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Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.

Through an account of the layout, operations, and four main product lines of a small Chicago bookstore between 1938 and 1947, the purpose of this paper is to show how a neighborhood retail establishment reacted to the sweeping events of the Great Depression and World War II.

The research is based upon multiple primary data sources including store financial records, family photographs, representative artifacts and ephemera, oral history interviews, and period retailing literature.

Located in an area of Chicago heavily populated by Polish and Jewish immigrants and their children, General Book Store was a traditional mom and pop operation. The mix of its product lines – books and magazines, model kits, greeting cards, and camera supplies and photo‐finishing – evolved over time while always connecting customers to the national experience. The store afforded its owners a modest, but upwardly mobile middle‐class life style.

Although much has been written on large‐scale retailing, marketing historians have conducted very little research on small‐scale retailing in the USA. This study documents the intermingling of a business and a household economy and how the management of merchandise assortments and maintenance of customer relationships depended upon both owner interests and the opportunities and constraints presented by environmental forces.

The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.

Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.

Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.

The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices.

Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.

Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.

Self-employment placements can provide an opportunity to experience the real-life world of the entrepreneur within an educational context but their implementation is rare. Here we describe a full sandwich year placement scheme at the University of Huddersfield – the Enterprise Placement Year (EPY). Details of the EPY are provided including academic requirements, application procedures and the learning opportunities provided. There are a growing number of EPY alumni continuing the development of their business idea or starting up a new business in their final year or after graduation and three examples are provided. In addition to increasing numbers of sustaining businesses, there is evidence of improved academic success with a greater than average percentage of ‘good degrees’ obtained. Regular changes to the delivery of the programme have been made as a result of ongoing evaluation. These are reported here with recommendations for other universities considering offering such a programme and suggestions for future research.

Social media brand pages have become instrumental in enabling customers to voluntarily participate in providing feedback/ideas for improvement and collaboration with others that contribute to the innovation effort of brands. However, research on mechanisms which harness these specific customer engagement behaviours (CEB) in branded social media platforms is limited. Based on the stimulus–organism–response paradigm, this study investigates how specific online-service design characteristics in social media brand pages induce customer-perceived value perceptions, which in turn, stimulate feedback and collaboration intentions with customers.

Data collected from 654 US consumers of brand pages on Facebook were used to empirically test the proposed framework via structural equation modelling.

The theoretical framework found support for most hypothesized relationships showing how online-service design characteristics induce an identified set of customer value perceptions that influence customer feedback and collaboration intentions.

The sample is restricted to customer evaluations of brand pages on Facebook in the USA. Practitioners are advised to maximize online-service design characteristics of content quality, brand page interactivity, sociability and customer contact quality as stimulants that induce brand learning value, entitativity value and hedonic value. This then translates to customer feedback and collaboration intentions towards the brand page.

The findings have important implications for the design and optimization of online services in the customer engagement-innovation interface to harness CEBs for innovation performance.

Brand stories are often created around the company’s humble beginnings as an underdog. The authors explore the effects of who is telling the underdog story and thus draw attention to the nature of the brand source by differentiating between family and non-family firms. The authors expect that who is telling the underdog story impacts consumers’ attitude toward the brand in terms of brand authenticity and trustworthiness perceptions.

The authors conducted an online experiment with a 2 × 2 between-subject design and an overall sample size of 314 respondents.

Most importantly, the authors find that the family-firm nature of the brand storyteller significantly impacts the underdog effect. The positive effects of underdog biographies on brand attitude in terms of authenticity and trustworthiness loom significantly larger for family firms compared with non-family firms.

The authors find that the underdog effect is significantly stronger for family firms that tell the underdog story. Managers of family firms with underdog roots should take advantage of this finding by integrating underdog stories into their marketing concepts. The findings of this study show that the communication of a company’s roots can serve as a valuable tool to build and maintain a positive brand image and help to increase purchase intentions, which is particularly true for firms capitalizing on their family nature when telling the underdog story.

The authors combine research on brand stories using the underdog effect with research on the consumer’s perception of family firms, further exploring the role of the brand storyteller in underdog narratives, resulting in important theoretical as well as practical implications.

This chapter explores an aspect of voluntary childlessness that has been neglected in previous research; how voluntarily childless (i.e. childfree) women engage in partnership formation processes and how they perceive that these processes become influenced by their voluntarily childless status. Drawing on interviews with 21 voluntarily childless, heterosexual, Swedish women, this chapter highlights how their childfree decision(s) impacted their partnering behaviour, their chances to form an intimate relationship and their preferences concerning partners and partnerships. The results show some of the challenges these women faced as they engaged in partnership formation processes concerning; for example, constraints in partner availability and potentially conflicting preferences regards autonomy, reproduction and intimacy. In addition, partnership formation was complicated due to a lack of communication, misunderstandings and disbelief in their childfree choices. The analysis illustrates that it was of utmost importance to these women that their intimacy goals were respected and protected during these processes but that some of them were also willing to negotiate their partner ideal. Nevertheless, this chapter ends with a discussion of relationship dissolution due to ambivalence concerning childfree choices and intimacy goals both on behalf of the childfree woman and her partner.

Explanations for voluntary or intentional childlessness range from macro-level forces, such as feminism and access to contraceptives, to micro-level or individual preferences, such as the prioritisation of leisure time over childrearing. However, some researchers contend that the decision (not) to have children is likely impacted by overlapping factors rather than a dichotomised characterisation of internal or external factors. This debate similarly reflects Pierre Bourdieu’s ‘third way’ theoretical and methodological orientation. Bourdieu argued against a false dichotomy between the influence of structure over an individual and the ability for individuals to make active, free choices. He instead claimed that the social world consists of a complex interplay of both individual and structural factors, which he conceptualised as habitus, capital and fields. This chapter initiates the link between current understandings of childbearing preferences with Bourdieu’s concepts of habitus (our taken-for-granted, internalised ideologies or identities), capital (economic, social, cultural and symbolic resources) and fields (the external social structures or institutions in which we interact) and proposes quantitative measures of childbearing habitus and capital.

This chapter consists of an exploratory comparison of characteristics of non-parents in relation to childbearing preferences, suggesting measures to identify deeply rooted childbearing habitus and the relationship between access to various forms of capital and the habitus. This study utilises survey responses from a sample of 972 childless men and women between 25 and 40 years of age, assessing measures of social support, cultural norms and economic resources in relation to participants’ preference to have or not to have children in the future. A multivariate nested logistic regression was conducted to explore the odds of identifying as voluntarily childless (VC) (not wanting or probably not wanting, to have children in the future) based on socio-demographic factors, as well as various measures of social, economic, cultural and symbolic capital. Findings indicate several variations in significant factors contributing to a preference to remain childfree. Measures of cultural capital, including gender ideologies and pronatalist ideologies, appeared to be the greatest predictors of childbearing habitus. These findings support research suggesting that VC adults are more egalitarian and less traditional in gender relations as well as pronatalist assumptions.

Prior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families.

The work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.

After a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.

Valuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored.