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The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

The research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.

This paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.

Notwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.

Disruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.

Intentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

The separation of powers constitutes a vital feature of western democracies, enshrined in myriad federal and state constitutions. Yet, as a broad principle, theorists struggle to pin down its precise nature, and many contend that the tripartite separation of state powers into legislative, executive and judicial branches proves simplistic and infeasible. I argue we should understand the separation of powers as a strategy used to structure relations between the separated institutions. This process of structuring empowers the creation of novel inter-relations among institutions (relations of balancing, checking, dividing, coordinating and so on), with the goal of improving their institutional integrity. In short, we separate only to reconnect.

Purpose: This chapter analyzes the gender/sexuality/race system through which the Argentine Army was constructed as the representative of the nation and guardian of its essential values. I will focus on the challenges faced because of the implementation of gender policies by the Ministry of Defense from a rights-based perspective in the institutional matrix of the military, structured through gender and race hierarchies.

Design/methodology/approach: This chapter is based on findings obtained through my experience as a member of the Gender Policy Council for Defense (GPC), from its creation in 2007 to the present, and my fieldwork on the Argentine Armed Forces.

Findings: The resistance to the implementation of gender policies in large part stems from the defiance of the “national ideal” – incarnated by the Argentine Army – constructed upon gender and race inequalities.

Research limitations/implications: Gender inequalities have generally been excluded and ignored in political analysis and in the study of nations and nationalism. For this reason, it is difficult to recover the missing links of history and give women’s lives and gender relations the importance they deserve in analyses of power. The chapter contributes to this task.

Practical and social implications: The resistance to the implementation of the policies sponsored by the GPC of the Ministry of Defense should be evaluated from a gender and ethnoracial perspective.

Originality/value: Research on women in the Argentine Armed Forces is still limited.

The origins of corporate social responsibility (CSR) have been widely attributed to the work of scholars, and business managers as well, in North America and Western Europe. Inevitably, however, as the economic interaction of individual firms and entire nations has grown over the past several decades — call it globalization — so too has the concept and the practice of CSR spread throughout the world. It is certainly time to explore how CSR is being incorporated into the practice of business management in other regions and other countries. Therefore, in this chapter we will focus on Asia: specifically on Japan, South Korea, India, and China. It is interesting for academicians to understand how CSR is being absorbed and adapted into the business cultures of these four countries. Perhaps of even greater importance, it is vital that business managers know what to expect about the interaction between business and society as well as the government as their commercial activities grow in this burgeoning part of the world.

For each of these four countries, we will provide an overview of the extent to which CSR has become a part of the academic community and also how it is being practiced and incorporated in everyday management affairs. We will see that there are very significant differences among these countries which lead to the natural question: why? To answer this question, we will use an eight-part analytical framework developed specifically for this purpose. We will look at the history, the dominant religious beliefs, the relevant social customs, the geography, the political structures, the level of economic development, civil society institutions, and the “safety net” of each country. As a result of this analysis, we believe, academicians can learn how CSR is absorbed and spread into commercial affairs, and managers can profit from learning more about what to expect when doing business in this increasingly important region.

This chapter explores the implications of patrimonial politics in the Dutch East India Company empire in the context of establishing a settlement at the Cape of Good Hope in southern Africa in the mid-seventeenth century. The Cape extended the reach of Company patrimonial networks with elite Company officials circulating throughout the Indian Ocean empire and consolidating their familial ties through marriage both within the colonies and in the United Provinces. These patrimonial networks extended to the Cape as elite Company officials created families locally or married Cape-born women. As the colony grew, the Company created a class of free-burghers some the wealthiest of whom were tied directly into elite Company patrimonial networks. But from the early eighteenth century onwards these elite Company networks came into conflict with the evolving free-burgher patrimonial networks with which they were in direct competition. This paper argues that local patrimonial networks can evolve in a settler colony that challenge the elite patrimonial networks of the imperial elite.

This chapter critically examines dialogues between indigenous feminists and academic feminists about the role and significance of indigenous epistemologies in constructing social scientific knowledge, particularly feminist epistemologies. We argue that the term indigenous feminisms must be understood as broadly linking gender equality, decolonization, and sovereignty for indigenous peoples. In Latin America, this term typifies an activist and practical movement with cultural, economic, and politically specific dimensions. We posit that analytical and theoretical frameworks developed from indigenous women’s ways of knowledge production should be recognized and legitimated in feminist discourse because much is learned from their worldview about women’s emancipation, the importance of intersectionality in terms of race, ethnicity, and gender in indigenous contexts, in addition to political and cultural critiques. We show that indigenous feminist theoretical formulations are not homogenous but overlap in some areas of theoretical and practical formulations that involve new conceptualizations of the body, space, time, action/movement, and memory.

The purpose of this paper is to do a systematic assessment and testing of identified human rights norms alongside social determinant approaches in relation to identified health issues of concern in four Latin American countries (Argentina, Chile, Paraguay and Uruguay) to show how social determinants and human rights frameworks improve population health.

To do so, in the first part the authors analyze the inequalities both between and within each of the selected countries in terms of health status and health determinants of the population. Then, in the second section, the authors analyze the level of recognition, institutionalisation and accountability of the right to health in each country.

From the data used in this paper it is possible to conclude that the four analysed countries have improved their results in terms of health status, health care and health behaviours. This improvement coincides with the recognition, institutionalisation and creation of accountability mechanisms of human rights principles and standards in terms of health and that a human rights approach to health and its relation with other social determinants have extended universal health coverage and health systems in the four analysed countries.

Despite of the importance of the relation between human rights and social determinants of health, there are few human right scholars working on the issues of social determinants of health and human rights. Most of the literature of health and human rights has been focussed specific relations between specific rights and the right to health, but less human right scholar working on social determinants of health. On the other hand, just a few epidemiologists and people working on social medicine have actually started to use a universal human rights frame and discourse. In fact, according to Vnkatapuram, Bell and Marmot: “while health and human rights advocates have from the start taken a global perspective, social medicine and social epidemiology have been slower to catch up”.