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This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau Claire Education Studies majors and nonmajors who are not exposed to many different races, ethnicities, and people from different cultures because of the demographics of Eau Claire.

SIE participants complete 24 classroom hours and a weeklong immersion into the Somali Community of Minneapolis/St. Paul, Minnesota. Critical Race Theory provides the framework for the coursework. Quantitative data is collected via pre- and post-SIE online surveys and classroom assignments. Qualitative data is collected via summative papers and reflective sessions.

The results indicate that participants develop understanding and knowledge of Somali culture, religious practices, life styles and school lives, as well as their performance in teaching, reading, mathematics, and social studies to nonnative speakers of English. The participants’ preconceived notions about Somalians, Muslims, and Islam were based on what they saw portrayed in the media. After the SIE, participants expressed how much knowledge they gained about best practices in English as a Second Language instruction, communicating: “Somalians and Muslims are a peaceful people.” One participant exclaimed “I have learned more in a week than I have learned during my field teaching experience and more than I have learned by taking a semester long class.”

This chapter offers help to individuals and institutions wanting to improve students’ exposure to diversity through domestic immersions.

I build on a strong foundation of prior studies about expatriate compensation in general to provide an overview of changes in expatriate compensation, from home- to host-based approaches, during the past 10 years.

Underpinned by findings from academic and practitioner literature, I review and integrate studies of expatriate compensation and global talent management to outline the challenges and opportunities home- and host-based compensation approaches present to MNEs.

Home-based compensation is becoming an outdated and overly expensive model that is often ineffective in moving MNEs’ global competitive advantage to where it needs to be, leaving host-based approaches as the only alternative. But the use of host-based “cheaper” compensation approaches can also lead to unintended outcomes for MNEs in terms of unforeseen opportunity costs (such as the loss of critical talent) arising from shortsighted compensation decisions.

I argue that expatriate compensation works best when it is not based on an employees’ home-country status but instead on the role that he or she performs locally. I suggest a host-based compensation approach — global compensation — that is based on the worth of the position rather than where the individual has come from. Such an approach is more equitable because it is performance-based thereby eliminating overpaying and perceived unfairness. It is much simpler to administer than home-based compensation because it represents an extension of most MNEs already existing domestic (home country) pay-for-performance model.

Despite more than 10 years of new compensation practices being implemented and reported by global mobility practitioners, very little has been studied or written by scholars about some of the recent changes in expatriate compensation over the past decade. The chapter addresses this gap in academic literature.

In this chapter we share research findings from our collaborative research project ‘PASAR: Participatory Arts and Social Action in Research’ (http://fass.open.ac.uk/research/projects/pasar), which combines participatory action research methods of participatory theatre and walking methods in order to understand the way in which racialized migrant women challenge their exclusion and subjugation in the context of the UK. The situation of migrant families in the UK is currently characterized by the ‘hostile environment’ policies. This policy ‘is a sprawling web of immigration controls embedded in the heart of our public services and communities. The Government requires employers, landlords, private sector workers, NHS staff and other public servants to check a person's immigration status before they can offer them a job, housing, healthcare or other support’ (Liberty, 2018, p. 5). The currently hegemonic political discourse, views migrants as outsiders to the nation and challenges their right to access welfare. Migrant families are cast as outsiders to citizenship, challenging the social and cultural cohesion of the nation. Indeed, UK immigration policies render it difficult for migrant families to secure their social and economic reproduction. Against this backdrop, the research explores how racialized migrant families develop their subjugated knowledges to claim belonging and participate in the society they live in. In this chapter, we share the key methodological findings, challenges and benefits of working with a PAR approach for co-producing transformatory knowledge with migrant families and advocacy organizations.

In line with the aims of this book, we reflect on the transformatory potential of research and knowledge for the common good through ‘alternative collaborative system of co-researchers and co-learners engaged in dialogue with civil society and social movements’ (Bacal, Introduction p. 1, see also Andersen and Frandsen, this volume).

Ambridge residents live with extended kin and non-family members much more often than the population of the United Kingdom as a whole. This chapter explores cultural norms, economic need, and family and health care to explain patterns of coresidence in the village of Ambridge. In landed families, filial obligation and inheritance norms bind multigenerational families to a common dwelling, while scarcity of affordable rural housing inhibits residential independence and forces reliance on access to social networks and chance to find a home among the landless. Across the socioeconomic spectrum, coresidence wards off loneliness among unpartnered adults. Finally, for Archers listeners, extended kin and non-kin coresidence creates a private space where dialogue gives added dimensionality and depth to characters who would otherwise be known only through their interactions in public spaces.

The disparities of COVID-19 vaccination rates between the rural and urban areas have become apparent during this pandemic. There is a need to understand the root causes of vaccine hesitancy demonstrated by the rural population to increase coverage and to contain the disease spread throughout the United States. This study aimed to explore other factors influencing vaccine hesitancy among rural dwellers besides the geography-related barriers such as poor health care access and individuals having no or suboptimal insurance coverage.

