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Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

Despite the importance of brokers in creative projects, limited attention has been devoted to the micro-interactions by which brokers induce others’ collaboration while simultaneously retaining some control over creative production. Building on an interactionist perspective, we develop the concept of brokerage style – i.e., a recognizable pattern in the ways in which a broker interacts with others. By using different brokerage styles in different phases of a creative project, brokers can orient the social interactions among project participants, “charging” those interactions with different types of emotional energy and mutual attention, eventually inducing collective collaboration and limiting participants’ expectations of control. We illustrate our interactionist model of brokerage styles with examples from the music and TV industries.

The current study examines developing racial attitudes among a group of African American adolescents. Data for this study include 28 open-ended, qualitative interviews with African American adolescents (64% girls, 36% boys) in Detroit, Michigan, and were drawn from a larger study in which these adolescents and their mothers were interviewed about racial socialization. Data analysis shows adolescents' racial attitudes to be ambivalent and influenced by the dissonance between “color-blind” rhetoric – the idea that “race doesn't matter” – and their everyday experiences, in which race does matter in important ways. Adolescents' reports of racial attitudes and experiences with racism frequently include travel anecdotes, which reveal how place, travel, and negotiating the color line influence their developing ideas about race. The findings suggest that sources beyond parental socialization strongly affect adolescents' developing racial attitudes and identities and that young people's voices should be further utilized in studies examining these issues.

Entrepreneurs and their ventures are often portrayed as unambiguously positive forces in society. Specifically, high technology and equity-funded startups are heralded for their innovative products and services that are believed to alter the economic, social, and even political fabric of life in advantageous ways. This paper draws on established theory on the causes of misconduct in and by organizations to elaborate the factors that can give rise to misconduct in entrepreneurial ventures, illustrating our arguments with case material on both widely known and less well-known instances of entrepreneurial misconduct. In venturing into the dark side of entrepreneurship, we hope to contribute to theory on entrepreneurship and organizational misconduct, augment entrepreneurship pedagogy, and offer ideas and examples that can enhance entrepreneurs’ awareness of their susceptibility to wrongdoing.

Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in Canadian regular education classrooms. These studies revealed that teachers who rate high in adapting and calibrating instruction for students who have special needs are the most successful overall with all their students. In this chapter, we present an adaptation of the observation scale that we used to rate effective inclusive instructional practices. The adapted scale can be used both as a self-rating and as a third-party measurement scale of effective teaching practices. We link each element of the scale to the Universal Design for Learning framework. We discuss how challenges to effective practices are affected by teacher beliefs about ability and disability, collegial differences in beliefs and practices, and the focus set by the leadership in the school.

In this chapter, we examine narratives of inclusion and exclusion told by professional performers with lifelong impairments who are successfully leading “inclusive” lives in order to bring their voices and experiences to the attention of academics, educators, policy makers, and service providers. We draw on stories told during in-depth interviews with 10 disabled comedians conducted as part of a larger project on the complex seemingly paradoxical relationship between disability and humor. We take an interpretive approach to our data collection and analysis consistent with principles of the emancipatory tradition in disability studies. These performers clearly value the inclusive childhoods their families provided. As children, they were educated in inclusive settings and participated in a wide variety of activities – often centering on the performing arts. Their rich and varied experiences (even the negative ones) have provided both fuel for performance and confidence to push back against attempts by others to exclude them from social and professional life in the everyday world. Their inclusive childhoods, however, are not entirely without a downside. In many cases, they did not develop a sense of disability pride, or even a disability identity, until they had opportunities to interact with others who have impairments during the transition to adulthood. For children raised in more inclusive settings, a conscious effort to provide opportunities to engage with other children and adults with impairments may be an important adjunct to inclusion.

This chapter investigates how musicians at jazz jam sessions engage in what I term “aggressive emergence.” In so doing, they introduce novelty, unpredictability and creativity in their spontaneous interactions with other musicians. In order to discuss this emergence, a notion of signs in musical communications as indexes, in the Peircean sense, is developed. To produce emergence in the ongoing development of a jam session performance, musicians must produce signs that index new directions that jazz playing can take, such as different rhythmic or harmonic accompaniments, or changes to the volume at which individuals play their instruments.