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This chapter examines the professional background, trajectories, and learning of a broad group of teacher educators involved in initial teacher education. The work specifically identifies those who shape the practice of teaching. The authors who are members of the International Forum on Teacher Educator Development (InFo-TED) were key to the creation of InFo-TED, NA (North America), which has used Zoom technology to launch and spread its efforts. Its central purpose is to spur teacher educators and policymakers to embrace new ways to educate all children.

This chapter traces the development of InFo-TED, the International Forum for Teacher Educators' Development, which originated with four European teacher educators in 2013. Given that the role of teacher educators is largely missing in the description of the enactment of teacher education, this work focused attention solely on teacher educators and their professional development, as well on how its membership kept InFo-TED growing and expanding internationally. Two contrasting narratives of teacher educator are included to show the diversity in their preparation and roles. The chapter ends with generic features of teacher educators' work and a discussion of what factors are more nationally, institutionally, and not to be overlooked, personally dependent. Erasmus funding and dissemination were discussed, all with the intent of understanding how to act locally, but impact globally.

Understanding disabled people as gray-collar workers who are under-paid, under-valued and under-employed is recognized as in urgent need of attention but remains unaddressed. Based on 30 semi-structured interviews with disabled people, observations and document analysis, the authors argue that the disabled gray-collar workers in the performing arts provide a context and socio-cultural perspective on how gray-collar workers can attain dignity through social inclusion. Building on a novel framework of four dimensions of social inclusion theory – access, participation, representation and empowerment – the authors identify social interactions portrayed in the performing arts in order to deconstruct the processes that normalize and reinforce exclusion and inequality. The authors demonstrate how social inclusion can be “enabled” which has implications for theory, policy and practice.

This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching about racial injustice through The Hate U Give?

The authors found that there were several perceived barriers to discussing modern racial injustice in the Mississippi ELA classroom. The participating teacher indicated the following barriers: a lack of racial literacy, fears of discomfort and an urge to avoid politics.

Much has been written about the urgent need for antiracist teaching practices in secondary English classes. This article explores the barriers a white ELA teacher perceived when attempting to discuss modern racial injustice through literature instruction in a white context of the “four pandemics” (Ladson-Billings, 2021).

People who experience mental illness often demonstrate limited help-seeking behaviours. There is evidence to suggest that media content can influence negative attitudes towards mental illness; less is known about how media impacts help-seeking behaviours. The purpose of this study is to identify if media plays a role in people’s decisions to seek help for their mental health.

The databases Academic Search Complete, CINAHL Plus with Full Text, MEDLINE, APA PsycArticles, APA PsycInfo, Social Sciences Full Text [H.W. Wilson] and Soc Index were systemically searched for papers in the English language that investigated the link between media and help-seeking for mental illness.

Sixteen studies met eligibility criteria. There was some evidence to suggest that various forms of media – including video and online resources – can positively influence help-seeking for mental health. Print media had some limited effect on help-seeking behaviours but was weaker in comparison to other forms of media. There was no evidence to suggest that media discourages people from seeking help.

This review identified that, given the heterogeneity of the included papers, and the limited evidence available, there is a need for more focused research to determine how media impacts mental health-related help-seeking behaviours.

The World Health Organisation recognises that health and well-being are essential to achieve the United Nations Development Agenda 2030. Non-communicable diseases (NCDs) are the leading causes of ill-health worldwide. Much of the global burden of NCD is caused by individual unhealthy behaviours. A behavioural mindset shift is needed to reduce premature NCD mortality. This article provides an exploratory analysis to understand whether Portuguese society is on the path to achieving better health by considering certain unacceptable individual lifestyles that contribute to diseases and could be avoided.

An online questionnaire was used to collect data from 558 Portuguese citizens. Descriptive statistics and non-parametric tests were used to (1) assess whether respondents were aware of premature mortality caused by NCDs, (2) explore whether individuals should be accountable for their disease-related behaviours, and (3) test for associations between this accountability and respondents sociodemographic and health characteristics.

Overall, respondents were unaware of the rate of premature mortality associated with chronic diseases and were unwilling to hold fellow citizens accountable for their unhealthy lifestyles. Following a healthy lifestyle proved relevant in the moralisation of others' unhealthy lifestyles, especially those who practice physical exercise.

This study is the first attempt to awaken attention to the impact that societies' procrastination for others' harmful health behaviours may have on achieving Sustainable Development GoalS (SDGs) and sustainable development.

Businesses are increasingly vulnerable and exposed to physical climate change risks, which can cascade through local, national and international supply chains. Currently, few methodologies can capture how physical risks impact businesses via the supply chains, yet outside the business literature, methodologies such as sustainability assessments can assess cascading impacts.

Adopting a scoping review framework by Arksey and O'Malley (2005) and the PRISMA extension for scoping reviews (PRISMA-ScR), this paper reviews 27 articles that assess climate risk in supply chains.

The literature on supply chain risks of climate change using quantitative techniques is limited. Our review confirms that no research adopts sustainability assessment methods to assess climate risk at a business-level.

Alongside the need to quantify physical risks to businesses is the growing awareness that climate change impacts traverse global supply chains. We review the state of the literature on methodological approaches and identify the opportunities for researchers to use sustainability assessment methods to assess climate risk in the supply chains of an individual business.

This chapter examines the potential of ‘Artivism’ for activist criminology. Drawing on a body of work developed since 2016, this chapter explores a series of projects that have examined how an approach to research that harnesses the activist qualities of art could be used to inform transformative criminological research. Artivism is an approach that involves merging ‘the boundless imagination of art and the radical engagement of politics’ (Jordan, 2020, p. 60), and by amplifying marginalised voices, the overarching aim is to effect social and political change. This type of activist art is not reducible to the production of political art – art about an issue – but instead seeks to change the way that we think, speak, and act. In this sense, this approach accords with the principles of critical social research in ensuring that ‘the voices and experiences of those marginalised by institutionalised state practices are heard and represented’ (Scraton, 2007, p. 10). Examining pilot projects developed with artists and producers based in Liverpool, England, and focussed on experiences of prison and probation, the authors examine the potential that this approach has to change both the way they work as critical criminologists and the objects of this study. With reference to the question of a method for activist criminology, the chapter suggests that critical criminological work can be informed and enhanced by collaboration with socially engaged art – a form of artistic practice that seeks to address social and political issues and is often associated with activist strategies. This chapter, therefore, aims to contribute to debates about how activist criminologies may be done and offers suggestions for new directions in this work underpinned by interdisciplinary collaborations and the coproduction of research with those similarly committed to a transformative project.