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This chapter undertakes one re-evaluation of Louis Althusser’s philosophical legacy for modern Marxism. While Althusser self-consciously undertook to defend the scientific character of Marxism and so permanently establish it on a firm footing, many of his closest followers eventually exited the Marxian paradigm for a post-structuralism post-Marxism. We will argue that this development was rooted in Althusser’s initial procedure as he attempted to ground Marxism’s scientificity in an epistemological argument whose main referent was Marxism itself. This initiated a circularity which was ultimately to prove fatal to Althusser’s project. Less remarked upon, however, is a further legacy of the Althusserian oeuvre, the critical realist conception of Marxism initiated by Roy Bhaskar. Bhaskar found part of his inspiration in Althusser’s successful posing of the question of Marx’s science. On the one hand, Althusser’s work can legitimately be seen as a bridge into the post-modern challenge to Marxism. On the other hand, it can be seen as clearing the ground and establishing some of the foundation for critical realism’s successful recuperation of the scientific character of Marxism.

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Cities’ population growth goes in hand with the development of new technologies that are becoming the key factor of the Smart City (SC) concept. It allows the implementation of efficient management solutions, operation, and sustainable development of a city to face the challenges of urbanization and improve the services for the citizens and visitors.

The concept of the SC 5.0 was first presented in Svítek, Skobelev, and Kozhevnikov (2020), where the problems of the complexity of current cities due to rigid management processes, variety of infrastructure, and SC modules, systems, subsystems, and applications were described.

To prove the concept, several practical examples were developed to cover the topics: modeling in SCs, practical implementation of multiagent technologies, the approach of creating city ontology and the city knowledge base as the instrument of semantic interoperability, and visualization possibilities of Smart Evropská as a SC Testbed used for teaching purposes.

The new organizational structure is proposed based on knowledge graphs, and practical examples are shown. The applicability of knowledge graphs to be used in combination with data management platforms for monitoring SC key performance indicators (KPIs) and providing interoperability of services is presented.

Purpose – This chapter explores the complexity and tensions inherent in the question of how story becomes research with particular attention to the use of narrative research in studying teacher education.

Approach – To do this, we begin each section with a narrative fragment from earlier published research in which we collaborated (Hamilton, 1995). Then, we use narrative research analysis tools to explore the meaning of each fragment, lay that understanding alongside research accounts and wonderings about research in and by teacher educators, and consider the fragment in terms of specific understandings of narrative inquiry as research methodology for studying teacher education.

Findings – This chapter examines when story moves to research while probing the tensions between knowledge and living as teachers, teacher educators, and teacher educator researchers. Using the first fragment, we explore fulfilling roles as a teacher educator by using a narrative analysis tool that teases apart the author's role of narrator, actor, and character. In the second fragment, we consider the contexts that influence a teacher educator researcher by examining the fragment to determine the levels of narrative. In the third fragment, we utilize the tools of plotlines and tensions to unpack the competing plotlines of epistemology (modernist vs. narrative) ending with an examination of the importance of ontology in narrative work. In our fourth fragment, we unpack nine approaches to narrative by examining the essential role of story for each element of the research process.

Research implications – As teacher educator researchers, we always stand in the midst – in the midst of the story where we may be simultaneously narrator, character, and actor, in the midst of living the research we are most interested in studying. Within a single moment, we can act as teacher, teacher educator, and teacher educator researcher when our research focuses on our own practice. Our experience as we live it represents the tension between arrival and arriving.

Value – The value of this chapter is the way in which it demonstrates narrative analysis and distinguishes among various approaches to narrative research.

In the face of what can be termed ‘a moment in time’ occurrence, with relevance to the Australian context, the focus of this chapter is one of emergent understanding. It explores the scrambling of definitive terms in the coding of a historicity that has turned one investigational episode into a world phenomenon. The topic, ‘COVID-19, the Crossing of Borders and New Knowledge Systems and their relationship to higher education systems illuminates the positioning of circumstance in how we address the onslaught of a virus referred to as the coronavirus disease 2019, abbreviated as COVID-19. In this chapter, through an evocative ethnographical framework, aligned with a ‘Strands of Knowledge’ approach (Kumar, 2004) the chapter views our sense of Being and interculturality in the exploration of the world undergoing the biggest experiment. The exploration is situated within Bourdieu’s (2016) definition of habitus. This is correlated with conceptualisations of the affective and its influence on how the Pandemic has been addressed. Leading from this, it concentrates through the factors of ‘the crossing of borders’, the teaching and learning of our higher education students. In the process, a proposition is put forward of an enhanced epistemology and ontology leading to how we perceive pedagogy in light of new knowledge systems in higher education.

This chapter explicates the theoretical basis and contribution of poststructuralism to the study of strategy and strategic management. More specifically, it focuses upon Foucauldian analysis which is contrasted to rationalist and interpretivist studies. Foucauldian analysis is not regarded as a corrective but as an addition to these established approaches to studying strategy. Notably, Foucault's work draws attention to how discourse constitutes, disciplines and legitimizes particular forms of executive identity (‘strategists’) and management practice (‘strategizing’). We highlight how Foucault's poststructuralist thinking points to unexplored performative effects of rationalist and interpretivist studies of strategy. Foucault is insistent upon the indivisibility of knowledge and power, where relations of power within organizations, and in academia, are understood to rely upon, but also operate to maintain and transform, particular ‘discourses of truth’ such as the discourses of ‘shareholder value’ and ‘objectivity’. Discourse, in Foucauldian analysis, is not a more or less imperfect, or ineffective, means of representing objects such as strategy. Rather, it is performative in, for example, producing the widely taken-or-granted truth that ‘organization’ is separate from ‘environment’. In turn, the production of this distinction is seen to enable and sanction particular and, arguably, predatory forms of knowledge, in which the formulation and application of strategy is represented as neutral, mirror-like and/or functional.