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While there is no question that women on movie screens are frequently eroticised, with countless shots of heaving bosoms or curvaceous rear ends, action stars do occasionally get a reprieve. Pam Grier, the first female action star, was not so lucky. While Grier's Amazonian status should be celebrated, the dark side of her career should also be noted as a cautionary tale of just how much misogyny and racism lurks behind Hollywood doors and intertwined into American cinema history. This chapter examines how Grier's career forces us to rethink both femininity and racism, as well as action films themselves.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

To describe the development of a rubric for identifying diversity in children’s literature to inform literature selection for classroom instruction. Drawing on research literature and data collection reporting the need for increased awareness of the use of diverse children’s literature in elementary and middle school classrooms, we designed and field-tested a rubric for use in identifying diversity in children’s literature. Using constant comparative methods to identify themes in the data, we continually refined the categories in a rubric designed to guide the selection of diverse children’s literature. Content analysis of children’s literature for diverse elements informed the development of the rubric categories. The results of this study produced a field-tested rubric that can be utilized by classroom teachers and researchers to guide their literature selections with the goal of representing increased diversity. Findings demonstrated that a rubric with four clearly defined categories was more user-friendly to classroom teachers, and that applying the rubric when discussing children’s literature led to conversation and collaboration among colleagues. This study demonstrated that the rubric can be applied to literature selections with classroom teachers and can be used to stimulate conversation about diversity in children’s literature as it applies to the classroom context. This chapter’s rubric provides a useful tool for classroom teachers. Teachers can use this tool to assist them in selecting diverse children’s literature for their classrooms. Administrators and literacy coaches can use this rubric as a way to stimulate conversation surrounding diverse children’s literature.

This chapter identifies the challenges that faculty with children experience as they engage in international research. We explore how these faculty members manage the competing demands of international research work and parenthood.

Data includes qualitative interviews with 42 faculty members who are parents, in science, technology, engineering, and mathematics (STEM) fields from 23 Research 1 universities.

The globalizing nature of research poses insufficiently recognized tensions between international travel and caregiving. Faculty reported three main strategies that enable them to manage work-family conflicts when work takes them abroad. These include: (1) opting out of international research; (2) modifying international travel; and (3) merging international research with caregiving.

Work-family conflicts identified at the national level are amplified for international research.

Interview data are self-reports of what faculty members recalled and elected to share; actual behaviors may differ somewhat.

This chapter provides insights that academic institutions might use to support faculty engaged in international research.

A failure to understand and support the unique needs of parents in international research settings may compromise active parenthood for faculty, while reinscribing and reinforcing existing gendered disparities in academia. The internationalization of STEM fields, when coupled with a lack of institutional support for parents, presents a mechanism that contributes to the ongoing underrepresentation of women in science and engineering.

Although similar questions have been considered in national contexts, little research has explored work-family conflicts for parents in an international setting.

In 2020, Sports Illustrated proclaimed its “Sportsperson of the Year” as something dubbed “the activist athlete,” choosing five athletes – LeBron James, Breanna Stewart, Patrick Mahomes, Naomi Osaka, and Laurent Duvernay-Tardif – that represented the term. Like so many athletes who came before them, these athletes vividly demonstrate the potential of sport to shine a spotlight on critical issues in society, yet again solidifying how sport does not exist merely as some kind of escape, but is a major stakeholder in global campaigns for social justice.

This chapter historicizes the contemporary resurgence of athlete activism, largely connected to the reawakening of Black Lives Matters (BLM) in 2020, within what journalist Howard Bryant has called The Heritage, with athletes who acknowledge and accept the charge to use their spotlights for those who have none. From the turning point of the Mexico City Olympics in 1968, which saw collective movements of African-American athletes culminate in the powerful Black power protest by Tommie Smith and John Carlos, a protest that built upon the legacies of so many, to the ongoing debates that surround the International Olympic Committee's (IOC) Rule 50, athletes have long understood how sport serves not only as an integral part of society but also as an agent for change. Contemporary cries for athletes to “shut up and dribble” echo past claims that sport takes place on a level playing field that transcends politics. The history of sports demonstrates otherwise, as athletes embody every imaginable, intersectional, classification of political actor.

Bringing together our analysis from the previous chapters allows us to lay out the various contradictions and issues surrounding ownership models that have arisen for fans of football clubs. Exactly when are most English football clubs supposed to have conformed to the normative model? Our analysis reveals that the context in which football clubs operate is that of global business and has developed in line with the practices of other businesses that exist outside the sporting arena. There is always going to be an uneasy tension between a fan ideal and something that has to operate within global contexts. However, in the modern game ideal and practice find themselves not merely in tension, but often completely in opposition to one another. Football finds itself in a position where something has to give, be it ownership models or the affective ties of the fans themselves. Fans can either continue to wrestle with the contradictions that arise from what they think their club is or fandom itself changes to embrace the context of the ownership. Given the moral injunction that is almost invariably built into the idealised image that fans have of their club, there is one question that we must always ask in the contemporary climate: How far is too far before all of this means nothing?