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The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.

This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe® Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.

Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.

As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

This paper, and the corresponding project, is motivated by the lack of qualitative research elucidating the voices of young Black women in Canada when it comes to their sexual health.

This paper draws from data produced in the Let’s Talk About Sex (LTAS) project – a Photovoice process held once a week for nine consecutive weeks in the Jane-Finch community, a low-income community in Toronto, Canada. This workshop was completed by 15 young African Caribbean and Black (ACB) women in the age group 14–18. These young women used photography and creative writing to express their opinions on the barriers and facilitators to making healthy sexual decisions.

A central finding was the existence of a subculture among youth in Toronto, where the exchange of sex for material resources was commonplace. Herein, we unpack the various forms of economically motivated relationships reported, which ranged from romantic relationships to sugar daddies and brothel-like sex dens. We also reflect on the discussions at community forums where the research findings were presented. From shock and outrage to a sly smile of knowing, the responses were often gendered, generational and reflective of a trend occurring across Toronto, not just in the Jane-Finch community, and not merely among the Black youth.

Effective interventions and youth programs should focus on the sexually transmitted infection (STI) and HIV risks that may result from transactional relationships, economic empowerment, and youth employment.

This is a novel arts-based study on youth engaged inthe exchange of sex for money, which has nuanced differences from survival sex.

The chapter provides a rich illustration of elite patronage being played out within a UK third sector/civil society (TS/CS) context. Elite patronage being played out by persons, or patrons, in control of or having access to resources and markets giving others, or clients, access in return for their help or support. The asymmetries within the relationships between a patron and a client whilst being of mutual benefit are based upon power and exchange inequality. Clientelism is the enactment of these unequal relationships. The issues are contextualised within the development of new technologies (broadband, television and radio) at a local, regional and national level in the United Kingdom within a community cooperative, regional and national support groups and national campaigning groups lobbying government. The central issue within the chapter is the improvement and accessibility of communications and broadband for those without fair access to new technology, especially within rural and remote areas. The detailed story unfolds over a five-year period.

The core deficits associated with ASD pose significant obstacles to achieving social competence; indeed, the deficits, in many cases, define social incompetence. The diagnostic criteria for autism include qualitative impairment in social interactions and verbal and non-verbal communication, including delay in the acquisition of expressive language (American Psychiatric Association (APA), 2000). A pattern of narrow, restricted interests and stereotyped behavior are also requirements of the diagnosis. The diagnostic criteria for Asperger's Disorder also include impaired social interaction and restricted interests without delay in language acquisition and with average to above average intelligence (APA, 2000). In sum, ASD is defined by significant impairment in social functioning that is qualitatively distinctive from both typical social functioning and from social functioning deficits associated with other diagnoses.

This focal chapter deals with the understanding of important ethical theories used in executive moral reasoning such as teleology, deontology, distributive justice and corrective justice, virtue ethics versus ethics of trust, from the perspectives of intrinsic versus instrumental good, moral worth versus moral obligation, and moral conscience versus moral justification. Ethical and moral reasoning will power executives to identify, explore, and resolve corporate moral dilemma, especially in the wake of emerging gray market areas where good and evil, right or wrong, just or unjust, and truth and falsehood cannot be easily distinguished. We focus on developing corporate skills of awareness of ethical values and moral imperatives in current otherwise highly commoditized and turbulent human, market, and corporate situations. The challenges of morality are multifaceted and diverse. Professionals usually have self-discipline and self-regulation abilities, ego strength, and social skills. Morality in the professions is not concerned with the issues of rudimentary socialization; rather, the issues involve deciding between conflicting values, where each value represents something good in itself. There are problems in both knowing what is right, good, true, and just on the one hand, and on the other hand, in doing what is right and avoiding wrong, doing good and avoiding evil, and being fair and just while avoiding being unfair and unjust. Several contemporary cases will illustrate the challenging dimensions of ethical and moral reasoning, moral judgment and moral justification embedded in executive decision processes, and corporate growth and profitability ventures.

This chapter is concerned with exploring the various ways in which Pokémon Go complements or challenges family life. The chapter begins by explicating the multisided concept of play and the myriad definitions that surround this term. Having established the various way in which this phenomenon can improve the lives of those who engage in it – physically, emotionally and cognitively – we go on to consider how play has gradually shifted from public spaces and into designated playgrounds, and how this trend corresponds with children concurrently moving away from the streets and into their bedrooms. Following this, we explore the impact digital technologies are having on the practice of parenting, paying particular attention to video games as a significant facet of youth culture that is often associated with a range of negative connotations. Yet, video games are not intrinsically bad. As we outline, research on intergenerational play and joint-media engagement (JME) readily demonstrate the many benefits families can experience when these games are played together. What is missing from this developing body of work is the familial playing of locative games and the extent to which this practice adds contours to our understanding of this field. The chapter is, therefore, driven by the following research questions. First, why and how do families play Pokémon Go? This includes the different roles that family members adopt, alongside motivations for families playing this game, how the playing of this game complements the rhythms of family life and the extent to which this hybrid reality game (HRG) is suited to intergenerational play. Second, what impact does locative familial play have on families, collectively speaking, and regarding individual family members? Here, we are not just interested in whether this game allows families to bond and how this bonding process is experienced, but also whether the familial play of Pokémon Go provides families with any learning opportunities that might facilitate personal growth beyond the game. Third, what worries might parents have about the familial playing of Pokémon Go and to what extent does the locative aspect of this game reshape their apprehensions?

This chapter theorizes academic libraries and library workers as partners in social justice work in higher education, linking the core concerns of critical librarianship (or Critlib) to library leadership practices that can enable and facilitate widening participation as a political project. ¹ Widening participation, as a policy imperative and higher education practice, attempts to improve access to higher education among underrepresented groups. However, rooted in the logic of marketized, neoliberal higher education, liberal approaches to widening participation are instrumentalist and contribute to a cultural discourse which reproduces inequity and unequal educational outcomes.

Drawing on Nancy Fraser's model of social justice and critical sociology of education, particularly the work of Penny Jane Burke and Diane Reay, this chapter develops a critical theory of library leadership which radically reframes widening participation practice as a project of recognition and inclusion. In connecting the rich scholarship of Critlib movement, particularly critical information literacy and library pedagogies, to shared commitments to social justice between library and other education workers, this chapter deepens our theoretical understanding of libraries' contributions to widening participation.