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Most US activists place a high priority on elections. The default strategy for those seeking policy change is some combination of electoral campaigning and pressure campaigns targeting politicians. Yet policies show a high degree of continuity across recent presidential administrations. Despite substantial differences in rhetoric and legislative agendas, the policies resulting from Republican and Democratic presidencies have stayed within a narrow range, defined by the promotion of corporate profits, the impunity of law enforcement agencies, the defense of imperial prerogatives, and nearly unfettered ecological destruction. Focusing on the Trump and Biden presidencies, I analyze some of the structural barriers that inhibit major policy change. I also explore why the ruling class as a whole has not yet united against parasitic industries like fossil fuels and pharmaceuticals that endanger the interests of other capitalists. I argue that activists must move beyond electoral and legislative approaches by directly disrupting ruling-class interests that have the power to change policy. Only then will we win major progressive reform.

We descriptively examined measures of family structure, socioeconomic disadvantage, and exposure to crime, violence, and substance use in young adulthood and childhood for those who experienced maternal incarceration as children.

We used data from waves I and IV of the National Longitudinal Study of Adolescent to Adult Health. We compared these individuals to two groups: those who did not experience maternal incarceration and those who experienced paternal incarceration. We generated weighted means and conducted F-tests using bivariate regressions to determine where these groups significantly differed.

We found that individuals whose mothers were incarcerated during their childhoods experienced greater hardships in both childhood and young adulthood than those whose mothers were not incarcerated. Individuals who experienced maternal incarceration reported similar levels of socioeconomic disadvantage and exposure to crime and violence as those who experienced paternal incarceration. One notable exception was family structure, where maternal incarceration was associated with significantly fewer respondents reporting living with their mother or either biological parent.

With the exception of family structure, the childhood and transition to adulthood were comparable for individuals experiencing any form of parental incarceration. These children were significantly more disadvantaged and exposed to more risk factors than those whose parents were never incarcerated. Additional support and resources are necessary for families who have incarcerated parents, with special outreach made to families without a biological mother in the household.

There has been no overarching, descriptive study comparing child and young adult outcomes of those with an incarcerated mother using a nationally representative, longitudinal dataset in the United States.

Purpose − The principal aim of this chapter is to present a comprehensive and critical review of Murray Kemp's contributions to the discipline of international trade and welfare economics.

Methodology/Approach − This chapter employs the critical literature review approach, including archival analysis and face-to-face interviews.

Findings − It is shown that Kemp has been a key player in the modernization of trade theory. In particular, he has extended the theorems of gains from trade in many different directions and under the most general conditions.

Practical implications − In surveying Kemp's research contributions this chapter provides a useful overview of the development of the normative theory of trade. It also examines a number of methodological issues that may prove to be useful to economic theorists.

This chapter explores the notion that paying regular, systematic attention to children's voices in unstructured, open-ended contexts, such as that offered by forest school, may support genuine child-centred practice. It suggests ways in which such practices may be developed even within structured institutional contexts, such as mainstream school. It notes the tendency of the outcome focused dominant model of education to silence children's voices and explores alternative child-centred approaches to education (such as Reggio Emilia), drawing upon the author's experiences both as a teacher and facilitator of a child-led forest school programme. It explores both forest school research and pedagogical practice that amplifies children's voices. Ultimately, it suggests that the practical application of forest school approaches could spread respectful listening practices beyond education and into other childhood disciplines.

Using data from a survey of a stratified random sample of 900 internationalising firms carried out in 2008, this chapter examines the barriers to internationalisation faced by young innovative SMEs. The results indicate that young technology-intensive firms are more likely than non-technologically intensive firms to report barriers to internationalisation. When compared with the whole sample, young technology-intensive SMEs are significantly more likely to experience difficulties in obtaining basic information about doing business in an overseas country, and with the costs of doing business overseas. Factor analysis suggests that young technology-intensive SMEs which internationalise through non-traditional modes differ with regard to their perceptions of barriers to internationalisation from those who sell directly to customers overseas.

Advocacy for child participation has been enhanced by the United Nations Convention on the Rights of the Child (UNCRC) (1989). The UNCRC as a legislative mechanism for countries to implement children's rights to participation is not without problems as argued by many. Children's agency is crucial in enhancing their participation but agency itself cannot guarantee participation as child participation is relational and intersects with the institutional, social, cultural, economic and political landscapes. This is greatly reflected during the coronavirus pandemic when children have played a big part in tackling the national and global crises by showing their resilience, sympathy and willingness in fitting into the unprecedented ways of life and schooling.

