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“Guantánamo lawyers” are a variegated group of lawyers from diverse practice settings, backgrounds, and beliefs. Drawing from interview and archival data, this chapter explores why these lawyers have mobilized to work on Guantánamo matters. What processes engender “heterogeneous mobilization” (i.e., mobilization from different practice settings, and diverse professional, as well as political backgrounds, and beliefs) of lawyers? What are the impacts of such mobilization on the work of lawyers? Adopting a social movement lens and a contemporary historical perspective, this chapter identifies lawyers’ perceptions of their role vis-à-vis the “rule of law” as the most significant cross-cutting motivation for participation. The overlap in human rights orientation of legal nongovernmental organizations (NGOs) and the legal academy, and the corporate pro bono practice at top law firms, facilitates collaborative lawyering between lawyers. Despite some potential limitations of such collaborations, heterogeneous mobilization appears to contribute, at least in the case of Guantánamo, to a greater likelihood of resistance by lawyers to the retreat from individual rights in the name of national security.

This chapter describes a precollegiate course designed to encourage high school students of color to explore teaching and presents the findings from case studies on two Black male students enrolled in the course who are now preparing to pursue a career in teaching. The research questions guiding the two case studies include: (a) What factors influence Black males to consider teaching? (b) What roles do race, ethnicity, and school experiences play in Black males’ exploration of teaching? and (c) What aspects of the course are most influential in Black males’ exploration of teaching and related fields? The results of these case studies expose the complexity of effective recruitment of Black male teachers. The insights provided by these two teens can provide substantial guidance for the improvement of educational policy and practice in order to increase the recruitment and retention of Black male teachers.

Bureaucratic hierarchy, as the hallmark of the modern organization, has been remarkably resilient in the face of increasingly pervasive attacks on its fundamental value and usefulness. We investigate the reasons for this from a cultural, particularly psychoanalytic, perspective – one that sees hierarchy's perpetuation not in terms of the efficacy of its instrumental potential, but rather in the values that are culturally sedimented within it. We argue that hierarchy reflects longings for a pure heavenly order that can never be attained yet remains appealing as a cultural fantasy psychologically gripping individuals in its beatific vision. To tease out this cultural logic we examine two representations of it in popular culture – the U.S. television comedy The Office (2005–) and comedian Will Farrell's impersonation of George W. Bush (2009). These examples illustrate the strength of bureaucratic hierarchy as an affective cultural ideal that retains its appeal even whilst being continually the subject of derision. We suggest that this cultural ideal is structured through a ‘fantasmatic narrative’ revolving around the desire for a spiritualized sense of sovereignty; a desire that is always undermined yet reinforced by its failures to manifest itself concretely in practice. Our central contribution is in relating hierarchy to sovereignty, suggesting that hierarchy persists because of an unquenched and unquenchable desire for spiritual perfection not only amongst leaders, but also amongst those they lead.

The very contextual nature of most mitigating evidence runs counter to America’s individualistic culture. Prior research has found that capital jurors are unreceptive to most mitigating circumstances, but no research has examined the capital sentencing decisions of trial judges. This study fills that gap through a content analysis of eight judicial sentencing opinions from Delaware. The findings indicate that judges typically dismiss contextualizing evidence in their sentencing opinions and instead focus predominately on the defendant’s culpability. This finding calls into question the ability of guided discretion statutes to ensure the consideration of mitigation and limit arbitrariness in the death penalty.

Using a case study analysis of one undergraduate program that focuses on training science majors to perform sustainability outreach in their communities, this study offers pedagogical suggestions for how educators in universities might incorporate sustainability and activism into their curricular design.

This chapter discusses the relationship between the hard academic knowledge of the classroom and the outreach work done by the students by examining how curricular design and classroom activities lead to outreach work. Drawing on interviews, curriculum materials, and observations of staff meetings, this chapter examines how the course teachers use a peer-learning model to collaboratively develop the pedagogy of the classroom.

This model of teacher training through engagement with the content material of the course represents reflective learning practices. By being asked to break down and contextualize class themes and units for themselves as thinkers, the teachers first reflect on their own learning process and disciplinary participation as a way of developing course material for their students, who are themselves not incredibly far behind their facilitators in their own learning development.

The effectiveness of this practice suggests possibilities for using teacher training as a way to model the classroom space that each discipline believes best serve their learning goals. By first reflecting on their own individual relationship to the subject material, the teachers engage in a re-negotiation with knowledge that is synonymous with effective learning. The knowledge of the discipline is constantly re-negotiated around why that knowledge matters for each individual member of the discipline.

By considering how the classroom in this program combines disciplinary knowledge of environmental science with outreach and activist-oriented praxis, this case study analysis allows for pedagogical techniques that instructors might use with similar goals of combining traditional academic discourse with public outreach and participation.

Bourdieu (1986) identified and explained the various forms of capital that exist in a society. He defines capital as “assets that are available for use in the production of further assets” (p. 241). The following explanation of capital provides background for making connections between Bourdieu's forms of capital and the plotlines the boys in this study employ for displaying literate identity.

This chapter focuses upon two types of interaction. One is the interaction between departments within the Danish Trademark and Patent Office (DKPTO). Additionally, the interaction between the DKPTO and firms is analysed. The chapter discusses in what ways an institution like a national patent office is important for product innovation, not just by providing an appropriability system for product innovations in firms, but additionally by improving the long-run capabilities of both firms and the DKPTO itself. The research builds upon interviews in the DKPTO, case stories from firms and of patent granting procedures.

With respect to internal competencies, it is found that no efforts were carried out to create environments for learning between the departments in line with the “learning organizations” described in earlier chapters. However, taking the tasks of the departments into account, the need for such efforts was not obvious. Links to external organizations are not only confined to industrial firms. Many firms, especially the large firms, would not mind if the tasks of the national patent system were moved to the EPO-level. On the other hand, in particular, small, new firms may feel more confident with a national patent office.