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This research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).

PE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.

Onto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.

Broader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.

The purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture.

This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race.

After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations.

This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work.

Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.

This paper aims to develop a deeper understanding of what (un)sustainable food behaviours and values are transmitted across generations, to what extent this transference happens and the sustainability challenges resulting from this for individuals and households.

A total of 25 semi-structured in-depth interviews are analysed regarding the value of inherited food, family food rituals, habits and traditions, aspects of food production and understanding of sustainability.

Intergenerational transferences are significant in shaping (un)sustainable consumption throughout life, and those passed-on behaviours and values offer opportunities for lifelong sustainable change and food consumption reappraisal in daily life, beyond early years parenting and across diverse households.

Participants were limited to British families, although the sample drew on multiple ethnic heritages. Future research could study collectivist versus more individualistic cultural influence; explore intergenerational transference of other diverse households, such as multigeneration or in rural and urban locations, or whether sustainable crossover derived from familial socialisation continues into behaviours and values beyond food.

The findings show the importance of families and intergenerational transference to the embedding of sustainable consumption behaviours. Mundane family life is a critical source of sustainable learning, and marketers should prioritise understanding of the context and relationships that drive sustainable consumer choices. Opportunities for intentional and unintentional sustainable learning exist throughout life, and marketers and policymakers can both disrupt unsustainable and encourage sustainable behaviours with appropriate interventions, such as nostalgic or well-being communications. The paper sheds light on flexible sustainable identities and how ambivalence or accelerated lives can deflect how policy messages are received, preventing sustainable choices.

The findings provide greater understanding about the mechanisms responsible for the sustainable transformation of consumption habits, suggesting intergenerational transferences are significant in shaping (un)sustainable food consumption throughout life. The study shows secondary socialisation can play a critical role in the modification of early behaviour patterns of food socialisation. The authors found individuals replicate food behaviours and values from childhood, but through a process of lifelong learning, can break formative habits, particularly with reverse socialisation influences that prioritise sustainable behaviours.