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Humanity faces many crises – climate change, food insecurity, persistent poverty – what Brown, Harris, and Russell (2010) call wicked problems. These problems implicate us all, with possible solutions transcending disciplinary, organizational, and national boundaries. Therefore educators need to nurture graduates able to engage as future practitioners – and citizens – in seeking solutions which recognize “the personal, the local and the strategic, as well as specialized contributions to knowledge” (Brown et al., 2010, p. 4).

A model of service-learning which draws on the principles of social pedagogy, cultural-based learning and co-production provides the foundations for a more reflexive pedagogy, supporting the “development of student attention, emotional balance, empathetic connection, compassion and altruistic behavior” (Zajonc, 2013, p. 83). This approach advocates that community organizations play a pivotal role in co-designing knowledge. Drawing on an applied research module at University of Wolverhampton this chapter will argue that by engaging community groups as co-producers of knowledge, learning can be extended beyond students to the wider community (Murphy & Joseph, 2019). Not only will this enhance the potential of service learning to benefit the community and the students, but it has the potential to produce graduates more sensitive to the needs of communities themselves.

Higher education goes beyond classroom teaching and emphasizes on community and democratic participation of students and teachers who are expected to practice inclusive education and support the needs of the community and a diverse group of stakeholders. In the 1990s a new form of experiential learning started evolving in higher education where students were given credits to become more empathetic and address the needs of humanity or their immediate community. Curriculum were improvised to include volunteering services, internships and integrating them to the existing teaching learning needs. However, a fine line does exist about how inclusive education should be and what dimensions of community services can be included in the curriculum. This book is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. The current pandemic situation has made it increasingly difficult for students to explore gaps in society and work toward mitigating it. Academics have showcased that online learning doesn’t mean an end to service learning, but it can be enhanced, and students can continue to be agents of social change. The volume describes the concept of service learning as a model, as a pedagogical tool, a framework that can be inculcated in different areas higher education.

Kenyan Small and Medium-sized Tourism Enterprises (SMTEs) have been highly affected by the COVID-19 pandemic. In particular, the tourism workforce had to face lockdowns and travel restrictions. In order to maintain business and operational continuity, the tourism workforce had to leverage on internet technologies and digitalisation as a means of enabling business continuity and providing value addition in their supply chains. This study sought to investigate on the extent to which digital skills aid in the tourism recovery process as well as improve the employees' well-being amid the COVID-19 pandemic among SMTEs in Nairobi City County.

The study took a qualitative approach based on constructivist grounded methodological approaches that emphasised specifically on the discovery of emerging trends and patterns in behaviour as well as development of new theory. The aim was to understand the tourism workforce recovery process using digital skills. The process involved data gathering from interview participants, qualitative emic and etic coding, analytical memo writing, theoretical sampling and reconstructing theory.

The findings of the study showed that due to losses attributed to the lockdowns and travel restrictions, prospective digital business models have been formulated for tourism stakeholders during the lockdown period. The changing technological landscape globally showed that digital skills will continue to be in great demand to meet the needs of the marketplace. Further, the use of social digital tools to build a mental health response to COVID-19 was instrumental to the recovery process. Technological resilience is a key factor that will play a role in reviving the sector.

A structured vision, roadmap and tourism strategy for mainstreaming digital skills and developing technological resilience within the tourism and hospitality sector is important towards coping and adaptive strategies for the SMTEs in the Kenyan context.

This study examines how digital skills are vital for tourism recovery especially for the SMTEs within the developing countries context.

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

The Jurassic Park film franchise offers a complex portrayal of gender issues within a long-running science fiction action series, although not one without problematic moments. This chapter examines selected examples from the series to explore this complex picture. These include moments in the series that display female characters such as Ellie Sattler, Sarah Harding and Claire Dearing with power and agency and the top of their respective professions, noting that Jurassic Park is unusual among science fiction films for its presentation of such accomplished female characters. The chapter also addresses the sexualisation of the character Ian Malcolm and the role of the more typical ‘action star’ from later films, Owen Grady. Finally, it considers the question of sex-selection for the non-human characters, namely the dinosaurs, as significant plot points advance upon the premise that the entire dinosaur population in the series consists of non-breeding females, a fact that is later shown to be untrue. The chapter addresses each of these examples through key issues relating to the production, presentation, and violation of the human and non-human living body across the full Jurassic Park series.

Scholars have shown that organizations active in social movements are important because they carry out a number of critical tasks such as recruitment, coordination, and sustained contention. However, these accounts do not explain how a number of recent movements using the tactic of occupation and featuring a seemingly minimal formal organizational structure nevertheless engaged in a number of critical organizational tasks. This paper draws from in-depth ethnographic research on the Occupy Wall Street movement in New York City and finds that the movement’s sustained occupation of Zuccotti Park in Lower Manhattan carried out four critical functions: messaging, recruitment, building commitment, and connecting participants to each other. These findings move past a general overemphasis in the literature on social movements on organizational structure, and instead point toward the utility of a perspective that accounts for the role of nonorganizational factors in the accomplishment of fundamental movement tasks.