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This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different. For many students of color, negotiating this culturally hostile environment can lead to feelings of invisibility and isolation. This chapter explores these dynamics and their impact upon an individual’s educational, social, and personal development from the perspective of nondominants in a dominant culture. Through the exploration of our own experiences, we highlight the various coping mechanisms employed by three minority students to deal with the socially constructed hierarchies that exist in the classroom environment as a result of differences across racial and gender lines. It is our hope that this chapter will provide insight to educators who desire to develop a well-balanced classroom experience for all students.

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.

Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival presents high quality illustrations and relevant information concerning the aftermath of natural disasters, with specific attention to Hurricane Katrina. The book relates to students’ real lives because natural disasters affect many people, and, if ever faced with a natural disaster, students may find comfort in remembering this story of friendship, hope, and renewal. Young students also may begin to realize ways in which people help others during challenging times. This serves as an introduction to the importance of volunteerism in our culture. In this lesson, students are engaged in: concept webbing, discussion, map reading, cooperative group work, free-form mapping, and critically thinking about things that natural disaster survivors need and how volunteers help. Student friendly digital resources that explain hurricanes and how people adapt following natural disasters are used in the lesson.

This chapter identifies and analyzes three systemic obstacles to American public policy addressing natural disasters: symbolic obstacles, cognitive obstacles, and structural obstacles. The way we talk about natural disaster, the way we think about the risks of building in hazardous places, and structural aspects of American political institutions all favor development over restraint. These forces have such strength that in the wake of most disasters society automatically and thoughtlessly responds by rebuilding what was damaged or destroyed, even if reconstruction perpetuates disaster vulnerability. Only by addressing each of the obstacles identified are reform efforts likely to succeed.

The purpose of this paper is to expand recent discussions of research practice in organizational ethnography by engaging in a reflexive examination of the ethnographer's situated identity work across different research spaces: academic, personal and the research site itself.

Examines concerns with the traditional notion of “being there” as it applies to ethnography in contemporary organization studies and, through a confessional account exploring the author's own experiences as a PhD student conducting ethnography, considers “being […] where?” using the analytic framework of situated identity work.

Identifies both opportunities and challenges for organizational ethnographers facing the question of “being […] where?” through highlighting the situated nature of researchers’ identity work in, across and between different (material and virtual) research spaces.

The paper provides researchers with prompts to examine their own situated identity work, which may prove particularly useful for novice researchers and their supervisors, while also identifying the potential for incorporating these ideas within organizational ethnography more broadly.

The paper offers situated identity work as a means to provide renewed analytic vigour to the confessional genre whilst highlighting new opportunities for reflexive and critical ethnographic research practice.

Purpose – The purpose of this chapter is to examine the frequency of multi-study research packages in the organizational sciences and advocate for their use by detailing strengths and recognizing limitations.

Methodology/approach – Philosophy of science research, focusing on multi-study research packages, is discussed followed by a 20-year review of incidence of these packages in top organizational sciences journals.

Findings – The publication of multi-study research packages have increased over the past 10 years, most notably in micro-level journals.

Social implications – For reasons of validity and generalizability, society benefits if scholars adopt multi-study approaches to knowledge generation and disseminate.

Originality/value of the chapter – This chapter provides the most comprehensive review of multiple-study research packages in the organizational sciences to date, examining publication trends in eight leading micro-and macro-level journals. We also summarize the use of multi-study packages in our own research and offer recommendations for improving the science of replication.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

The purpose of this paper is twofold: first, to argue that substance use is a real risk for people who experience disaster, and especially so for socially vulnerable populations; second, to incorporate questions that help measure substance use during the disaster life cycle in pre-existing data sets.

The authors provide a critical review and discussion of what is missing from current drug use data sets, and how they could incorporate collection techniques for disaster stricken populations. The manuscript is not based on research but helps develop and test hypotheses. The authors are more discursive, and review philosophical discussions and comparative studies of other pre-existing data sets that collect substance use information.

Although it would take some effort to change these pre-existing national surveys, it could be done, which would allow researchers to collect much more extensive and informative data with regard to substance use during the disaster life cycle.

This manuscript is a commentary/discussion piece that proposes ideas for improved data collection. Ideally, the authors would be able to test these updated surveys.

Improved data collection methods, and improved emergency response and recovery.

Having the ability to collect these data will ultimately make communities more resilient.

The authors argue that the overlap of crime and disaster, in which substance use during the disaster life cycle falls, is an extremely understudied area. As the field of disaster studies continues to grow, the methodological and theoretical challenges of studying crime and disaster have prevented this sub-field from advancing. The authors wish to advance the discipline by pushing toward improved data collection during substance use during the disaster life cycle.