on my participatory research with the Tamil community in London, and reflects on the revival of utopian thought in criminological scholarship. Hopeful imaginaries of an abolitionist future inform my scholar-activism with Reclaim Holloway – an abolitionist collective formed to influence the redevelopment of the Holloway prison site. I describe this future-oriented work before considering hope as a practice in the present, focusing on ‘pedagogies of hope’ as activist criminology in the classroom.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.

In recent decades, the use of capital punishment has declined, but in its place, a ‘new death penalty’ has arisen: life without parole (LWOP), which is being used far more frequently and for more crimes than capital punishment ever was. Yet, LWOP has received far less scholarly attention than the death penalty. Because of its greater scale, assessing the effects of LWOP on crime has important policy implications and is a better test of extreme penalties. Existing studies of LWOP focus on humanitarian issues and ignore its potentially reciprocal relationship with crime. Therefore, we use available LWOP data to fill these gaps in the literature, using models specifically designed to control for potential reciprocal effects. The results indicate there is no reciprocal causation between LWOP and violent crime and, at best, LWOP’s impact on crime is small, temporary, and, most importantly, no greater than the impact of life with parole.

This paper aims to explore the increasing importance of the intraorganizational dimension of the sales role (IDSR) based on service-ecosystem theory. Specifically, it examines how firms can improve interactions both internally and with external actors and stakeholders to both create and sustain advantageous “thin crossing points” (Hartmann et al. 2018). Academic research on sales ecosystems has yet to fully harness the rich insights and potential afforded by the crossing-point perspective.

After developing and unpacking the paper’s guiding conceptual framework (Figure 1), the authors focus on crossing points and the diversity of interactions between the contemporary sales force and its many stakeholders. They examine the sales literature, identify opportunities for thinning sales crossing points and propose dozens of research questions and needs.

The paper examines the importance of improving interactions both within and outside the vendor firm to thin crossing points, further develops the concept of the “sales ecosystem” and contributes a series of important research questions for future examination.

The paper focuses on applying “thick” and “thin” crossing points, a key element of Hartman et al. (2018). The primary limitation of the paper is that it focuses solely on the crossing-points perspective and does not consider other applications of Hartman et al. (2018).

This work informs managers of the need to improve interactions both within and outside the firm by thinning crossing points. Improving relationships with stakeholders will improve many vendor firm and customer outcomes, including performance.

Integrating findings from the literature, the authors propose a conceptual framework to encompass the entire diversity of idiosyncratic interactions as well as long-term relationships the sales force experiences. They discuss the strategic importance of thinning crossing points as well as the competitive disadvantages, even peril, “thick” crossing points create. They propose an ambitious research agenda based on dozens of questions to drive further examination of the IDSR from a sales-ecosystem perspective.

The objective of this chapter is to discuss how different techniques in Regional Science and Peace Science and the emerging techniques in Management Science can be used in analysing Disaster Management and Global pandemic with special reference to developing countries. It is necessary for me to first discuss the subjects of Disaster Management, Regional Science, Peace Science and Management Science. The objective of this chapter is to emphasise that the studies of Disaster Management should be more integrated with socioeconomic and geographical factors. The greatest disaster facing the world is the possibility of war, particularly nuclear war, and the preparation of the means of destruction through military spending.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

A war still rages in the United States. This is a war with many different battles – one such battle being against queer teachers and students, as well as teachers and administrators who support queer youth and teachers in their schools. While this battle may look new in the social media landscape that is 2022 (TikTok and YouTube videos and anyone with the slightest thought, even if based on someone else's, a regurgitated idea and old tropes, is posting to social media as if they are saying something new and profound, yet is old tried and filled with hate), it is almost the same old battle where queer and LGBTQ2+ are used interchangeably. Queer folks are the ones being sacrificed to save the nation from spiraling into the abyss of debauchery and chaos of a lost moral compass (Gogarty, 2022; Lorenz, 2022; Montpetit, 2022). If this is the case, and queer people are battling for humanity and existence in schools, understanding teacher burnout from a queer perspective poses incredible challenges. Why would one want to be a teacher, especially a queer person, if we are so often the brunt of the attacks in this war to control society?