By reviewing existing data and literature about vaccination, health literacy, and behaviors, and prevailing ideologies, we discuss the potential causes of vaccine hesitancy in rural areas that could create barriers for successful public health efforts related to vaccine coverage and provide suggestions to ameliorate the situation.

Geography-related barriers, health literacy, and preconceived notions are key determinants of adopting healthy behaviors and complying with public health authorities' recommendations among rural individuals during a public-health crisis. We argue that ideology, which is much deeper than preconception or misconception on vaccination, should be incorporated as a key factor to redefine the term “vulnerable populations” in public health research.

The limitation of our study is that we have not found an effective way to encourage the populations who hold conservative religious and political ideologies to join the efforts for public health. Even though geography-related barriers may strongly impact the rural dwellers in achieving optimal health, the various forms of ideologies they have toward certain health behaviors cannot be discounted to understand and address vaccine-related disparities in rural areas. There is a need to redefine the term “vulnerable population” particularly as it relates to rural areas in the United States. During large-scale public health disasters, scholars and public health authorities should consider the ideologies of individuals, in addition to other factors such as race/ethnicity, area of residence (rural vs. urban), and socioeconomic factors influencing the existing vulnerabilities and health disparities.

Hollie (2011) maintains that pedagogy is the most frequently overlooked facet of culturally responsive teaching. This chapter puts forward a promising pedagogy for working with diverse learners, particularly those from ethnic minorities. It opens by providing a brief background to the New Zealand context in which my research has been conducted, before moving on to identifying key UNESCO principles relating to cultural and linguistic diversity, and examining key tensions and challenges that impact on the development of relevant pedagogies for diversity in different international contexts. Relevant pedagogies identified in the international literature are then summarized. Next, examples from case study data on teachers in New Zealand schools are presented. These data highlight four key aspects of a promising pedagogy: knowing, doing, being, and belonging. Consideration of how these aspects influence the pedagogical objective of becoming suggests that, while generating relevant practices (doing) is more effective in combination with theoretical input (knowing), this is insufficient without concurrently engendering a sense of being with and belonging in diverse communities of learners. The final model for a promising pedagogy is therefore more than just a simple, linear process, but the components doing, knowing, being, and belonging are viewed as part of a dynamic, interactive, and cyclical model.

Beliefs about teaching influence practice and can play a powerful role in the day-to-day decision-making of teachers. Pre-service teachers commonly accrue their original set of beliefs on teaching from teacher preparation programs or personal experiences, but unlike teachers with more experience, new teachers are more susceptible to changing their beliefs on teaching once they become official teachers of record. If these beliefs change in a negative way, such as by adopting a set of beliefs that views students through a deficit lens, or capable of achieving less than their privileged counterparts, then schools will continue to foster tendencies for social reproduction instead of tendencies for social justice. In urban schools, this increase in negative perceptions of students is even more common as new teachers face challenges that are less likely to occur in non-urban schools. Findings suggest that new teachers do change their beliefs during their first year, and that these beliefs often reflect the beliefs of trusted and close colleagues within their social networks. While some teachers experienced positive changes in their beliefs and teaching practices, other teachers experienced negative changes in their beliefs that unfavorably affected students. Most teachers were unaware of their belief changes, but offered explanations for how and why their beliefs could have changed without their noticing over the course of the study. Implications and possible directions for future research are discussed.

Purpose: To describe how an approach to instruction that intentionally considers elements of motivation and engagement, intensity of instruction, and cognitive challenge can accelerate the reading achievement of lower-performing readers by giving them access to and support to meet reading and knowledge building with success.

Design: The authors discuss a set of high-leverage practices squarely under the teacher’s control. Grounded in longstanding and rigorous research, the integrated set of practices have been shown time and time again to accelerate achievement beyond typical growth while also intentionally considering the experiences, cultures, and linguistic knowledge students bring to the classroom. The re-conceptualized approach forefronts student agency and engages students in meaningful interactions with text to build knowledge of the world they live in.

Findings: The authors illustrate the comprehensive approach through a composite vignette drawn from work with teachers and students in school and clinical contexts. The focus of the vignette is on the actions of the classroom teacher who is working to meet the needs of three struggling readers within the broader context of her 5th-grade classroom, while also establishing a coherent instructional approach with fellow teachers.

Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning.

Feminist leadership and administrative praxis include areas overlooked or devalued by traditional leadership. In this chapter, the authors explore how academic administrators in the United States who self-identify as “feminist” integrate their feminist values into daily praxis, decisions, and implementation – or revision – of institutional policies. The goals of this study are to identify how feminist values inform praxis and how feminist administrators’ praxis produce successful changes. Through in-depth, semi-structured, qualitative interviews with feminist administrators in higher education, the authors find commonalities in feminist values, in how those values shape administrators’ interactions, and how they inform initiatives and policies on which administrators have worked. Feminist administrators rely on values such as transparency, collaboration, inclusivity, empowering others, and being mindful of power and personal biases. These values informed their interactions with faculty, staff, and students as well as formal policies and initiatives, which were infused with feminist principles in their efforts to make academe more just.