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This chapter deals with different perspectives and structural transformations between capitalist society and indigenous ways of life. I approach the A’uwẽ-Xavante myth of the theft of the jaguar’s fire, one of many versions of the story of the bird-nester, which Lévi-Strauss interprets as the acquisition of culture through cooking technique. I compare it with Proudhon’s study on property as the theft of collective force which he treats as the groundwork of the manufacturing process in capitalist society. This highlights the difference between Proudhon’s ideal mutualism, based on free access to means of production and polytechnic education, and the A’uwẽ-Xavante’s acquisition of power and its technical reproduction. Proudhon’s mutualism envisages auto-organization of collective force in cooperative work favoring its collective appropriation by the workers; while in the A’uwẽ-Xavante way of life, there is an off-centered collective force from which technical acquisition is redistributed. In common with Proudhon’s ideal labor mutualism, A’uwẽ-Xavante’s ways welcome outsiders to their means of production of people; but unlike Proudhon’s, this welcome is not for free: they have to prove their generosity and personal commitment to the game.

A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of knowledge,” one pathway to provide a culturally and linguistically responsive classroom environment for DLLs is to form collaborative relationships between parents and teachers of DLLs. The purpose of this chapter is to describe Project TAPP (Teachers and Parents as Partners), a community of practice (CoP) composed of parents and teachers of preschool dual language learners. The chapter describes the framework of Project TAPP, findings related to participation, and lessons learned.

The purpose of this chapter was to examine the implementation of a flexible work initiative that attempted to challenge two institutionalized precepts of contemporary white-collar workplaces: the gendered ideal worker norm, with its expectation of the primacy of paid work over family and personal life, and the assumption of managerial control over employees’ schedules and work location.

Using ethnographic and interview data, how the Results Only Work Environment (ROWE) was experienced by employees in four different teams within the Best Buy, Co., Inc. corporate headquarters was explored.

Comparing more and less successful implementation across teams, results suggested that collective institutional work is required for the emergence of new norms, expectations, and legitimated practices. Findings indicated that managers’ task-specific knowledge – their deep experience with the tasks that the team is charged with completing – is a structural condition that facilitates managers’ trust in employees and encourages team experimentation with new practices.

Data for this study was limited to one organization and four teams. Future research should include similar organizational change efforts in other organizations and in larger teams.

These findings may promote a better understanding, among researchers and practitioners, of the importance of manager knowledge and background and how this appears to be key to achieving institutional change.

This research is an example of an innovative approach to workplace flexibility and applies an institutional theory lens to investigate variation in the implementation of organizational change.

This chapter explores women leaders’ outward appearance in the male-dominated world of rail, through the lenses of postfeminism and neoliberalism. Drawing on 31 interviews with women leaders in rail, it maps how a postfeminist logic is evident in women leaders’ narratives of aesthetic femininity. Aesthetic femininity refers to women leaders’ outward appearance which they describe as feminine. The research participants justify their feminine ‘work style’ through postfeminist themes of individual choice, natural sex differences, irony, personal initiative, skill and empowerment. The findings also show a patterning of justification around aesthetic femininity that fits a neoliberal self-governance as enterprise, self-flexibility and self-confidence. It is argued that whilst these iterations of aesthetic femininity are rooted in postfeminist and neoliberal contexts, they have consequences for sustaining gendered inequalities and traditional feminine norms in the highly masculinised culture of rail. Women’s narratives, whereby gender inequalities are acknowledged then subsumed into individualised agency through dress and appearance, do little to challenge the gendered culture in this sector.

This chapter connects Black women’s histories of educational leadership after emancipation to the need for creative leadership in academia now. This chapter focuses on ways in which nineteenth-century educator and activists Lucy Craft Laney and Frances Ellen Watkins Harper, among others, addressed challenges of race and gender and how their stories offer opportunities to consider current needs in higher education. Contrary to the freedom that academia is supposed to promote, topics in gender and ethnic studies may be challenged or restricted as part of liberal political agendas. Additionally, this chapter considers ways in which academia has been used to limit freedom for students and the need for innovative and creative ways to promote academic freedom in educational settings.

Over the last two to three decades, European welfare states have witnessed fundamental changes in both family and labour market structures with many more women being in the paid labour market. While this was seen to address previous problems linked to women’s disadvantage, it has also been argued to give rise to new risk and social inequalities, including falling fertility rates and increasing childlessness. Research has identified the lack of affordable childcare as a key factor in childlessness leading to a strong EU focus on early childhood education and care. Since 2000, the EU has played a more proactive role in policies and initiatives aimed to address decreasing fertility rates with greater pressure for convergence among member states. However, there has continued to be a large degree of variation between countries. This chapter thus examines the case of Germany which has one of the highest levels of childlessness in Europe. It focuses on the intersection between childlessness and childcare provision in Germany and analyses the existing childcare arrangements with a view to understand how they influence childlessness. Particular attention is given to the role of the German government as the main actor in the process to explore ideology-related explanations of German policy-makers which led to contradictory policies. Relying on an extensive review of the related literature and policy documents, together with the personal interviews with policy-makers, academics and women’s organisations, this chapter concludes that the relatively conservative outlook of the German government which prioritises the motherhood and caregiver role, and the dominance of the corporate welfare system, has limited developments to improve access to childcare resulting in ‘a culture of childlessness’ in Germany (Kreyenfeld & Konietzka, 2017).

If our school closes, we lose our community. (Opunake & Coastal News, 2002, p. 1)