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As the novel virus was declared a pandemic, Korean schools quickly transitioned to remote schooling based on its advanced IT system, government-operated digital learning platforms, and an abundance of pre-existing online teaching materials (Byun & Slavin, 2020). Unfortunately, this story of “successful” educational responses to the pandemic was of little relationship to physical education (PE) partly because of the sparsity of supportive resources for online teaching of the hands-on subject area but mainly because of the incompatibility between the nature of the online classroom and the essence of PE (Baek & Yoon, 2020; Oh, 2021). As its name implies, physical education is inseparable from physical movements, bodily dialogue, close physical contact, and active, direct interactions between engaged individuals. Accordingly, PE teachers, dwelling in either online or blended classrooms where bodies are absent, and touch is unthinkable, are experiencing diminished room to implement their pedagogical repertoires and, in turn, affecting their deconstruction and reconstruction of their teacher identities (Kamoga & Varea, 2022). In a nutshell, PE subject matter and PE teachers' identities are being challenged and experiencing unexpected metamorphoses amid this global crisis.

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

This study aims to build on social capital theory (SCT) and its dimensions by examining the role of social capital in the public procurement process and by identifying related contingencies that may influence procurement performance.

A systematic literature review and a thematic analysis regarding social capital in procurement are conducted. The antecedent–behaviour–consequence (ABC) model is used for illuminating linkages between social capital, contingencies and procurement performance.

The dimensions of social capital are investigated in the procurement process; however, the extent of social capital role can vary between the phases of the process. It is concluded that the contingencies of social dynamics are linked with social capital and may influence the outcomes and performance of the procurement process.

Social capital can ease interactions between public buyers and private suppliers by contributing to effective tendering, improving social interaction in negotiations and balancing rigidity in contract management, supporting the interests of both parties. The provided framework helps decision makers to comprehend the social dynamics in public procurement.

Improving social dynamics and solutions in public procurement.

This study extends social capital research in the field of public procurement and creates a framework connecting social capital and prevailing contingency factors to procurement process performance.

This study aims to explore UK Business Improvement Districts' (BIDs) responses and practices to the COVID crisis and evaluates how these influenced their organisational identity. The paper aims to highlight the possible shift in BIDs' operations that can lead to their positioning as integral facilitators of place management initiatives in their local areas.

The authors stress the confused nature of BID identity and highlight how BID activities and business plans correspond to subsequent crises through the lens of crisis management and disaster management frameworks. A mixed-methods, exploratory, sequential approach was taken, incorporating interviews and survey responses from UK BID managers in two distinct phases between October and December 2020.

The findings of the study suggest a greater emphasis on communication strategies and the formation of partnerships during the lockdown periods, along with a renewed understanding of a BID's role towards place leadership, resilience and public safety.

The practical implications of this work show a shift in BID business practices, programmes and services and highlight the need to establish a set of industry standards and best practices with enhanced place leadership responsibilities.

The research provides a detailed snapshot of the UK BID industry during the COVID crisis and shows the possibility for BIDs to reframe their identity as locally bound, place-based organisations that have a more direct role in place management.

This chapter traces the origin of racism and reviews the historical and contemporary debates around race and racialisation in western thought. There are persistent disagreements surrounding the origin and nature of racism. Because of the evolution of racist ideas, behaviours and institutional practices and policies, there are various views about the meaning and analytical application of racism. This chapter explores how ideas of race – understood as innate and immutable human differences that can be classified and ranked hierarchically based on race – has emerged in western history and evolved over time. It examines how this has influenced social and political practices and associated policies across the evolution of modernity. The chapter specifically discusses the Atlantic slave trade and how it shaped the historical development of race and racism within the context of colonialism. It concludes with a discussion and critical review of some of the racist systems and policies which have been enforced across different multiracial countries.

The purpose of this paper is to explore the impact the pandemic had on higher education institutions (HEIs), the opportunities they were able to harness, and whether they are better prepared to deal with future disruptions as a result.

The authors do this by presenting a reflective case study using a combination of crisis and resilience theories as their analytical framework. Case studies are flexible research instruments allowing researchers to draw on both subjective experience and also established theoretical frameworks. Case studies can be used to intensively analyse a specific case from an organisation, sector, or personal perspective. Although the results are not usually generalisable, they can be insightful (Bell et al., 2022).

The authors found that, in this case, a continuity strategy relevant to the sector, already existed. However, a lack of knowledge meant that the strategy was not used straight away. This was costly in terms of staff and student well-being but, ultimately, HEIs adapted by converging on a practical solution, showing inherent resilience. Further research is necessary to ascertain whether robust business continuity plans would have made the transition smoother.

This paper specifically investigates higher education teaching from a crisis and resilience perspective, using a theoretical framework not previously used for the analysis of Covid-19 in HEIs.