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Under the doctrine of judicial review established by Marbury v. Madison (1803) and the Administrative Procedure Act (APA), courts retain the power and authority to review legislative and executive actions and rule on their constitutionality or legality. Courts may also review actions of judges and lower court decisions. This is an important and necessary action to maintain the checks and balances and separation of powers in the United States (U.S.) political system. It is also critical for providing legal oversight and accountability. This chapter will first look at judicial review historically including relevant statutes and cases, actions by the executive branch, and efforts by Congress.

Additionally, the chapter will examine the relationship between judicial review and public policy. Through laws passed by Congress or regulations enacted by federal agencies, these branches of government draft policies with the expectation the judicial branch will enforce them. The courts, however, are to uphold the Constitution first and foremost, and rule on the constitutionality of the laws and regulations. Judicial opinions can have the effect of creating policy, which is a different purpose than the Founding Fathers intended. After reviewing the court system, the chapter will examine several issue areas where the court has been shaped by and in turn influenced public policy.

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Immigrants are important contributors to workplaces, but HRM scholars have only recently begun to study them systematically. We document the prevalence and cross-national variation in populations of immigrant employees. Going beyond a treatment that considers them as another element of diversity, we propose how gradients of status at each level of country, organization, and work group admittance can result in unique outcomes for immigrants who are equally (dis)similar. We offer a taxonomy of immigrant pathways into their destination countries to explore the status hierarchies they are assigned by governments and reinforced by organizations. We provide insights into the ascribed status of immigrants and develop a typology of individual and organizational acculturation strategies based on the cultural tightness and looseness of the destination and origin cultures. We then describe how the reactions of members of an immigrant employee’s social environment are sensitive to ascribed status and cultural tightness-looseness. We do so in a three-stage process that begins with immigrant categorization, followed by conferral of (il)legitimacy, and finally brought together with perceptions of outcome interdependence. Finally, we offer ideas about HRM interventions to guide management scholars in their quest for understanding and improve the experiences of immigrants in the workplace.

A growing number of individuals with autism are graduating from high school and university to find a lack of reliable resources dedicated to assisting the transition from education to the world of work. This Generation A, with a population of 1.5 million people, will age into the workforce over the next decade. Despite federal-state programs, dedicated nonprofits, and highly publicized corporate hiring initiatives, the unemployment rate for individuals with autism remains above the national average. Corporations have started to recognize the untapped potential of the neurodivergent worker but struggled with sourcing talent and failed to develop practicable pipeline models across various industries that are open-sourced, easily replicated, scalable, and financially sustainable. A review of methods, programs, and paradigms that exist amid current statistics reveals the imperative for innovative ideas that can be executed by multiple stakeholders to affect both the work seekers and the job creators. A systems approach to developing talent pipelines is investigated as one possible solution as well as other new expeditions and collaborative, open-sourced concepts that hold promising statistics and anecdotal data about what could be the next iteration of workforce development in an increasingly neurodivergent world.

The impact of globalization on individual well-being through the interplay of self and standard forms of lifestyle aspirations, has generally received less attention than the merits of globalization at the macro-level. This chapter addresses this question by testing the hypothesis that poor rural-dwelling Botswana men suffer diminished well-being compared to their relatively well-off urban-dwelling counterparts as a result of unfulfilled lifestyle aspirations. The study combines ethnographic, psychological, and psychosomatic data to compare well-being among rural and urban adult Botswana men. Results indicate that failed urban migration associates with low cortisol and high depressive affect, and rural residence is also independently associated with high depressive affect. This psychosomatic syndrome may be similar to that observed in posttraumatic stress disorder, suggesting that the experience of failed urban migration is considerably more stressful than the demands of employed urban life in contemporary Botswana.