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Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.

Specifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.

Results suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.

This paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.

In light of the shortcomings of the current world order for indigenous peoples and the environment, there is a need to make “another world possible” by promoting new ways of thinking and articulating indigenous economies. This paper aims to address this issue.

This paper examines Māori enterprises involved in geothermal energy production as existing expressions of this other “possible world”.

The paper finds that Māori enterprises involved in geothermal energy production are increasing in number and are demonstrating complex ways of conducting business. In seeking a clearer picture of these enterprises, it was found that analysing how Māori values were “added in” to these businesses was not enough. Instead it was found that examining how these enterprises could be charted with ethical coordinates allows a more complete account of what is taking place.

This paper is of value for scholars analysing the value‐based aspects of economies, particularly indigenous business enterprises. Charting ethical coordinates allows the analysis of indigenous enterprises to move away from thinking about them in binary terms, as either Indigenous or non‐indigenous. Having a way of thinking about and articulating the complexity of indigenous enterprises enables a richer conversation about their attributes.

The purpose of this paper is to use a case study of an online parenting forum to theorise how mothers’ everyday environmental and caring labour is a form of environmental and social activism in the home, that while not organised as such, is still collectivised in a “hybrid activist collective”.

Using ethnographic data and content analysis from an online parenting forum for the nappy-free infant hygiene practice known as “elimination communication”, the author compares the matters of key concern arising for this group of mothers with economic activist concerns as identified by Gibson-Graham et al. (2013) in their community economies work.

The paper finds a high degree of resonance between the key concerns of the elimination communication forum members with the key concerns of community economies. Furthermore, the author identifies the components of what might comprise a “hybrid activist collective” of mothers and others undertaking direct action for environmental and social change.

Mothers and others acting for social and environmental change through domestic practices should be recognised for their important environmental and caring labour.

The paper proposes the “hybrid activist collective” as a way of understanding the human and non-human elements that gather together to act for environmental and social change in a collectivised, but not formally organised manner.

The purpose of this paper is to examine three explanatory perspectives in the academic literature on informal economies that seek to account for agents’ engagement in informal economic practices.

The paper draws on Pierre Bourdieu’s reflexive sociology to interrogate the existing perspectives and to provide a conceptual rethinking of informal economies and informal economic practices.

The paper reveals an inherent scholastic epistemocentrism in the established perspectives. By privileging either an objectivist or a subjectivist viewpoint, these accounts do not examine the practical knowledge and logic that constitute agents’ knowledgeable engagement in informal economic practices. By making use of Bourdieu’s thinking tools of “field”, “capital” and “the habitus”, the paper offers a conceptual rethinking of informal economic practices as the product of a dialectic relationship between socially objectivated structures and subjective representations and experiences.

The paper introduces a reflexive rethinking of informality that draws on but also develops an emergent literature on informal economic practices as relational and context bound.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways they learn and engage in critical thinking. As online universities gain more popularity across the country, higher education institutions are offering more hybrid and distance-learning courses on the Internet match the demand for using technology for teaching and learning. This action research study evaluates how the Annenberg Media digital simulation The Constitutional Convention of 1787 effected student engagement in an undergraduate history course at a community college in a metropolitan region of the Southeast. Practical suggestions are provided for college level history instructors to adapt digital simulations for teaching curricular and content skills that foster critical thinking, digital literacy, and engaged learning.

Recent years have seen significant policy and practice interest in how to best respond to the impact of childhood maltreatment and adversity on young people’s contact with youth justice systems. In Australia, this has resulted in increasing pressure to implement trauma-informed practice, although this is a term that has different meanings for different stakeholders, and little is known about the perspectives of justice-involved young people. This paper aims to review what is currently known about co-production in youth justice and discuss ways in which young people can be meaningfully involved in the development of trauma-informed practice frameworks.

A narrative approach is used to present a contextual overview of youth justice in Australia, introduce key concepts underpinning trauma-informed practice and consider the barriers and facilitators of co-production and participatory approaches to the development and implementation of trauma-informed practice.

Youth justice in Australia is widely viewed as in urgent need of reform, with broad interest in developing more trauma-informed practice in these systems. Co-production and participatory approaches are fundamental to the reform process and can help to ensure that the views and aspirations of the children for whom these systems are responsible are embedded in efforts to implement trauma-informed practice.

This paper presents an argument for implementing trauma-informed practice in Australian youth justice that is based on consultation and collaboration with young people. It does not present evidence about the potential effectiveness of such an approach.

This paper has direct implications for youth justice practice, in terms of both service philosophy, design and delivery.

The work discussed in this paper offers possibilities for new and different ways of responding to youth crime and maintaining community safety.

Whilst the need to re-imagine youth justice is widely recognised, there are few resources available to support efforts to co-produce trauma-informed practice. This paper synthesises what is known about these approaches and offers some suggestions and possible ways forward.

The purpose of this paper is to examine the political position of academic librarianship in the context of recent changes in English Higher Education. The neoliberalisation of academic librarianship, both as an academic discipline and profession, is considered. The emergence of the Radical Librarians Collective is examined as a potential site through which to counter these developments and foster radical alternatives.

The paper draws upon Gramsci’s concepts of hegemony and praxis, and post-structural critiques of neoliberalism, as a theoretical framework to guide data collection and analysis, and observe developments within academic librarianship vis-à-vis broader processes of neoliberalisation. Empirical data collected through interviews and participant observation are analysed using thematic and critical discourse analysis.

The research finds that academic librarianship as a discipline and practice is undergoing a process of neoliberalisation. An umbrella organisation of activist librarians, Radical Librarians Collective, is found to be resisting these developments and has some potential to become a space through which radical alternatives to neoliberal hegemony can be explored and fostered.

The research demonstrates the utility of a Gramscian theoretical framework as a lens through which to observe developments in the field of library and information studies (LIS). Further empirical work would deepen the authors’ understanding of such developments across a range of institutions and locales.

The research makes an original contribution to critical research on the struggles around the neoliberalisation of academic librarianship in the UK. The theoretically informed analysis provides original insights into these processes, and makes a methodological contribution to LIS research.