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Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however, have emphasized person-environment fit models of disability that view disability, intellectual, and other cognitive disabilities, as the lack of fit between a person’s capacities and the demands of the context. This chapter examines these shifts in conceptualization and the ways in which this changes how interventions are designed to provide support to enable people with intellectual disability to live, learn, work, and play in their communities. Such interventions and supports include issues pertaining to Universal Design for Learning, multi-tiered systems of supports, and the primacy of promoting the self-determination of people with disabilities. The importance of efforts to promote social inclusion is also discussed, as well as strategies to promote transition to adulthood. Authors from several countries provide examples of how these new intervention paradigms are being implemented across the world.

Social movement scholars use protest events as a way to quantify social movements and have most often used large, national newspapers to identify those events. This has introduced known and unknown biases into our measurement of social movements. We know that national newspapers tend to cover larger and more contentious events and organizations. Protest events are furthermore a small part of what social movements actually do. Without other readily available options to quantify social movements, however, big-N studies have continued to focus on protest events via a few large newspapers. With advances in digitized data and computational methods, we now no longer have to rely on large newspapers or focus only on protests to quantify important aspects of social movements. In this paper, we use the environmental movement as a case study, analyzing data from a wide range of local, regional, and national newspapers in the United States to quantify multiple facets of social movements. We argue that the incorporation of more data and new methods to quantify information in text has the potential to transform the way we both conceive of and measure social movements in three ways: (1) the type of focal social movement organization included, (2) the type of tactics and issues covered, and (3) the ability to go beyond protest events as the primary unit of analysis. In addition to demonstrating ways that the focus on counting protest events has introduced specific biases in the type of tactics, issues, and organizations covered in social movement research, we argue that computational methods can help us extract and count meaningful aspects of social movements well beyond event counts. In short, the infusion of new data and methods into social movements, peace, and conflict studies could lead us to a substantial shift in the way we quantify social movements, from protest events to everything that occurs outside of them.

This chapter explores how eight children from five Bolivian migrant families living in Madrid perceive their participation within their families. Children understand their participation as taking responsibility for domestic chores and taking care of younger siblings. Children's ideas of participation are associated with their school experience and are about simply having a voice in everyday mundane interactions with adults and peers.

Parents' cultural values, power and authority dominate decisions in the family. These children were born in Spain and practices in their family homes are influenced by their parent's strong cultural ties with Bolivia. The data collected show that the lives of these children and their views of participation need to be understood beyond the binary of the Global North and Global South (Twum-Danso Imoh et al., 2019).

The research employed the ‘routes of participation’, a playful and creative research method that aimed to empower children to explore their ‘interdependent agency’ (Abebe, 2019) and the meaning of participation within the context of their family lives. We conclude that any successful intervention with children needs to understand the meaning of what children say in relation to the various situations in which they live. Listening to children's voices and paying attention to the language that they use in their everyday lives should continue to be the basis of child-centred research and child-centred practice. The chapter encourages to reflect on the value of culturally grounded playful activities to understand children's agentic experiences and their contribution that they can make to their own lives.

Ann Taylor was founded in 1954, and its classic black dress and woman's power suit were staples for years. In 1995 Ann Taylor LOFT was launched to appeal to a more casual, costconscious consumer. Under Kay Krill's leadership, the division began to outperform the original flagship. When Krill was promoted to President/CEO of Ann Taylor Stores Corporation in 2005, she was challenged with rebuilding the Ann Taylor brand - (i.e., meeting the “wardrobing needs of the updated classic consumer”) while maintaining the image and market share of LOFT. By mid-2008, an additional problem appeared: the macroeconomic climate was posing considerable uncertainty, especially for retail businesses. Krill was firmly committed to long-term growth. However, given the 2008 situation, what could she do to unleash what she believed was the firm's “significant untapped potential”?

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This paper aims to consider how students and teachers engaged in political work in their design and enactment of critical literacy workshops in one US elementary school facing pressures of accountability and standardization.

As a collaborative team of university researchers and classroom teachers, the authors used a qualitative, thematic approach to analyze data collected across a two-year, ethnographic case study.

Drawing on Janks’ (2012) conceptualization of p/Politics, this analysis identified three ways in which teachers approached their teaching politically: constructing flexible and broad definitions of readers and writers; blurring hierarchies between teachers, students and texts; and viewing literacy as a tool of power. In addition to elaborating on these themes, the findings illustrate how these political teaching practices supported students’ engagement with explicitly Political topics.

The era of Trump and “fake news” calls for people to not only start discussions about important social issues but also be able to engage in these discussions diplomatically and critically – in other words, to not only respond to the world but also to reconstruct it (Luke, 2004) and to imagine it better (Greene, 1995). This study offers a timely examination of ways to reshape reading and writing workshops in more critical ways, helping to prepare students for participation in the civic, career and personal worlds within and beyond school.

The rise of Black Lives Matter (BLM), as an intentionally intersectional movement, challenges us to consider the ways in which BLM is reimagining the lines of Black activism and the Black Liberation Movement. BLM may be considered the “next wave” of the Civil Rights Movement (CRM), guiding how and with whom the movement will progress. We use a content analysis of public statements and interviews of the founding members from October 2014 to October 2016 to discuss the ways in which the founders of BLM frame the group’s actions. We bring together the critical feminist concept of intersectionality with framing theory to show how the founders of BLM have strategically framed the movement as one that honors past Black Liberation struggles, but transforms traditional framing of those struggles to include all Black lives inclusive of differences based on gender, sexual orientation, age, nationality, or criminal status.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.