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The COVID-19 pandemic has engendered changes in previously unimaginable timeframes, leading to new ways of working, which can quickly become the “ordinary” way of working. Many traditional workplace and educational practices and environments, however, are disadvantageous to people with disability and consequently are under-represented in the workforce and higher education.

Contributing factors include exclusionary societal and employer attitudes and inaccessible built environments including lack of attention to paths of travel, amenities, acoustics, lighting and temperature. Social exclusion resulting from lack of access to meaningful work is also problematic. COVID-19 has accelerated the incidence of working and studying from home, but the home environment of many people with disability may not be suitable in terms of space, privacy, technology access and connection to the wider community.

However, remote and flexible working arrangements may hold opportunities for enhancing work participation of people with disabilities. Instigating systemic conditions that will empower people with disability to take full advantage of ordinary working trajectories is key. As the current global experiment in modified work and study practices has shown, structural, organisational and design norms need to change. The future of work and study is almost certainly more work and study from home. An expanded understanding of people with disabilities lived experience of the built environment encompassing opportunities for work, study and socialisation from home and the neighbourhood would more closely align with the UNCRPD's emphasis on full citizenship.

This paper examines what is currently missing in the development of a distributed work and study place continuum that includes traditional workplaces and campuses, local neighbourhood hubs and homes.

This study aims to apply confirmatory personal introspection (CPI) to illuminate the experiences of the authors as partial native-visitors to Western Australia. The native-visitor is the tourist who is able to see beyond Urry’s shallow conception of the Tourist Gaze through their lengthy immersion as “insiders” in the destination’s culture. In this paper, the experiences of two immigrants, the authors, to Western Australia illustrate the different perspectives of the Tourist Gaze 4.0.

The paper uses CPI, as this is a more reliable method of uncovering a traveler’s experiences than subjective personal introspection because CPI uses additional data sources such as written historical records and photographs for confirming the researcher’s accounts. In this study, accounts of both authors alongside photographs are used to both confirm and contrast their individual experiences.

The paper demonstrates the varied forms of the tourist gaze, with an emphasis on that of the native visitor. The findings illustrate how individuals’ both maintain aspects of their original cultural identity and adopt those of the new country after an extended time living in that country. This enables individuals to see attractions and destinations from an insider perspective.

This study shows how even after an extended period of time living in a new country, visitors may not have the cultural confidence to behave as local residents at tourist attractions and destinations, which could limit their engagement and enjoyment of these experiences. Marketers should take this into account in designing and promoting tourist experiences to visitors.

CPI provides a valuable means for illustrating the range of perspectives within the Tourist Gaze 4.0. The method enables individuals’ rich experiences to be uncovered but at the same time uses multiple data sources to provide additional rigour.

This chapter examines four episodes of The Simpsons, paying particular interest to one, The Days of Wine and D’oh’ses to connect the notion of pastiche with a symbolic interactionist view of media representation. We use The Simpsons and episodes pertinent to alcoholism and alcoholic imbibing to show that pastiche, which does not deny the resolute qualities of a serious social issue, nevertheless provides ironic and fantastic imagery to merge the serious and even tragic with the comedic. We use the four episodes to depict alcoholism as a disease but also as focal point for humor, making the contrast between The Days of Wine and D’oh’ses and its classic alcoholism-film counterpart, The Days of Wine and Roses, central to the tragic-comedic connection. We further draw upon Denzin’s notions of the comedic drunk and the alcoholism alibi to discuss how pastiche both inspires attention to alcoholism as a serious medical disease and disease of the self and to alcoholism as pivotal to comedic character development and the emergence of pragmatic and creative selves.

This paper develops the concept of a futureless past, drawing upon G. H. Mead's theory of the past. The futureless past is distinct from several other familiar conceptualizations, including symbolic reconstruction, anomie, and nostalgia. Specifically, the futureless past represents acknowledgment of prior significance and the co-acknowledgment that whatever has occurred cannot possibly occur again. Drawing upon films such as The Days of Wine and Roses and No Country for Old Men, the paper explores the notion of moving forward in time with recollections of things that have passed, using such passage as boundaries between what should and must occur and what can never occur in order to project or deny a shared future.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

Purpose – I extend the discourse regarding The Days of Wine and Roses (TDoWaR) as an Alcoholics Anonymous (A.A.) film in particular and analyses of A.A. films in general and provide a symbolic interactionist reading of TDoWaR as involving compliance dramas.

Design/methodology/approach – Borrowing from Norman Denzin's notion of a subversive reading of films, in which the author attends to the literal content of a text from a predefined perspective, I deal with the characters as if they create and maintain aligned and congruent actions that authors can analyze as conversational and interactional content. My main interest, drawing upon symbolic interactionist conceptualization and previous reviews of TDoWaR, involves the decisions made by characters to imbibe against their better judgment.

Findings – I detected four dramas (foreshadowed, evocative, profane, and complementary) that differed in interactional intensity and consequences. Each involves mutual decision making associated with self-definition and definition of the relationships. I also locate the dramas in the context of moral themes of an A. A. Film, specifically an epiphany, a categorical commitment to sobriety, an ongoing life cycle of recovery, and synchronicity.

Originality/value – Compliance dramas involve decisions to engage in ordinary activity (in this case, drinking) that becomes nonordinary, owing to semiotic, situational, historical, and interactional dynamics. The chapter can encourage thinking about alcoholism and alcoholic films as involving a moral career of a recovering alcoholic that sometimes must involve sacrifice of other prestigious moral careers (e.g., of a romantic relationship) in order to maintain the authenticity of the identity.