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The purpose of this chapter is to critically analyze the historical relations between Black students and the American education system. In particular, this chapter is designed to challenge the status quo and examine the ways in which the K-12 educators today can mind the margins and remedy oppressive approaches to academically preparing and supporting Black students. Persistent informal educational tracking practices, an influx of education programs designed to segregate students, and educator biases all raise critical questions that must be addressed concerning educational equity for Black students.

“Unplanned city” (and its relation “unchecked growth”) is the way many people describe cities of which they disapprove. They usually mean too little top-down planning, assuming that this is the only planning possible. But Stephen Davies, describing urbanization in England, shows that this was not always so. He notes that,[t]he years between 1740 and 1850 therefore saw an unprecedented amount of urban growth. Cities and towns of all kinds and sizes grew more rapidly and on a greater scale than ever before in history. The rapidly increasing population was drawn into the towns in ever larger numbers with the rise of industry, creating an enormous demand for housing and the urban fabric in general. This was the kind of situation that, when its like happens today, is regularly described in terms of “crisis” or even “catastrophe”. And yet the challenge was largely met. Housing and other facilities were built and provided. The towns of Britain grew to meet the new demands of a growing population and a transformed economy. There were no great shantytowns around growing cities such as Manchester and Birmingham. Instead a tidal wave of brick and stone swept over fields, turning them into new urban areas. Moreover, the period also saw the creation of great architectural achievements of lasting value in both the great cities and the new towns …. The elegance of Bath and Cheltenham, the West End of London and Bloomsbury, the New Town in Edinburgh, and the centers of Glasgow and Newcastle-upon-Tyne – all were built in this period. As this was the first instance of such wide-spread urbanization our understanding of its nature is crucial for our thinking about the process of urbanization in general, whether historically or today. In particular this instance raises the question of how urbanization can happen in the absence of an apparatus of planning and controls, by voluntary means, and what the results of this may be. (Davies, 2002, p. 19)

Microfoundational research increasingly strives to examine the interlinkages between various higher- and lower-level structures. To better capture microfounded change processes, I develop the multi-dimensional concept of institutional entrepreneurs’ skills that defines actors’ abilities to enhance institutional change. By a systematic literature review on institutional entrepreneurship, I identify seven institutional entrepreneurs’ skill dimensions: (i) analytical skills, (ii) empathic skills, (iii) framing skills, (iv) translational skills, (v) organizational skills, (vi) tactical skills, and (vii) timing skills. The established concept provides opportunities for future microfoundational research by examining the formation and the application of the seven skill dimensions.

This chapter suggests that enhancing sustainable development in the age of technologies requires reflection about the relationship between business practice and sustainable development, as well as clarification of the relationship between sustainability and sustainable development. At the core of business activity is the definition of sustainable development defined by Brundtland (1987) as ‘meet[ing] the needs of the present without compromising the ability of future generations to meet their own needs’. Although that captures only one aspect of the sustainability story and its relationship to sustainable development, it nonetheless shapes business approach in research and in sustainability practices. To illustrate the contradictions and tensions in practice so far, this chapter uses three lenses: measurement in environmental, social and governance (ESG) investment, the problem of scalability and the challenge of bias in artificial intelligence (AI). It is not clear that we need a paradigm shift, but a shift in mindsets around sustainability business practice will be needed if sustainable development is to be enhanced in the age of technologies.

In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and Connelly as well as Clandinin and Caine suggested, examining our own stories along with the stories of our research participants is essential to understand the identity-making process. Autobiographical beginnings within narrative inquiry bring to the surface those factors influencing the researcher’s perspectives, thus locating the researcher within the inquiry as well as within a larger life context. The experience of metaphorically travelling back into the muskeg where I grew up in Northern Saskatchewan and then writing about it shaped the structure of my reflections on this inquiry into identity-making and curriculum making on the edges of community. In this chapter, I refer to the edges of community as a metaphorical space or spaces occupied by people positioned or constructed as marginalized from a dominant norm positioned or constructed as central to a community. I suggest a reframing of our understanding of spaces conventionally referred to as marginalized as well as contend that the notion of marginalization, itself, is a metaphor. In my inquiries into identity-making and curriculum making, I attend to the ways in which people’s positioning within communities is complex and shifting. As this chapter illustrates, our individual identities are multivalent and inextricably intertwined with who we are, who we were, and who we wish to become, whether we are researchers, teachers, or pre-service teachers.

Introduction: Artificial intelligence (AI) is being extensively used to solve complex problems in the industry. AI provides several benefits such as providing visibility in the processes, reducing time, improving accuracy, saving time, helping in the decision-making process, etc. Due to the range of benefits of AI technologies, organisations readily adopt this technology. However, there are several challenges that the organisation faces during the implementation of AI. These challenges are in context to human resource (HR) development for successful implementation of AI across different functions and are discussed in this chapter.

Purpose: Although we know that AI technology is widely accepted in human resource management (HRM) due to its various benefits. But the organisations face many challenges during the implementation of AI. The focus of the study is to explore the literature on AI in HRM, identify the challenges of implementing AI and provide potential future research direction based on a systematic literature review.

Methodology: To explore the literature on AI in HRM, the study undertakes a systematic literature review. The study identifies, analyse and classifies the literature to provide a holistic view of HR challenges in implementing AI. The study is built on a review of 47 documents, including the articles, book chapters and conference papers using the Scopus database for the past 10 years (2012–27 January 2022).

Findings: The study provides an overview of the documents published in Scopus in this area through a systematic literature review. The study reveals that a significant amount of growth in the publication has been shown in the past 10 years. The maximum and continuous growth is shown after 2017. The maximum number of papers are published in India, the USA and China. The study identifies major eight challenges of AI implementation in HRM. The study also provides a secondary case to deep dive in this area based on a systematic literature review.

Research Limitation/Implication: The challenges identified in the study are not empirically tested. Each of the identified challenges should be empirically examined. This study has expanded the body of knowledge of AI in HRM. This study will help the academicians and practitioners work on the identified challenges and help the organisations ease in adopting AI.

Originality/Value: This study represents the first work that integrates AI implementation challenges in HRM.

From one angle, abortion law appears to confirm the regime politics account of the Supreme Court; after all, the Reagan/Bush coalition succeeded in significantly curtailing the constitutional protection of abortion rights. From another angle, however, it is puzzling that the Reagan/Bush Court repeatedly refused to overturn Roe v. Wade. We argue that time and again electoral considerations led Republican elites to back away from a forceful assertion of their agenda for constitutional change. As a result, the justices generally acted within the range of possibilities acceptable to the governing regime but still typically had multiple doctrinal options from which to choose.