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In this chapter, we look critically at the discourses of expertise as a lens for examining our experiences as teacher educators. We explain why we think that current notions of early childhood teacher training contradict the ideals of equity, liberation, and the development of human potential – our goals for education – and use two of the authors’ stories of their work with teachers of young children to provide a window into some of the contradictions, challenges, and borders we perceive. Building on the stories and our analyses of them, we posit some possible avenues to help us cross borders.

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and challenges facing the field and the ways in which moves are being made in everyday classroom practice, policy, teacher education, and professional development to build a knowledge base that is grounded in empirical data and that reflects the diversity characteristic of a globalized society.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The purpose of this paper is to investigate the processes that influence the evolution of a modern sport. It focusses on the case of international skateboarding: the sport that was recently included into the Olympic Games.

An inductive research strategy was informed by the notions of evolution of modern sport, prolympism and new institutionalism. The primary data were collected through a series of interviews and supplemented by the analysis of documents, press and social media.

The paper analysed how the organisation of international skateboarding has changed to date and identified three major determinants of its evolution: values of the activity, commercial interests and the Olympic movement. The following recurring discussion themes emerged: the link between commercialism and legitimisation of sport; bureaucratisation under the Olympic movement; and tensions between prolympism and values of skateboarding.

A limitation of the case study method is that any conclusions refer to this particular sport and their applicability to other sports lies within analytical generalisation. Still sport governing bodies and policy makers can learn from the evolution of international skateboarding and analyse potential issues and consequences for other emerging sports. In terms of theoretical implications, the study highlights legitimisation as one the key characteristics of evolution of modern sport, which should be considered along with previously established criteria, such as bureaucratisation, commercialisation and professionalisation.

The study extends the existing research on evolution of modern sports by examining a very rich contemporary case of skateboarding, the internationally growing sport with unique organisational arrangements. It contributes to knowledge of the evolution towards legitimisation of emerging sports, but also towards sportification of popular culture and society.

On 26th November, with the help of a speech by Robin Leigh‐Pemberton, the Governor of the Bank of England, Investors in Industry launched a new book by G M J Richardson Understanding industry today (David and Charles, 1984. Paper £4; Hardback £7.95. ISBN 0 7153 8663 8). It is based on a course of eight lectures which have for the last five years been successfully delivered to over 23,000 sixth‐form pupils under an ‘Understanding Industry’ scheme devised by Investors in Industry. The book goes further than the course and provides a clear, readily understandable account of what goes on in industry and its immense importance to the life of the community. Ignorance of industry is by no means confined to sixth form pupils and though the book is especially useful, in a library context, for school libraries and children's libraries, it would undoubtedly also be an excellent acquisition in public libraries for adult readers. It defines many terms used in industry, debunks mystique, clears up common misconceptions, and I wish I had had it available when I was an industrial information officer to put into the hands of my company's new recruits.

This chapter contributes to deepening understandings of the diversity of young people’s political participation and the socio-political and cultural influences that shape the uptake of activism. Drawing on scholarly theorisation of ‘implicit activism’, it begins from the premise that forms of activism vary depending on the social values, culture, and politics of different societies. To unpack the relationships between socio-political and cultural contexts and different forms of activism, this study addresses the question: what kind of activism do Japanese citizenship teachers envisage for secondary school students? Interviews were conducted with 11 educators across Japan; data were thematically analysed, and findings suggest that Japanese citizenship teachers encourage implicit forms of activism. This includes students being encouraged to develop personal and political efficacy to participate in political structures and raise their voices. Teachers also aim to develop students’ critical thinking skills to analyse society, with a focus on decoding political messages in one’s daily life. In the Japanese social and cultural context, which favours cohesion rather than confrontation, the endorsement of philanthropic activism, such as making donations, is also evident. Findings indicate that implicit forms of activism are embedded in everyday life. The study offers fresh insights into less tangible forms of activism characterised by small acts that address social concerns and issues affecting people’s own lives and the lives of others. It is argued that such implicit activism should not be overlooked, for as with explicit activism, it is also centrally concerned with fostering change.