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This chapter compares a ‘deific decree’ insanity case with constitutional originalism debates as a way to understand the boundaries of the legal person and the nature of law. The criminal defendant who claims innocence on the ground that ‘God told me to’ does not embody a conflict between law and religion, but a conflict between law’s demand for intersubjectivity and the subjectivity of a ‘higher truth known only to me’. In the same way, the originalist interpreter of the constitution rejects precedent in favour of a higher truth that need not be ‘like’ anything before. One approach to broaching this conflict between law and revelation is to understand law’s domain as temporal and incomplete – to imagine a humble rather than absolute law. On this view, the person is also not ‘absolute subjectivity’, but is compelled by legal fidelity to treat like alike and therefore under an obligation to imagine a ‘me’ as ‘we’. Or, to put it another way, to bring the person and the law into relationship is to reject a ‘revelatory’ interpretation of ‘original’ or ‘divine’ law in favour of an incompletely intersubjective common law that links me to we through customs and time. At the same time, by acknowledging law’s incompleteness, we can see unreasonable revelation sometimes as a possibility and not always as an insanity.

Inclusive education in the United States has been a focus of government policy for the past 30 years. The underlying goals of the inclusive education movement are to provide the most efficient and effective education in the least restrictive environment for students with disabilities. In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. One way to measure the success of inclusion is to examine graduation rates for students with disabilities. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. To determine the effects of inclusion, a statewide study was conducted to look for trends in inclusion and corresponding graduation rates for students with mild disabilities. The researchers examined the records of 67,749 students with mild disabilities in Georgia during a six-year period to determine the amount of time spent in general education classrooms and the graduation rates for each year’s cohort of students. Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities remained stable (+0.4%) at less than 30% during that same period. This chapter will describe the results of this study, discuss barriers to graduation, and present inclusive practices that support students with mild disabilities.

Sexual crime in the Irish Free State was more than an issue of law, it carried ideological importance in a nation that legitimised itself as a beacon of Celtic Catholicism whilst struggling to maintain credibility in a contested post-colonial landscape. The nation’s police force, An Garda Síochána, had a central role in preserving the nation’s reputation for piety. This chapter explores the views of two of An Garda Síochána’s most senior officers regarding female sexuality and sexual crime; features that were to influence the level of protection and justice Ireland’s women and children were afforded under law.

Purpose – The purpose of this chapter is to consider the historical context of the gradual release model as it emerged following the early twentieth century emphasis on behaviorism as psychologists (and reading researchers) increasingly focused on cognition in the reading process. This “cognitive turn” in educational psychology was followed closely by a “social turn” with its focus on the socially constructed nature of texts, learning, and reading, particularly influenced by Vygotsky and work on scaffolding.

Design/methodology/approach – This chapter uses literature from the field to contextualize the gradual release of responsibility (GRR) model and to discuss research or practice chapters included in this edited volume.

Findings – This chapter described the transition from behaviorism to cognition to social construction as it applies to the reading process generally and to GRR in particular. It noted that this transition has required teachers to be more nimble and flexible than ever before, cautioned that the complexity of classroom life and the pressures on teachers can cause techniques such as GRR to be misused, and suggested ways to manage the group work which is central to social cultural approaches to literacy. And along the way it spotlighted the ever-widening range of applications of the GRR documented in the earlier chapters of the book.

Practical implications – The section in this chapter with most immediate practical implication is clearly the section on misuses of the GRR model. This section discusses some misuses of the model: neglecting explicit teaching; missing the middle (i.e., jump from explicit teaching directly to independent practice); and applying in an overly rigid manner.

Originality/value of paper – This chapter makes an original contribution to the field in providing a historical context for the gradual release model and for addressing the chapters in this edited collection. The authors also point to some areas for next steps forward as reminders to those applying the model.

Purpose: Curatorial consumption studies have hitherto focused on the consumption of family heirlooms. By exploring curatorial consumption within the context of vintage outlets, the authors extend its usage to other consumption sites, allowing them to further develop the construct.

Design/Methodology/Approach: Participant observation was employed at vintage outlets alongside in-depth interviews with 15 vintage traders incorporating object elicitation.

Findings: The authors identify the potential for curatorial consumption to help further develop understanding of individuals’ relationships with their possessions. The authors present a re-contextualization of curatorial consumption, which expands the term beyond caring for family heirlooms, allowing them to incorporate additional contexts. The authors identify vintage traders’ roles as guardians for their merchandise and their sense of responsibility to ensure objects’ circulation to future generations. The authors develop the findings around themes related to curation: acquisition, preservation, and transference. Running through these themes is an overarching concern for historical objects.

Originality/Value: While few studies loosely refer to curatorial consumption, the construct remains underdeveloped. The re-contextualization allows to unpack its potential to enhance understanding of individuals’ relationships with their possessions. In contrast to existing curatorial consumption work that emphasizes the sense of continuity with ancestors, the authors extend this to consider how connections with the past can be maintained beyond local family settings.

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.