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This chapter focuses on women's descriptions of their own violence in nineteenth-century Ireland, as revealed in prisoner petitions held in the National Archives of Ireland. It uses the case files of women imprisoned or sentenced to death for violent crimes such as infanticide, manslaughter, murder, wounding and assault. This chapter takes an empirical approach and considers the ways that women explained and rationalised their violent acts. An analysis of the petitions offers an insight into women's views of their own violence, gendered attitudes at the time, and women's sense of the factors that might lead to a commutation of sentence. The accuracy or truthfulness of the petitions is not important in this study; instead, the chapter explores the self-image that women wanted to portray and the tactics that they opted to use to seek a reduction in their sentences. As shown in this chapter, most women emphasised their passivity: they typically claimed to be innocent, coerced or provoked into violence.

Infanticide stands out as a crime which, in England and Wales, has been marked for at least 200 years by deep-rooted continuities in its representation and treatment by both the criminal justice system and the media, despite the massive political, economic, social, legislative and cultural changes that occurred over this period. Particularly remarkable about this long-standing discourse is its routine emphasis that the guilty mother is also a victim of tragic circumstances that led to the crime and deserving of sympathetic treatment. It also invariably sets infanticide apart as a ‘special case’ which does not necessarily fit with either medical or legal definitions of diminished criminal responsibility. Perhaps surprisingly, this framing of women who commit infanticide stresses not only their ‘normality’ prior to the offence but also their ‘respectability’, a sharp contrast to the sometimes overtly misogynistic representation of other types of women offenders. This chapter argues that it is above all ‘respectability’ that profoundly shaped the cultural script relating to infanticide in England and Wales between 1800 and 2000, and that this continues to exert a powerful legacy on the relatively small number of cases that now comes before the courts in the twenty-first century.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar.

This study is a qualitative case study drawn from a larger, critical ethnographic study.

Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced.

This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.

The purpose of this study is to define the communicational profile of unattached diplomats and explore the viability of state-centric concepts such as citizen diplomacy when discussing non-state actors emerging from civil society.

The paper uses a comparative, multiple case design focusing on descriptive case studies (Yin, 2018) that explore the diplomatic endeavours and social biographies of “citizens of the world” acting at a global or local level, not explicitly attached to or explicitly against an official, state agenda: Malala Yousafzai, Greta Thunberg and Bill Gates.

The unattached diplomats have organisational mobility but are attached to the cause they promote, a configuration that fundamentally opposes that of the traditional or organisational diplomat. Looking at individuals from a diplomatic perspective, not as instruments or as targets, but rather as agents with their own agenda, issues and diplomatic capital, the unattached diplomats define their lack of attachment through organisational mobility, adversarial positioning or personal financial autonomy with regard to state diplomatic institutions or for-profit/not-for-profit organisations.

A higher number and diversity of case studies can enable the identification of patterns and standards.

This study introduces and operationalises the concept of unattached diplomats. To the best of the author’s knowledge, this study is the first to discuss it in the context of another emerging concept, currently insufficiently researched: civil society diplomacy.

This study aims to test a public–private partnership (PPP) success model by examining the direct effects of two input factors (facilitative leadership and communication quality) on an outcome factor, namely, PPP success (PPP project success and PPP relational success), as well as the mediating effect of trust as a process factor on these relationships.

The present research uses the sociotechnical systems theory as the guiding framework. This is a quantitative study that uses a questionnaire survey and purposive sampling. The respondents comprise 266 public and private sector employees who have been involved in various PPP projects. The data gathered from the survey are analysed using SPSS and structural equation modelling (AMOS version 23.0).

The findings of this study indicate that facilitative leadership, communication quality and trust are positively correlated with PPP success, that is, PPP relational and PPP project success. Trust is found to mediate the relationship between facilitative leadership and communication quality with PPP success.

This paper upholds the importance of facilitative leadership, communication quality and trust in a PPP setting.

This study enriches the knowledge of PPP projects regarding facilitative leadership, communication quality and trust. It also discusses the vital role of these variables in ensuring PPP success.

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

In this study, we question: how do the social costs of failure interact with gendered institutions to affect the early stage entrepreneurship activity? We address this question by employing the institutional theory and a unique dataset of 286,989 entrepreneurs across 35 countries.

To test our hypotheses, we use a multilevel modeling analysis that nests individual entrepreneurs within the countries. To capture individual and country-level variables, we constructed a unique dataset that combines data from the Global Entrepreneurship Monitor (GEM), European Flash Barometer (EUFB), World Bank Development Indicator (WDI), World Bank Doing Business Report (WBDB) and World Economic Forum (WEF).

Our analysis confirms that higher levels of the country-level gender equality positively correlate with the early-stage entrepreneurship activity of women. Moreover, we find that this positive relationship is amplified in institutional environments with high social costs of failure, suggesting that societal intolerance for failure can exacerbate the negative effect of gender inequality on the participation of women in entrepreneurship.

Our research contributes to academic interest on the role of legitimacy in women entrepreneurship and is of particular interest to international business scholars, seeking a better understanding of multidimensional construction of institutional frameworks across countries. In this study, we set out to address an important research question: how do the social costs of failure interact with gendered institutions to affect entrepreneurship activity? Our study provides a comprehensive portrait of gendered institutions by including the framework conditions of education, healthcare and political power. We found that in societies with gender equality, the likelihood of individuals engaging in the early-stage entrepreneurship activity is higher and that the positive relationship is strengthened in national environments with high social costs of failure.

Our study findings underscore the need for government policies addressing global gender gaps in economic empowerment. In particular, policies assisting women in obtaining education in high-growth industries like information technology or providing funding to women-dominated industries may foster activity for women seeking to do business in such industries. Such policies connect the early-stage entrepreneurship activities with gender equality concerns and initiatives.

Regarding the social costs of failure construct, specifically, prior studies generally focus narrowly on the context of failed entrepreneurs. We cast a wider net on men and women entrepreneurs’ entry decisions (irrespective of prior experience with business failure) and provide new views on the effects of social costs of failure on entrepreneurial ecosystems. We also extend the research on the legitimacy of women as entrepreneurs with the gender equality construct.

Unlike previous studies, which often focus on the “3Ms” of market, money and management, our research adopts a more holistic perspective. We recognize that the opportunities and challenges faced by entrepreneurs are shaped not only by individual skills and resources but also by the broader macroenvironment. By incorporating the framework conditions of education, healthcare and political power, alongside the intricate interplay of social costs and norms, our study paints a comprehensive picture of the landscape of female entrepreneurship.

Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.

Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.

Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.

This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

This study explores the moderated mediation effect, wherein collective mindfulness attenuates the hypothesised relationship between customer incivility, service sabotage and psychological well-being and is supported by the conservation of resources (COR) theory.

Multiwave and multisource data were collected from 315 frontline employees (FLEs) working in 32 Indian bank branches. Using HLM 7.00, the authors tested a multilevel model in which branch-level collective mindfulness moderated the association amongst individual-level customer incivility, psychological well-being and service sabotage.

A higher level of collective mindfulness had a profound cross-level effect on the association between customer incivility and service sabotage through psychological well-being.

Distinct from prior research that focussed on individuals' personal resources as a buffer against customer incivility, the authors' study identified branch-level collective mindfulness as a boundary condition that helps employees experiencing customer incivility decrease service sabotage. By uncovering a branch-level variable that reduces the negative impact of customer incivility on service sabotage, the authors' study offers valuable insights for banks to enhance customer service at their branches.