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The question of “taking sides” has received a lot of attention within qualitative criminology. Much of this has focused on the moral-philosophical or value-laden aspects of taking sides, following Becker's 1967 essay “whose side are we on”. However, the question of taking sides also has methodological implications, especially for qualitative researchers who wish to study multiple sides of a criminological problem, such as the perspectives of offenders and law enforcement around a particular illegal activity.

This paper considers some of the practical, ethical and analytical challenges of studying illegal markets from opposing sides – the market participants' perspective on one side and law enforcement on the other. It outlines the advantages of researching both sides: the improved validity and reliability that comes with exploring and trying to reconcile different perspectives and the potential this has for developing theory and policy. It then explores the challenges researchers may face when trying to engage with opposing sides in qualitative fieldwork.

The paper pays particular attention to some practical and ethical questions researchers may face in this situation: who to research first, whether to be open about researching both sides and whether researchers should ever share information they have received from one side with their participants from the other side.

The authors do not offer absolute answers to these questions. Rather, the authors aim to outline some of the factors researchers may need to consider when juggling qualitative research involving participants on both sides of the law.

This chapter focuses on ways libraries can ensure the services and collections they provide do not exclude bisexual people and indulge in the “bi erasure” that is otherwise so prevalent in society. The authors share best practices for public, academic, and school libraries to add bisexual/pansexual titles to their collections, as well as provide programmatic tips that include the larger bisexual/pansexual community. Most importantly, the authors highlight community partners, advocacy organizations, or non-profits that can serve as potential collaborators as librarians brainstorm programming for bisexual/pansexual patrons. This chapter also contains staff training guidelines and resources for creating a more welcoming environment for bisexual/pansexual patrons. The chapter concludes with a list of resources that will help librarians make more inclusive collections’ decisions and resource guides. It’s purpose is to help libraries better serve bisexual/pansexual patrons who are undoubtedly already library users.

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

This paper aims to expose the violence intrinsic to globalization and to suggest a conceptual and practical domain focused on arresting and preventing the structural violence of globalization.

The paper integrates theory, scholarly literature and the author’s fieldwork analyzed through solidarity and liberationist methodologies.

The paper shows that severe, violent and irreparable destruction of formerly thriving and sustainable cultures and communities around the globe is an inherent component of globalization; current notions of “development” and “poverty” provide ideological cover for such destruction; a wide range of mainstream institutions and organizations (including governments, trade and financial institutions and national and multinational corporations) benefit from the destruction and collude in these dynamics, while a passive majority participates through its silence and consumptive lifestyle; and to arrest these dynamics requires awareness of the structural violence of development and globalization, and that those of us living in currently unsustainable societies commit both to re-localize our effects to our own communities and to change the operating rules of the global system.

This paper offers analysis, perspectives and practical considerations toward transformations essential to ending the structural violence of globalization, while inviting broad-based solidarity for further advancements.

Bridging global and local realities, the paper exposes systematic large-scale structural violence endemic to globalization, “development”, mainstream ideas about poverty and practices of “poverty reduction”. The paper identifies some fundamental requirements for arresting the structural violence of the global system.

Unions and worker cooperatives have long represented distinct approaches to building worker voice. This paper draws from observations of the work of the “Co-op Exploratory Committee” of 1199SEIU, the nation’s largest union local, which is seeking to expand the development of unionized worker cooperatives. Described by Martin Luther King, Jr, as his “favorite” union, 1199SEIU has a storied history of organizing frontline healthcare workers and includes large numbers of women of color and immigrant workers among its membership. Since 2003, it has also represented workers at Cooperative Home Care Associates, the nation’s largest worker cooperative. Drawing from discussions among union officials, co-op leaders, and rank-and-file union members about the potential role of unionized worker cooperatives within the labor movement, the paper examines the creative tension between stakeholder and democratic logics in efforts to expand this model. It argues that continued union decline, heightened interest in economic alternatives, and systemic frailties exposed by Covid-19 may create new opportunities for building unionized worker co-ops at scale.

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.

In this chapter, the authors will discuss the global learning partnership (GLP), which is an innovative and evidence-informed model of experiential learning for health professional students. The model is based on partnerships between universities to promote the UN Sustainable Development Goals (SDGs) agenda.

The GLP is a placement opportunity for an inter-professional cohort of visiting and local students and academics, designed as an action-orientated, community engagement learning experience focused on addressing community health and well-being needs (Goal 3). Consistent with the SDGs, strong partnerships (Goal 17) are essential to lasting impact.

The aim of developing the GLP was to design, implement, and trial a new model of global placement that was sustainable, capacity building, and a genuine learning opportunity for local and international health science students, driven by the agenda to increase learning about and action on the SDGs. This model was designed to harness the strengths of existing educational frameworks recognized for the beneficial learning opportunities they provide; inter-professional learning; learning from and with communities with SDG needs; and with a three-week immersion component for building cultural competency.

In addition to focusing on the SDG agenda, the GLP is unique in drawing on the knowledge and skills of local students and academics in educating the visiting students to work in geopolitically and socioculturally complex community setting building, as visitors learn from both local students and the local community about best practice.

This chapter will provide discussion of the theoretical framework underpinning the model design and draw on the student and academic experience. Practice details are also provided to allow educators in other organizations to replicate the partnership model.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.