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The purpose of this paper is to compare and contrast the influence of enthusiasm, fair social distribution of costs and benefits and the quality of the information received through the media in the support for holding sporting events and in future intentions of the Football Copa America held in Chile.

Through partial least squares structural equation modelling, two samples from two host cities (Concepción=373; Viña del Mar=267) are analysed.

Enthusiasm, the perception of the fair distribution and the quality of the information positively influence the support for sporting events and the future intentions. In the same way, the quality of the information positively influences enthusiasm and fair social distribution. Significant changes were observed between the two cities in the relationships between the quality of the information and the variables of future intentions and enthusiasm and between this variable and those of support and the future intentions of the residents.

The convenience sampling limits the extrapolation of the results.

An adequate management of the quality of the information, social justice and enthusiasm can contribute to forming a social representation of the event that determines the backing or the behaviour of the citizens.

Examination of the negative perceptions that cause bad feeling amongst the population receives a mega-event.

The contribution of theoretical evidence about possible data can determine the social backing and the behaviour of the residents in welcoming a major sporting event.

Comparar y comprobar la influencia del entusiasmo, la distribución social justa de los beneficios y costes y la calidad de la información recibida a través de los medios de comunicación en el respaldo a la celebración de los eventos deportivos y en las intenciones futuras de los residentes de la Copa América de Fútbol (CAF) celebrada en Chile.

A través de PLS-SEM se analizan dos muestras de dos ciudades anfitrionas (Concepción=373; Viña del Mar=267).

El entusiasmo, la percepción sobre la distribución social justa y la calidad de la información influyen positivamente en el apoyo a los eventos deportivos y en las intenciones futuras. Asimismo, la calidad de información influye positivamente en el entusiasmo y la distribución social justa. Se observaron cambios significativos entre las dos ciudades en las relaciones entre la calidad de información y las variables de intenciones futuras y entusiasmo y entre esta variable y las de apoyo y las intenciones futuras de los residentes.

El muestreo de conveniencia limita la extrapolación de los resultados.

Una adecuada gestión de la calidad de la información, la justicia social y el entusiasmo puede contribuir a formar una representación social del evento que determine el respaldo o el comportamiento de los ciudadanos.

Examinar las percepciones negativas que causan malestar entre la población que recibe un mega-evento.

Aporta evidencias teóricas sobre posibles datos que pueden determinar el respaldo social y el comportamiento de los residentes en la acogida de un gran evento deportivo.

This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.

School choice is a global phenomenon with significant variations in terms of conception, design, and viability. In the city of Buenos Aires, State funding to the private sector of education allows for free choice. The purpose of this study is to analyze the values that are at stake in the family process of school choice. I draw on the theory of cultural evolution (Inglehart, 2018) to analyze the interviews. I interviewed 30 parents who live in the city of Buenos Aires and had to choose school for their children. It was possible to infer four categories that condense the materialistic and post-materialistic values: preeminence of materialistic values relative to security and protection; preeminence of materialistic values relative to academic achievement; preeminence of post-materialistic values relative to socialization and preeminence of post-materialistic values relative to political concerns.

The object of this research is the reconstruction of the existing legal response by European Union states to the phenomenon of immigration. It seeks to analyse the process of conferral of protection.

One main dimension is selected and discussed: the case law of the national courts. The study focuses on the legal status of immigrants resulting from the intervention of these national courts.

The research shows that although the courts have conferred an increasing protection on immigrants, this has not challenged the fundamental principle of the sovereignty of the states to decide, according to their discretionary prerogatives, which immigrants are allowed to enter and stay in their territories. Notwithstanding the differences in the general constitutional and legal structures, the research also shows that the courts of the three countries considered – France, Germany and Spain – have progressively moved towards converging solutions in protecting immigrants.

The research contributes to a better understanding of the different legal orders analysed.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing capacities are needed to manage their own emotions. They also need to mobilise people (teachers, students and families) by focussing on their feelings of satisfaction, identification with the group, belonging, joy, success, unity and cohesion.

The content of this chapter presents the study of the emotional management of directors who perform their work in two highly complex schools in Catalonia, Spain. The views of these directors as well as teachers and families examine: (1) the construction of their professional identity, (2) their social and ethical commitment to the community, (3) the orientation towards the values of social justice and (4) their emotional leadership practices focussed on personal attention towards all of the actors in the school community.

The chapter concludes with 10 suggestions that can be useful to improve the professional practice of school directors. These should also be taken into account when designing and implementing initial and ongoing training programmes for school leaders and to inspire ideas for future research.

The contributors for this book consist of different voices from students and faculty, by different race/ethnicity, even nationality, as well as feelings and instructions on various perspective on discussing race in classroom. It is important to have a conversation about race in a “safe setting” to prepare our students for a diverse society and workforce.

In contrast to liberal, orthodox Marxist and structural interpretations which attribute government policy in capitalist society to exogenous forces, the state regularly possesses a significant area of autonomy within which decisions are effectively determined by the political‐administrative elite (PAE). The majority of the economic projects emanating therefrom can be categorized as either aggrandizing populist or economistic. Postulates the choice of orientation depends upon PAE interests. Concludes that a purely aggrandizing project can be expected only in an environment of decisive underdevelopment while a populist one is almost inevitably a temporary response to conjunctural factors; most common, both in the advanced capitalist countries and the majority of Third World countries is a strong predisposition to an economistic project.

This chapter aims to reflect upon the relationship between corporate social responsibility (CSR) and human rights. We argue that although CSR is a good attempt to propose better practices for managerial decisions, a human rights perspective enriches this vision. Therefore, the authors will define the meaning of a human rights perspective for business activities and, specifically, for CSR. The authors apply the idea of res extra commercium to human rights and CSR. As a first step, both factors need to be identified as moral absolutes. Essentially, businesses should start by identifying areas of human activity that are off limits.

Sociological neoinstitutional approaches indicate that nation-states follow “worldwide models constructed and propagated through global cultural and associational processes” (Meyer, Boli, Thomas, & Ramirez, 1997, p. 144). These worldwide-legitimate models affect every single aspect of social life, molding national policy agendas. Pushed by pressures to conform to global forces, money borrowing, and professionalized knowledge, transitional nations enact models of progress through national planning that may be inconsistent with local practice and requirements (Ramirez & Rubinson, 1979). The analysis presented in this chapter builds upon previous comparative education research by discussing one of those current models: education decentralization. This study centers around one specific aspect of recent decentralization efforts: community participation.