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Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

This chapter explores how TESOL teacher educators used self-study to respond to educational policies for emergent bilingual learners (BLs) and their teachers. The purpose was to examine tensions, challenges, and opportunities in our efforts as teacher educators to prepare teachers to teach BLs in mainstream classes through a state-mandated sheltered English instruction (SEI) course. Data sources, including emails, course artifacts, meeting agendas, and journals, pre and post surveys and course assignments were analyzed using mixed methods. Practitioners and participants agreed one SEI course is insufficient. In a coherent approach to preparing mainstream teachers to teach language, learning would be reinforced from coursework to the classroom. Without self-studies that provide an informed response to external policies that shape teacher education, the danger is new policies result in no substantive change.

As shown in their earlier stories, while at differing times and places Janice and Mary searched for a research methodology that felt congruent with who they were each becoming and the inquiries they imagined, they both became drawn toward the relational aspects of narrative inquiry. As Clandinin and Connelly wrote: “Relationship is key to what it is that narrative inquirers do” (2000, p. 189). Key in negotiating relationships as narrative inquirers is our collective sharing of stories of experience. This relational storytelling shapes both shared vulnerability among storytellers as each person awakens to the complexity of lives being composed and recomposed and, too, a growing sense of working from, and with, stories as a way to shape personal, social, and institutional change (Clandinin & Connelly, 1998, 2000; Connelly & Clandinin, 2006). Clandinin and Connelly (1998) describe this kind of narrative change as taking shape in the following ways:For us, the promise of storytelling emerges when we move beyond regarding a story as a fixed entity and engage in conversations with our stories. The mere telling of a story leaves it as a fixed entity. It is in the inquiry, in our conversations with each other, with texts, with situations, and with other stories that we can come to retelling our stories and to reliving them. (p. 251)Furthermore, Maenette Benham (2007) writes thatthe power of narrative is that, because it deeply explores the tensions of power by illuminating its collisions (e.g., differences of knowledge and practices), it reveals interesting questions that mobilize processes and resources that benefit native people and their communities. Indeed, the political impact of narrative cannot be dismissed. (pp. 513–514)

In the post-industrial American city, consumption and women play new and crucial roles. As service, tourist, shopping, and entertainment industries take prominence over or supplement the more explicitly male industrial and financial industries, women entrepreneurs have become significant actors in the city (Benson, 1988; Green, 1997). Femininity overlaps with bourgeois values in gentrification, giving women's actions a special import (Jackson & Thrift, 1995). The ‘ladies’ of gentrification produce new interpersonal dynamics on the streets and sidewalks, helping to facilitate neighborhood change, spread safety and stimulate new community ties.¹ This analysis is based on a multi-year field study and extended interviews of the neighborhood of Williamsburg, Brooklyn in New York City. In the past decade, this ethnic working-class neighborhood's primarily male industrial landscape and female domestic sphere has been supplanted by new mixed-gender, quasi-public spaces. Drawing on Jane Jacobs’ concepts of “eyes on the street” and “public characters” (Jacobs, 1961), I characterize women entrepreneurs as “faces on the street” who serve a key role in the transformation of neighborhood streets. This study focuses on the role of women in the gentrification process as an attempt to address the broader issue of the role of women in urban studies (DeSena, 2000; Leavitt, 2003).

This research explores the subjective health experiences of women incarcerated in a provincial detention center in Ottawa, Canada.

Narrative interviews conducted with 16 previously incarcerated women were analyzed to explore how health issues shaped their experiences in detention.

Women identified a set of practices and conditions that negatively impacted health, including the denial of medication, medical treatment, and healthcare, limited prenatal healthcare, and damaged health caused by poor living conditions.

Findings suggest that structural health problems emerge in penal environments where healthcare is provided by the same agency responsible for incarceration. The incompatibility between the mandates of incarceration and healthcare suggests that responsibility for institutional healthcare should be transferred to provincial healthcare bodies.

This research responds to the lack of research on carceral health experiences within both penal scholarship and medical sociology, particularly in relation to women and those confined in jails.

A strange phenomenon among women writers of the late eighteenth century, both conservative and liberal minded, was the predominance of female villains in their novels. While this can be seen as an after-effect of masculine patriarchal discourse, particularly for those women writers who possessed a more religious-based ideology, why was it prevalent among feminist writers of the time who should have been aware of misogynistic stereotypes? Two such writers who emulated this strange paradox were Mary Robinson and Charlotte Smith. Both these women had been vilified by the Anti-Jacobin British 18th press as notorious and corrupt ‘female philosophers’ who followed in the footsteps of Mary Wollstonecraft. This chapter will conduct a historical feminist close comparative reading of Robinson's novel, Walsingham, and Smith's novel, The Young Philosopher, based on feminist scholarship on eighteenth-century female writers. It will examine how the female villains in the novels overpowered even the male antagonists and were often the cause behind the misfortunes, directly or indirectly, of the heroines/heroes. While these villains did serve as warnings against inappropriate behaviour, they illustrated the disaster for women when there is a lack of female community. Specifically, in the case of Robinson, her Sadean villains illustrated that no one is spared from the corruption of power and that the saintly female figure is nothing but an illusion of the male imagination. They were fallen Lucifers, rebels who relished in their freedom and power despite their damnation and punishment. The patriarchal system was temporarily demolished by them.

Purpose – This chapter examines children's options for responding to parental attempts to get them to do something (directives).

Methodology/approach – The data for the study are video recordings of everyday family mealtime interactions. The study uses conversation analysis and discursive psychology to conduct a microanalysis of sequences of everyday family mealtimes interactions in which a parent issues a directive and a child responds.

Findings – It is very difficult for children to resist parental directives without initiating a dispute. Immediate embodied compliance was the interactionally preferred response option to a directive. Outright resistance was typically met with an upgraded and more forceful directive. Legitimate objections to compliance could be treated seriously but were not always taken as grounds for non-compliance.

Research implications – The results have implications for our understandings of the notions of compliance and authority. Children's status in interaction is also discussed in light of their ability to choose whether to ratify a parent's control attempt or not.

Originality/value of chapter – The chapter represents original work on the interactional structures and practices involved in responding to control attempts by a co-present participant. It offers a data-driven framework for conceptualising compliance and authority in interaction that is based on the orientations of participants rather than cultural or analytical assumptions of the researcher.

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.