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Students have a unique perspective on how learning space design impacts their school experience (Cook-Sather, 2006). As a result, schools need to be intentional about capturing student voice and feedback throughout the design process. For learning environments to be responsive to the needs of students, schools must enact an inclusive, inquiry-based approach to design.

In this chapter, the authors describe the role that student voice played in an inquiry-driven, iterative process of designing and implementing innovative learning environments in the Middle School at Singapore American School. Through sharing three concrete examples of different data collection methodologies and the changes that emerged as a result of the feedback, the authors outline the power of intentionally centering student voice and experience in designing learning environments. School leaders will learn practical tools to use and a roadmap to follow to create a more inclusive, responsive process of learning environment design, whether engaging in small-scale renovations or planning a whole school. While this chapter focuses on applying this inquiry cycle to learning environments, the process described can equally be used to center student voice in other school change initiatives.

The Eastern Mediterranean’s energy reserves have ushered in a new era of economic, military, and political dynamics, both locally and globally. While the trade in natural gas has reshaped the region’s economic landscape, it has also sparked heightened tensions and security concerns. Positioned at the crossroads of Europe, Asia Minor, and Africa, the Eastern Mediterranean now serves as a nexus for political, military, and economic interests. This chapter explores how the region’s eastern and southern shores have historically been a battleground for competing political ideologies, economic systems, and military arsenals, notably those of the United States and the Soviet Union. It delves into the complexities of foreign intervention by nations and organizations, with a particular focus on the roles of the United States, Russia, and NATO’s Mediterranean Initiative. Additionally, the chapter evaluates the theoretical frameworks of international relations, including neorealism, neoliberal institutionalism, and regional security complex theories, to elucidate the dynamics of hydrocarbon competitions in the Eastern Mediterranean and their implications for energy security.

The geopolitical significance of the Mediterranean Sea transcends regional security and energy supply, profoundly impacting global security dynamics. Daily headlines underscore the plight of migrants from the Middle East and North Africa crossing the Mediterranean, exacerbating humanitarian crises and European identity challenges. Environmental concerns are further heightened by the abundance of global ports facilitating oil and goods transportation, alongside the staggering number of tourists flocking to the Mediterranean coast annually. This chapter serves as a gateway to the book, exploring the concept of “geopolitics” and delineating its characteristics. It specifically delves into the political economy of the Eastern Mediterranean and the geopolitical obstacles to energy security in the region. The chapter strategically selects four primary issues to dissect the region’s conflict complexity: the Syrian crisis, the Israeli–Palestinian conflict, the unresolved Cyprus dispute, and the Lebanon–Israel conflict over water border demarcation.

In this chapter, we discuss masculinity in relation to Swedish sports for children with refugee backgrounds. Specifically, we explore how the structure of sports shapes the distinct conditions for their athletic endeavours, including the traits associated with masculinity, which are perceived favourably in sports because they align with the physical and mental norms of male athletes, thereby reinforcing hegemonic masculinity. Moreover, we aim to show that perspectives valorising masculinity can frame children with refugee backgrounds as passive athletes who lack agency. Thus, we discuss two refinements of inclusivity in sports for children with refugee backgrounds in terms of (a) stereotyped notions of gender and refugees and (b) substantial links between desired masculinity and expectations of a perfect match with the Swedish sports system.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.

Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces continue to promote and reinforce a hierarchical gender binary where heroic forms of masculinity are both desired and privileged. Such publicly visible gender hierarchies contribute to the doing of gender beyond sport itself, extending to influence gender power relations within sport and non-sport organizations. Yet, there has been a relative absence of scholarship on sport organizations within the organizational sociology field. In this paper, we review findings of studies that look at how formal and informal organizational dimensions influence the doing and undoing of gender in sport organizations. Subsequently, we call for scholars to pay more attention to sport itself as a source of gendered organizational practices within both sport and non-sport organizations. We end with suggestions for research that empirically explores this linkage by focusing on innovative theoretical perspectives that could provide new insights on gender inclusion in organizations.