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Over the past few decades, mainstream and independent films have increasingly represented kinky sexual behaviors of their characters, in ways that are frequently inaccurate, inappropriately titillating, and intentionally extreme. This chapter examines the representation of kinky sex lives in two groundbreaking (although extremely violent) offerings of exploitation cinema: director William Friedkin's 1980 film, Cruising, one of the first feature-length Hollywood movies to portray the sex lives of gay men in New York City's leather bars and sex clubs; and director Brett Leonard's 2005 film, Feed, one of the first feature-length independent offerings to explicitly explore the phenomena of fat fetishism and feederism. Both works are noteworthy for openly depicting nonnormative sexual activities and ways of being targeted primarily to mainstream audiences, at historical moments when doing so was quite rare. At the same time, this analysis demonstrates how both films, because of their exploitative approaches to their subject matter, ultimately communicate that the individuals and sexual activities they represent are “deviant” ones that must be contained or even eradicated in a civilized society.

In contrast to the ‘bell-curve thinking’ which can shape many teachers’ assumptions of student ability (Fendler, L., & Muzaffar, I. (2008). The history of the bell curve: Sorting and the idea of normal. Educational Theory, 58(1), 63–82.; Florian & Black-Hawkins, 2011; Thomas, G., & Loxley, A. (2007). Deconstructing special education and constructing inclusion. New York, NY: McGraw-Hill International.), some researchers have been examining the ways in which teachers can shift their deterministic understandings of student capacities (see, Graham, A. (2014). Embodiment of knowledge and inclusive pedagogy.; Spratt, J., & Florian, L. (2014). Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. In C. Forlin, T. Loreman (Eds.), Measuring inclusive education (Vol. 3, pp. 263–278). International Perspectives on Inclusive Education. Bingley, UK: Emerald Group Publishing Limited.). Despite the adverse effects on student self-efficacy and performance (Fraser, S. (1995). The bell curve wars: Race, intelligence, and the future of America. New York, NY: Basic Books.) that can result from teachers’ assumptions about students’ ability, evidence of teachers’ inclusive education practices can be difficult to find (Forlin, C. (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. London: Routledge.; Jones, P. (2013). Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals. London: Routledge.). This chapter begins to address the lack of evidence of inclusive educational practices in some Geography classrooms. The chapter begins by providing an overview of literature which outlines how the development and sharing of pedagogical content knowledge (PCK) can enhance effective inclusive practices in Geography classrooms. In contrast to many previous considerations of PCK as a teacher-focussed, individual attribute, this chapter presents an argument that the development of communal or distributed PCK in Geography classrooms can not only enhance creative ways for all students to participate in classroom life but also creates a sense of interdependence between teachers and students to create new knowledge, which in turn links to notions of identity development and inclusive practices. Finally, this chapter presents examples of ways in which Geography teachers can enact inclusive pedagogical approaches in both primary and secondary school contexts.

Despite its central importance in nearly all societies, religion has been largely neglected in the study of organizations and management. In this introduction to the volume on religion and organization theory, we argue that such neglect limits unnecessarily the relevance and scope of organization and management theory (OMT) and that there is therefore great value in connecting organizational research with a deeper appreciation and concern for religion. We begin by speculating about some of the reasons why organization and management theorists are hesitant to study religion, and go on to discuss some nascent points of contact between religion and OMT. We conclude with a discussion of the articles in this volume, which represent an attempt to remedy this unfortunate blind spot within OMT scholarship.

Since the arrival of mass production, commodification has been plaguing markets – none more so than that for music. By separating production and consumption in space and time, commodification challenges the very conditions underlying economic exchange. This chapter explores authenticity as the institutional response to the commodification of music, rekindling the relationship between isolated market participants in the increasingly digitized world of music. Building upon the “Production of Culture” perspective, we unpack the commodification of music across five different institutional realms – (1) production, (2) consumption, (3) selection, (4) appropriation, and (5) classification – and provide a thoroughly relational account of authenticity as an institutional practice.