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This chapter focuses on one particular practice that came to the forefront in over a dozen teacher education sessions with government schoolteachers in southern India- the reflective practice “Dialogic Modeling.” This chapter delves into two primary facets of dialogic modeling: how it operates and how it fosters opportunities to study the practices being modeled. To help supporters’ and critics’ reading, this chapter examines the form of several episodes of dialogic modeling. By form, the author refers to terms such as logic, structure, and conditions. This form and function analytic is critical to recognizing the mechanics of the practice, and provides an understanding of how a reflective dialogic practice can operate. The chapter also takes up why this form matters for how teachers learn to do their work, and how doing the work of teaching can be bolstered through reflective practice. By doing so, the chapter aims to provide additional warrants for the claims that teacher education can, and likely should, involve teacher-learners in the deliberate study of principled practices. Moreover, the author argues that modeling as it is commonly done leaves much to chance and squanders the opportunity to learn and build teachers’ capacities.

The focus and goal of this chapter is to systematically detail how the “cascade” system is organized and how it operates by coordinating current research. To do so, this chapter first builds an understanding of the historical conditions that forged the “cascade” system, then turns to how the system operates – charting its affordances and limitations through others’ research – and then discusses what opportunities can be leveraged to support teachers’ work. In doing so, this chapter provides relevant information and documentation about the “cascade” system so that readers can understand how this system currently works and what is possible. Two interpretations are made from the analysis of current research. First, the “cascade” is overwrought with voices, and the participants overwhelmed; and second, the “cascade” fosters an untenable view of how people learn and what constitutes teaching. Increasingly, teachers and their education are being widely recognized as central to the fortunes of schoolchildren. In India, a significant amount of attention is being paid to teacher education more than ever before. For example, the recent 5-year planning and operations budget is being touted as the “Teacher Education Plan.” Thus, probing the existing system and its norms and practices is vital to ensuring this attention isn’t frittered away and is put toward helping teachers step up to the challenge of providing all students rich opportunities to learn.

Older workers represent an increasingly important source of labour for organisations. Irrespective of age, a worker needs the appropriate skills and knowledge to be productive and to help the organisation achieve its strategic objectives. However, in many organisations, older workers are less likely to be offered training opportunities than their younger compatriots. This is due, in part, to negative stereotypical assumptions about older workers by managers. Learning and training are influenced by an individual’s career span and motivation. As a person ages, their work-related needs will change. There is a shift from growing and developing their career to a focus on security, maintenance, emotional satisfaction and mastery. Cognitive change takes place during a person’s life, and a gradual decline in primary mental abilities can be expected, but the notions of general decline are simplistic and misleading. A person is able to learn at any age and the older worker is capable of adjusting to changes in work. Many people assume that older workers are homogeneous but this is not the case. There are significant differences between older workers and these differences need to be acknowledged and understood. The organisational culture will affect learning and training opportunities for older workers, as will the attitudes of managers to older employees. Learning and training for older workers will also be influenced by the national culture and, in this chapter, selected Asian countries are discussed. The chapter concludes by offering recommendations regarding learning and training for older workers in organisations.

Education in India is valued as a transformative tool for upward mobility, increased opportunity and individual freedom. A variety of education policies over the years have sought to ensure greater equity with varied impact. Student learning has suffered across the country in part due to differences in regional access, linguistic ability, and family income. Furthermore, India lies at the intersection of aspiring ambitions of international influence and vast inequities ensuring many sectors of the populations lag far behind the “modern” aspirations of the middle class. In this conflicting space, Indian policy-makers established the Right to Education Act in 2010 as an effort to create broad and sweeping change in educational policy. This chapter seeks to look critically at the main components of the act, now 10 years in, to evaluate how some of the most controversial aspects of the law, have affected student learning, through the lens of teacher quality, including teacher preparation, teacher professional development, teacher dispositions, and teacher’s attitudes and perceptions of students. Vignettes from teacher experiences will be used to illustrate challenges and recommendations will be provided to support teacher educators working to ensure a more equitable and socially just education for Indian students.

The tendency to utilize transnational organizations (TNO), with the tacit support of transnational institutions such as the European Union, to realize mega projects affecting local populations and territories distant from decision-making boardrooms, may result in increasing democratic alienation between those who are charged with implementing these projects and local citizens.

This chapter presents Stage 2 of a study to examine democratic participation and communicative action between a transnational organization, governing bodies, and the citizens affected by a high-speed rail project in Susa Valley, Italy. Findings related to potential democratic alienation between citizens and decision-makers are presented. Societal factors which contribute to this alienation, such as a communication deficit, are considered, as well as the strategies adopted to counter this participatory gap – including a reliance on electronic media for disseminating information and the creation of transnational resistance networks.

