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This chapter investigates the coffee value chain in Latin America. By drawing on the concept of just transitions as a “connective tissue” between the sustainable development goals (SDGs), the discussion zooms in on the promise of agroforestry for environmental upgrading. The chapter concludes by providing examples of trade-offs between environmental, social and economic aspects.

A cascade of crises that materialized in particular over the 2019–2022 period, increases the relevance for international business (IB) scholarship to address the following question: whether, to what extent and under what circumstances can multinational enterprises (MNEs) rescue the sustainable development goals (SDGs) and make sure that nobody is left behind in a globalized world where the opposite seems to be the case? For many MNEs, slow progress in implementing the SDGs in a more strategic and transformational manner does not necessarily hint at a lack of interest with management, but also at a lack of solid knowledge and/or experience in how to implement general development ambitions like the SDGs. This introductory chapter defines the intellectual and managerial challenges ahead. It refers to relevant efforts already done in the IB community – with reference to IB journals that issued special editions on the topic – and explains why five angles have been chosen to cluster the contributions in this volume which are also aimed to enhance further progress in the study of MNEs and the SDGs: (1) general, (2) strategic, (3) operational, (4) contextual and (5) misbehavior.

This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.

Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.

The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.

This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.