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Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable Development Goal 4 of the Education 2030 Agenda. The analysis presented in this chapter highlights Australia's patchy endeavours to provide inclusive and equitable programmes at all levels of education and vocational training, particularly in relation to diverse learners and those with Indigenous backgrounds. Findings point to the need for Australian federal and state governments to collaborate, legislatively and financially, to better support policy enactment around the Education 2030 Agenda in partnerships with stakeholders at national, state and local levels.

In Australia, there are agencies funded by the government to provide support to Indigenous peoples wishing to start a business and to provide ongoing support for their businesses. In this chapter, we highlight the government-funded agencies mentioned by Indigenous small business owners and provide insights into their experiences. Informing this chapter are 36 interviews with 30 Indigenous small business owners and 6 Indigenous business stakeholders from urban, rural, and remote areas of Australia. We explore the practice of support from an axio-onto-epistemological perspective. We use the theory of practice architectures lens to analyse the data, identifying how the practice of support is enabling and constraining Indigenous small business owners. Next, we share how these government-funded agencies are understood to be used according to Indigenous stakeholders. Last, we recommend improvements that may further support and sustain Indigenous small businesses.

Social entrepreneurship is primarily concerned with the development of innovative solutions to society's most challenging problems. Since social entrepreneurship flourishes in resource-constrained environments, social innovation may depend on the extent to which social entrepreneurs can combine and apply the resources at hand in creative and useful ways to solve problems – “bricolage.” Moreover, innovating for social impact relies on a set of institutional and structural supports – “innovation ecology,' which can facilitate or impede innovation. Our research empirically examines these variables as drivers of systemic social change through scaling and replication – “catalytic innovation” (i.e., the development of products and services targeted to unserved markets). Results of a survey conducted with 113 social entrepreneurs indicate that, while innovation ecology is associated with the degree of catalytic innovation, it is mediated by the role and degree of bricolage that social entrepreneurs bring to solving problems. These findings reinforce the role of entrepreneurs as the indispensable agents of social change.

In this chapter, I utilize insights from symbolic interaction to analyze the identity work processes of larp subculture participants to construct and perform their in-game identities. I extend the research on larp subcultures in two ways. First, I place larping within the larger context of leisure subcultures and society by arguing that larping is representative of changes in leisure and subcultures in postmodern society. Second, I draw upon ethnographic data collected among the New England Role-playing Organization (NERO) to analyze larpers character identity performances. RPG and Larp researchers have developed several theories about the relationship between larp participants and their character performances. While these concepts provide a helpful framework for understanding the participant-character relationship, they undertheorize the in-game constructed performance of identity. Using symbolic interaction theory, I analyze the identity work processes larpers use to construct and perform their larp identities extending our understanding of the similarities between everyday identity and larpers' character identity performances.

What is it like being a lecturer or teacher? ¹ The classic image is an old, wise, and powerful stoic with oceans of knowledge: a bit like Yoda in Star Wars or Dumbledore in Harry Potter. With the rise of new technology in general and artificial intelligence (AI) in particular, teachers are no longer the sole source of knowledge. Does this mean that the teacher will soon be replaced by technology? Will AI take over?

This chapter considers the risks and benefits of AI in higher education. It argues that AI will not, should not, and, indeed, cannot replace the teacher, because of what is (for now at least) unique to the teacher: namely, her humanity. The idea is simple: to secure good education into the future, one must take advantage of teachers’ uniquely human expertise. State-of-the-art AI applications cannot be bodily present in the same way as human teachers, nor teach existential reflection, norms and values, or a sense of self, history, and society.