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The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

This chapter looks at what it means to set out to do anthropological research with tangata whenua (New Zealanders of Māori descent; literally, ‘people of the land’), from the particular perspective of a Pākehā (New Zealander of non-Māori descent – usually European) musical anthropologist with an interest in sound-made worlds. In late 2017, Lowe was awarded funding for a conjoint PhD scholarship in anthropology at James Cook University, Australia, and Aarhus University, Denmark. However, following advice from several colleagues in Aotearoa New Zealand, Lowe decided to assess the viability of the project with his prospective Māori and non-Māori collaborators prior to officially starting his PhD candidature. Throughout this process of pre-ethics (Barrett, 2016), Lowe met with both Māori and non-Māori to discuss the proposed PhD project; a ‘listening in’ to his own socio-historical positioning as a Pākehā anthropologist within contemporary Aotearoa New Zealand. This approach to anthropological research is in response to George (2017), who argues for a new politically and ethnically aware mode of anthropology that aims to (re)establish relationships of true meaning between anthropology and Māori in Aotearoa New Zealand.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

A lot has been written on zombies lately and on the rather conservative US-American TV Show The Walking Dead (AMC, 2010–) in particular. A lot less has been written on the SyFy-Show Z Nation (2014–), although it is a sophisticated feminist take on the zombie lore. Centring around a group of survivors, who escort a human–zombie–cyborg across the US and Mexico, the show not only undermines the patriarchalism of its archetype, but also raises questions of post-humanism by the means of Donna Haraway or Rosi Braidotti. With the help of media-self-reflexive parody and pastiche, the series comments on its extradiegetic world as much as on its own genre and offers a deconstruction of stereotypical (gendered) tropes and conventions. In the following chapter, I use a selective close reading of the text and its representation politics to demonstrate how a feminist deconstruction of zombie-horror can come into being and how an (academic) distinction between Quality and Trash TV can be just as regressive as productive in this process.

Authenticity is being real and true to oneself and outwardly expressing that truth. Authenticity is not a leadership style, but rather a practice that will empower you and others each time you choose to reveal it. It is also not about bearing your soul or sharing every intimate part of yourself to those you lead. Rather, it is consistently demonstrating your concerns, enthusiasm, strengths, weaknesses, learning, and vision.

Choosing to be authentic as a leader will reward you with a deeper connection with those you lead and foster courage in them. Discovering your authenticity can be painful and sometimes awkward, but even those moments of pain and discomfort can be powerful model of healthy vulnerability for others. Authenticity and vulnerability are not generally rewarded and are often challenged in our society. Therefore, it is easy to slide back into staying hidden and stoic. True authenticity then is a daily, sometimes moment by moment, choice.

This chapter describes an experience of finding authentic expression as a leader and how challenges will test that authenticity. Values, vulnerability, and vision are described and presented as anchors for choosing authenticity as a daily practice.

Officially, of course, the world is now post-imperial. The Q’ing and Ottoman empires fell on the eve of World War I, and the last Leviathans of Europe's imperial past, the Austro-Hungarian and Tsarist empires, lumbered into the grave soon after. Tocsins of liberation were sounded on all sides, in the name of democracy (Wilson) and socialism (Lenin). Later attempts to remake and proclaim empires – above all, Hitler's annunciation of a “Third Reich” – now seem surreal, aberrant, and dystopian. The Soviet Union, the heir to the Tsarist empire, found it prudent to call itself a “federation of socialist republics.” Mao's China followed suit. Now, only a truly perverse, contrarian regime would fail to deploy the rhetoric of democracy.