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This opinion piece by Brye Marshall, an Aboriginal archaeologist, and Julie Nichols, an academic in architecture and digital humanities, explores the agency and authority of intangible cultural heritage [ICH], particularly from a First Nations’ perspective.

They consider how ICH is defined, valued, and supported within contemporary cultural institutions like galleries, libraries, archives, and museums [GLAM], which are custodians of Australian cultural heritage. The piece discusses the challenges of recording Indigenous arts and knowledge outside of Indigenous communities, without recognition or benefits to Indigenous people. The discussion extends to the Western-centric definition of cultural heritage and its limitation in recognising Indigenous world views. The authors acknowledge ongoing debates around best practice in acknowledging Indigenous knowledge and narratives in historical records.

This chapter concludes that redefining ICH from Indigenous perspectives could empower communities, redefine heritage definitions, and contribute to global conversations about heritage, climate change, urban development, and connection to land.

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across the state. However, few use multiple sources of stakeholder engagement data to develop and improve their SEL standards and resources (Yoder, Dusenbury, Martinez-Black, & Weissberg, 2020). This chapter describes the experience of a nonprofit research organization supporting an SEA and a volunteer workgroup in Washington state to gather and use several forms of stakeholder input and feedback in developing statewide SEL guidance for K-12 educators. Operating from a research–practice partnership framework (Coburn & Penuel, 2016), the team assisted the workgroup members in applying both an ecological systems theory perspective (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006) and an equity lens to their work through an iterative process of data collection, interpretation, and use. This chapter describes the process and outcomes of this research–practice partnership and provides examples of how the workgroup incorporated stakeholder input and feedback into the development of SEL guidance and resources. We offer insights and lessons learned from these efforts to expand the perspectives represented in SEL research and policymaking. Our aim is to highlight the importance of stakeholder engagement to ensure that SEL guidance considers the priorities and values of diverse communities, especially historically marginalized communities. We hope to encourage more research–practice partnerships to investigate and amplify community perspectives in SEL.

Early research on sexism presumed the traditional model of prejudice as an antipathy. This research focused on negative stereotypes of women as less competent than men and hostility toward gender equality. More recently, sexism has been revealed to have a “benevolent” component; although it reflects positive beliefs about women, it also supports gender inequality by implying that women are weaker than men. In addition, although disconfirming stereotypes should provide women with a means of thwarting sex discrimination, recent research shows that even ambitious and successful women are punished for violating prescriptive stereotypes that assign them to subordinate roles.

The structure of public school systems does not foster or grow leadership. Instead, individuals are promoted through the system most frequently as a result of having held certain positions. Teachers become classroom personnel. Classroom personnel become administrators. Administrators become principals. These progressions from classroom to principal are infrequently accompanied by educational pathways or professional development that ensures that those entering into positions of leadership are actually prepared to lead. Instead, people ascend to positions of leadership after having obtained the “right” credentials or walked in the “right” shoes. The consequence of this practice has led to a significant number of people who hold leadership positions but are ill-equipped to lead. This chapter will address this situation by contemplating what can be done to (a) prevent people who should not be leaders from becoming leaders and (b) create a system that cultivates leaders who both hold leadership positions and are positioned to lead.

We consider how the commercialization of social ventures may result from their founders’ personal experiences of commercial organizing. Building on theories of individual imprinting, we theorize that the commercialization of social ventures is influenced by two types of commercial experience: parental imprinting from the commercial work experience of a founder’s parents, and work imprinting from a founder’s professional experience within for-profit organizations. We find support for our theory based on analysis of a novel dataset of over 2,000 nascent social ventures and their founders. We further find that the marginal effects of additional work imprinting from a founder’s commercial experience decline with the longevity of this experience. We discuss implications of our findings for literatures on social ventures, imprinting, and hybrid organizations.

Despite hospitals’ efforts to reduce health care-associated infections (HAIs), success rates vary. We studied how leadership practices might impact these efforts.

We conducted eight case studies at hospitals pursuing central line-associated blood stream infection (CLABSI)-prevention initiatives. At each hospital, we interviewed senior leaders, clinical leaders, and line clinicians (n=194) using a semi-structured interview protocol. All interviews were transcribed and iteratively analyzed.

We found that the presence of local clinical champions was perceived across organizations and interviewees as a key factor contributing to HAI-prevention efforts, with champions playing important roles as coordinators, cheerleaders, and advocates for the initiatives. Top-level support was also critical, with elements such as visibility, commitment, and clear expectations valued across interviewees.

Results suggest that leadership plays an important role in the successful implementation of HAI-prevention interventions. Improving our understanding of nonclinical differences across health systems may contribute to efforts to eliminate HAIs.