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This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

In this chapter, the authors explore the concept of actorial identity through analysing the construction of legal persons as actors, centred on the argument that there is an ontological separation between living men and women and their legal representations. The authors propose an analytical frame based in part on the games studies literature, wherein actorial identities known as ‘Avatars’ are created by performative declarations that articulate Avatars with Players (living persons). The Avatars act within a bounded ‘Matrix’ while being controlled by Players who are outside the Matrix. In applying the frame to the legal Matrix, the authors distinguish between living persons, natural persons and artificial persons, and introduce the concepts of first-order and second-order Avatars. The authors then employ the analytical frame to model the use of legal Avatars by Apple Inc. and illustrate how cryptocurrency technology enables the creation of Avatars that can transact outside legal systems. The frame also helps explain how autonomous systems could acquire actorial identity and then functionally participate in the legal Matrix.

This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.

Following recent terrorist attacks in the US and Europe, Western Muslims have been criticised for not taking a firm stand against radical Islam and extremist organisations. Drawing on insights from narrative criminology, we challenge such assertions and reveal Muslims' narrative mobilisation against violent jihadism. Based on 90 qualitative interviews with young Muslims in Norway, we show how violent extremism is rejected in a multitude of ways. This narrative resistance includes criticising extremist jihadist organisations for false interpretations of Islam and using derogatory terms to describe them. It also includes less obvious forms of narrative resistance, such as humour and attempts to silence jihadist organisations by ignoring them. While narrative criminology has effectively analysed the stories that constitute harm, less attention has been paid to narratives that counter harm. We argue that stories that counter jihadi narratives are crucial to understand the narrative struggles of Muslim communities, whose outcomes can help determine why some individuals end up becoming religious extremists – while others do not. By distinguishing between factual, emotional and humorous counternarratives and describing silence as a form of resistance, we show resistance to extremism that is often concealed from the public and the state.

The purpose of this chapter is to examine the presence of abuse enacted through virtual mediums with a specific focus on how athletes can become the targets of online hate. The chapter introduces social media and explores the role it has played in the increasing reliance on virtual worlds. The impact of digital technology on sport in particular is framed in order to demonstrate how digital technologies are now a vital component in our consumption of sport. The primary focus of the chapter is on how virtual spaces can pose significant risk(s). Freedom of speech, shifting power and the lack of safety and regulation in virtual spaces are all presented. Finally, recommendations are made for future research in the area in order to develop understanding of abuse augmented by virtual environments and to develop the focus on virtual safeguarding in sport and beyond.

This chapter synthesises and discusses existing literature from the disciplines of sport, social media and abuse, with a view to understand and address prominent issues encountered by athletes in the virtual world.

By examining abuse through a sociological lens, this chapter focusses on the factors that promote or enable abuse to occur online (often without regulation). The types of abuse experienced in virtual spaces are legion and this adds to the complexity of policing and/or safeguarding online environments.

The chapter makes recommendations for a number of future areas of study that will extend the current understanding of abuse in virtual environments.

The chapter provides a synthesis of the emerging area of virtual abuse and its links to sociology as a discipline. It offers insight into power in virtual spaces as a critical frame of reference for understanding virtual interactions and parasocial relationships.

Broadly understood as repeated, intentional, and aggressive behaviors facilitated by digital technologies, cyberbullying has been identified as a significant public health concern in Australia. However, there have been critical debates about the theoretical and methodological assumptions of cyberbullying research. On the whole, this research has demonstrated an aversion to accounting for context, difference, and complexity. This insensitivity to difference is evident in the absence of nuanced accounts of Indigenous people's experiences of cyberbullying. In this chapter, we extend recent critiques of dominant approaches to cyberbullying research and argue for novel theoretical and methodological engagements with Indigenous people's experiences of cyberbullying. We review a range of literature that unpacks the many ways that social, cultural, and political life is different for Indigenous peoples. More specifically, we demonstrate there are good reasons to assume that online conflict is different for Indigenous peoples, due to diverse cultural practices and the broader political context of settler-colonialism. We argue that the standardization of scholarly approaches to cyberbullying is delimiting its ability to attend to social difference in online conflict, and we join calls for more theoretically rigorous, targeted, difference-sensitive studies into bullying.

In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.