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The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues.

This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream.

Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice.

The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied to inclusive practices, and the in-school and post-school outcomes when students have OTL. Research will be provided that supports positive in-school and post-school outcomes, when students are provided equitable learning opportunities in inclusive contexts. Given the difference in possible outcomes for students with ESN when they do and do not have OTL, excluding them from general education contexts, where they have the best access to the intended and enacted curricula, is both unethical and limiting to society as a whole.

This chapter will consider the media and white western society’s use of various ‘othering’ terms at the personal, social and political levels to misconstrue and inaccurately describe Islam and events and actions involving Muslim people. A psychological analysis of the personal and social impact on the misuse of ‘othering’ terminology will be undertaken to explore how British African-Caribbean converts to Islam, as a group, may find themselves antagonised and alienated by descriptions made about Islamic groups and behaviours misapplied and associated to Islamic religious and cultural practices. The chapter will consider how this antagonism may lead to alienation which, in turn may result in behaviours perceived to come about as a result of radicalisation. The chapter will consider whether British African-Caribbean converts to Islam are responding in a way which is the result of a process of ‘radicalisation’ or more reacting to antagonism and alienation affecting poor mental health due to negative media and dominant social group portrayal of black people. A critique of the media portrayal in depicting Muslims and Islam as ‘the other’ rather than depicting terrorist activity and terrorist groups as anti-Islamic, separate and distinct from Islam will be considered. Missed opportunities for critical review of inaccurate and racist terminology and its potential impact on British African-Caribbean converts to Islam will be explored.

Strategies for decreasing antagonism, alienation and violence through the review of terminology and social reclaiming will be suggested. The process of ethnic identity development and an evolving British Muslim identity will also be considered and how understanding and knowledge of this minority ethnic group identity process can be used to reduce the process of antagonism, alienation and violence. Psychological theories of minority group ethnic identity development will be explored and applied to the development of an alienated psychology of British African-Caribbean converts to Islam. Minority group identity theories relevance for individual and group intervention with alienated British African-Caribbean converts to Islam will be discussed in terms of the building and maintenance of a positive sense of self and affirmation to one’s religious group membership. Affirmation of ethnicity membership is proposed as a more active activity among groups who face greater discrimination as a means of maintaining self-esteem and group cohesion and connectedness.

Immigrant and second generation youth face distinct challenges adapting to school environments in the host society. Young people’s popularity is often influenced by style-based subcultures. This research investigates how students from diverse ethnic and linguistic backgrounds in Israel, a multi-ethnic society with a large proportion of immigrant youth, adopt subcultural identities, and the effects this has on popularity attainment.

This study makes use of a nationally representative quantitative survey of Hebrew instructed high schools. Results are analyzed through Structural Equations Modeling.

Results highlight how youth who have less tenure in the country and preserve indigenous languages are increasingly drawn toward delinquent subcultures as a means toward gaining popularity in school. Differences based on ethnic belonging are also discussed.

In order to create a more conducive environment for immigrant children to make friends with locals, educators require knowledge about the causes of social conflict. Immigrant youth are often drawn toward delinquent subcultures as a means for attaining social acceptance, which can lead to perpetual inequalities.

Subcultures are widely recognized as playing an important role in one’s choice of friends, but hitherto little research examined the mediating role that subcultures play for immigrant youth, especially in the Israeli context.

In this concluding chapter, we discuss insights and reflections from our invited contributions on the COVID-19 pandemic and derive areas of meaningful future research to advance the global leadership domain. Specifically, we call for (1) strengthening the link of the global leadership domain with related research fields, (2) expanding our view on what are necessary global leadership competencies, (3) moving beyond individual global leadership toward a more collective and collaborative understanding of the phenomenon, (4) further enhancing the growing field of responsible global leadership, (5) examining the various competing tensions that global leaders need to balance, and (6) engaging in greater reflexivity among global leadership scholars ourselves.

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.

The purpose of this paper is to develop multi-physics computational model for the conventional gas metal arc welding (GMAW) joining process has been improved with respect to its predictive capabilities regarding the spatial distribution of the mechanical properties (strength, in particular) within the weld.

The improved GMAW process model is next applied to the case of butt-welding of MIL A46100 (a prototypical high-hardness armor-grade martensitic steel) workpieces using filler-metal electrodes made of the same material. A critical assessment is conducted of the basic foundation of the model, including its five modules, each dedicated to handling a specific aspect of the GMAW process, i.e.: first, electro-dynamics of the welding-gun; second, radiation/convection controlled heat transfer from the electric arc to the workpiece and mass transfer from the filler-metal consumable electrode to the weld; third, prediction of the temporal evolution and the spatial distribution of thermal and mechanical fields within the weld region during the GMAW joining process; fourth, the resulting temporal evolution and spatial distribution of the material microstructure throughout the weld region; and fifth, spatial distribution of the as-welded material mechanical properties.

The predictions of the improved GMAW process model pertaining to the spatial distribution of the material microstructure and properties within the MIL A46100 butt-weld are found to be consistent with general expectations and prior observations.

To explain microstructure/property relationships within different portions of the weld, advanced physical-metallurgy concepts and principles are identified, and their governing equations parameterized and applied within a post-processing data-reduction procedure.