Results suggest that the emergence of transnational resistance networks such as the Forum Against Unnecessary and Imposed Mega Projects – spearheaded by members of the No TAV social movement, may provide new avenues for democratic participation and citizen engagement.

If institutions of higher education are to remain at the forefront of the knowledge-generating enterprise, the nature of graduate-level teaching must be critically examined. Exploring the manner in which discussion is facilitated in a seminar-like context offers one avenue for attaining this understanding. This study aims to shed light on the prevalence, purpose, and form of discussion facilitation practices that were observed in a small group setting within a social science academic program at a large Southern California university. An exploratory, embedded case study was conducted over approximately 24 weeks using ethnographic and conversation analytic methods. Data sources consisted of ethnographic field notes, audio recordings of meetings, transcripts from those recordings, and artifacts, including literature used during each session. Results suggest that facilitating small group discussions requires balancing focus on the selected text and participant engagement, a diverse set of facilitation practices, and use of different strategies (or micro-avenues) to arrive at the same end. Study findings emphasize the importance of intersubjectivity and form versus function of speech in an educational environment. What is said and how it is said both have great implications for shared learning and understanding. Adaptability of mixed qualitative methods in this study demonstrates the potential of ethnography and conversation analysis as complementary approaches for understanding the functional nature of talk and interaction. Thus, the criteria for rigorous qualitative research, the view that ethnography and conversation analysis do not mix, and the under-valuing of critical multiplism in research need to be re-examined.

Purpose: The best way of improving youth entrepreneurs’ success rates is to provide youth entrepreneurs with quality support, skills, and resources to be better equipped and willing to make any decision that makes them creative with time. This chapter explores youth entrepreneurship in the MENA region as educating young people about entrepreneurship is crucial today and is about developing new businesses in the region.

Design/methodology/approach: The chapter mainly aims at the role of academia in boosting entrepreneurship among young people in the UAE. Then the literature provides insights on the substantial gender effect on becoming an entrepreneur and the region’s job market.

Findings: Our research indicates that the global economy is witnessing a sudden rise in entrepreneurship in all life areas, based on current world dynamics. Thus, young people must learn and accomplish skills that promote creativity for doing business. For young people to have the requisite skills to start their businesses, educational programs must be in line with industry requirements.

Originality/value: This chapter of the book focuses on youth entrepreneurship, which would help upcoming researchers and students grasp good knowledge about entrepreneurship’s importance. It also recommends relevant research areas on MENA youth entrepreneurship support programs.

This chapter is an account of a rhythmanalysis of a representation of daily life in Venice in calle Rugagiuffa in a YouTube series. This series – named Rugagiuffa in reference to the calle in which was filmed – was self-produced by a group of young friends struggling with an everyday reality very different from the one presented by tour operators: a lack of rental property, unemployment or work that is demeaning and strictly off the books. In the first part of the chapter, I refer to the basic concepts of the rhythmanalytic methodology developed by Henri Lefebvre and Catherine Régulier and use it to describe Venetian rhythms starting from the relations between the body and urban space. Then, I adapt Lefebvre's thought in order to show how the status of ‘city of art’ coincides, for Venice, on the one hand, with its commodification for exclusively tourist purposes and, on the other hand, with the trivialisation of Venetian daily life, reduced to a tourist spectacle. In the final part, I use Rugagiuffa as a bittersweet mise-en-scène of the ability of the tourist monoculture to take possession at various levels of daily life and its relationship with the residents. I argue that the daily life of the Venetian citizens is subsumed within the city's tourist-commercial spectacle to the point of imposing, in spite of themselves, a high degree of consensus, adherence, commitment and integration.

This chapter reviews models of decision-making and choice under conditions of certainty. It allows readers to position the contribution of the other chapters in this book in the historical development of the topic area.

Bounded rationality is defined in terms of a strategy to simplify the decision-making process. Based on this definition, different models are reviewed. These models have assumed that individuals simplify the decision-making process by considering a subset of attributes, and/or a subset of choice alternatives and/or by disregarding small differences between attribute differences.

A body of empirical evidence has accumulated showing that under some circumstances the principle of bounded rationality better explains observed choices than the principle of utility maximization. Differences in predictive performance with utility-maximizing models are however small.

The chapter provides a detailed account of the different models, based on the principle of bounded rationality, that have been suggested over the years in travel behaviour analysis. The potential relevance of these models is articulated, model specifications are discussed and a selection of empirical evidence is presented. Aspects of an agenda of future research are identified.