This chapter uses a reflective case study to explore the intersection between agency of children and factors that facilitate and also challenge children's participation in homeschooling practices during the COVID-19 pandemic in England. The reflective case study reveals that agency of young children's participation in homeschooling was constrained by the pandemic, which also triggered off possibilities for children alongside family members to interpret learning differently and translate homeschooling practices via creative engagement with learning resources and pedagogical approaches. The reflective case study also tells a family narrative about children's participation in homeschooling during the COVID-19 pandemic as a journey with a prime focus on holistic learning and well-being by addressing the key role of play, friendship and connection with nature.

Despite the importance of high-technology firms to the global economy, relatively little is known about factors contributing to these firms’ long-run growth. We examine these factors using a unique longitudinal dataset combining two waves of detailed surveys of 345 UK high-tech firms with performance data from UK official datasets. Overall we conclude that the early strategic decisions made by firms have long-run impacts on their subsequent growth, and we suggest that policy measures targeted at shortfalls faced by these firms may have positive long-term consequences.

The canonical narratives (Bruner, 2004) of contemporary research with children include participation, agency and voice. This inclusive language has saturated research literature throughout the development of the “new” social studies of childhood (James, Jenks, & Prout, 1998). Their presence was highlighted as illuminating greater understanding of the social realities of children’s lives but they mask and mute as much as they reveal. Heralded as the holy grail of emancipatory research with children, participatory methods have come to be recognized almost exclusively as the route for ethical practice and valid data. The absence of substantial, critical evaluation results in these concepts being little more than “cherished conceits” (Segal, 1999, p. 118). There has been a lack of thorough interrogation of what participation actually means and the data and social relations it produces. Participation implies collaboration and reciprocity but is counter-intuitively used to seek and promote the agentic child enshrined in neoliberalism. Children as social beings negotiate complex social relations (Richards, Clark, & Boggis, 2015) but this is often lost in research encounters which privilege the individual voice, informed by an under-interrogated definition of agency. Instead of following the neoliberal agenda we argue that recognizing the ways in which participatory methods, agency, and voice can and should promote reciprocal and relational social realities is vital to a better understanding of the worlds of children. We call not for their expulsion from research methods but for a re-evaluation of the assumptions that lie beneath and what is produced in their name.

This chapter provides a theoretical and empirical examination of young people’s role in identifying and solving problems in their communities from a social justice perspective. The complex political processes in South Africa stymie a top-down approach for advancing social justice. Therefore, this study focuses on a bottom-up stance to nurture social justice efforts by concentrating on the role of the youth, younger than 18 years, in initiating change in their communities. Such engagement aligns with the principles outlined in the United Nations Convention on the Rights of the Child adopted in 1989 that aims to enrich both the individual and the community (Dirsuweit & Mohamed, 2016; Office of the United Nations High Commissioner for Human Rights, 1989). The University of South Africa is involved in a community outreach program of this nature, commissioned by Empowervate Trust, a South African non-profit organization that manages the Youth Citizen’s Action Campaign (Y-CAP), which equips learners with the skills to solve societal issues in their respective communities. This chapter thus attempts to clarify what active citizenship means to the youth, by focusing on the findings from focus-group interviews with South African learners who are involved with community development projects that advance social justice initiatives in their communities through the Y-CAP endeavor.

Constructivist grounded theory method (GTM) as outlined by Kathy Charmaz has its explicit roots in the American pragmatism and symbolic interactionism primarily developed at the University of Chicago during the early and mid-twentieth century. Symbolic interactionism considers people as active and interpretative agents who co-construct selves, identities, meanings, social actions, social worlds, and societies through interactions. Charmaz argues that symbolic interactionism is an open-ended theoretical perspective that fosters studying action, process, and meanings, with a focus on how people co-construct and negotiate meanings, orders, and actions in their everyday lives. In this chapter, I argue that constructivist GTM, including its theory-method package built upon symbolic interactionism and the Chicago School tradition, can be further combined with the new sociology of childhood to study children's social worlds and negotiated meanings, orders, and actions.