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Advocates of restorative justice have recently argued that this reform movement is ideologically diverse, perhaps because the potential for program expansion and the realization of funding support is largely dependent on mainstream normative criminal justice system processes. This chapter examines the ideological underpinnings that shape restorative programming to the conclusion that restorative justice is philosophically liberal. The liberal agenda of the restorative justice paradigm is assessed in terms of implications for societal benefit, traditional justice system goals, and the future of restorative justice. Unintended and counterproductive consequences of the left-leaning nature of restorative justice are considered with particular emphasis on accountability. It is argued that the establishment of accountability-based theoretical research programs is necessary in order to further both theoretical and programmatic restorative justice initiatives.

The death of John F. Kennedy (JFK) was one of the most remarkable facts of the second half of the twentieth century. Not surprisingly, it was reflected numerous times in popular culture, including in popular music. In this chapter, I discuss songs published in the 1963–1968 period in which the image of JFK was represented as an idea, a cultural motif or a political myth created, transformed and maintained by artistic means. In song lyrics, a real person (who was a genuinely influential politician) was portrayed as a person who acquired a certain mythical status, stemming from JFK's charismatic features and augmented by his tragic death. Thus, separate from the real political career as the president, JFK serves as a kind of mythological structure used by several artists to generate meanings and mirror cultural iconography present in American culture.

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.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

Indigenous and racialized people have suffered multifaceted dispossession as a result of ongoing and historical violence by the Canadian state. Most greatly affected are Indigenous gender-queer and nonbinary people, who have been erased by law and policy and are targets of violence; Indigenous women, who are targeted by gender discrimination and violence; and Indigenous children, who continue to be removed from their communities. Nonwhite or racialized migrants to Canada are victims of the same colonial project, which relies on the slavery of Black and Brown bodies and Orientalist constructions that portray the West as “superior” in relation to the “barbaric” East. This dispossession, oppression, and violence are met by a constellation of local and global approaches to resist, heal, and create Fearless futures for Indigenous and racialized people.

Through collaborative storytelling, this chapter centers a radical project focused on resistance to gender violence, reconnection to land and body, Indigenous and settler solidarity, storytelling and witnessing, and healing through art. These efforts, including multiple community workshops and mural projects with Indigenous and racialized women, as well as queer and two-spirit people and youth, have recentered Indigenous healing and medicine, promoted intergenerational teachings, fostered intercommunity relationship building and solidarities through stories and witnessing, reconnected disconnected Indigenous peoples (both local and settler) to their bodies, lands, and communities, and unsettled colonial mentalities on gender and Indigeneity publicly and privately. This project was a collaboration between The Fearless Collective, based in South Asia, the Innovative Young Indigenous Leaders Symposium, based in British Columbia, Canada, and research from the School of Child and Youth Care, University of Victoria, British Columbia.

National Board Certified Teachers (NBCTs) are highly accomplished teachers who have learned to deprivatize their teaching practice, and hence provide a valuable model for teacher leadership. This chapter, which focuses on NBCTs as mentors of teacher candidates in a professional development school (PDS) setting, blends the National Board for Professional Teaching Standards’ Five Core Propositions, Teacher Leadership Exploratory Consortium Standards, and National Council for Accreditation of Teacher Education PDS Standards to operationalize teacher leadership among four NBCTs. Utilizing multiple case-study research methods, data were gathered using prereflections, weekly e-mail prompts, and end-of-semester interviews. Six common threads focus on NBCTs serving as bridges from preservice to in-service teaching and creating distributed leadership opportunities.