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This chapter details a practice-based investigation of a 19th-century astronomical device known as ‘Janssen’s apparatus’. It questions traditional narratives of linear technological advancement and ‘sole inventor’ to reframe the historical artefact as a site which makes visible a network of technological knowledge interconnecting astronomy and visual culture. Approached from this perspective, the Janssen artefact is reframed as an ‘intersite of knowledge’, exploring how the various know-how contained within the device is located across disciplines rather than within a single field. Originally developed to calculate the Astronomical Unit during the 1874 Transit of Venus, Janssen’s apparatus failed in its endeavour as a measuring instrument, but its motion mechanism was successfully adapted into early cinema technologies. This chapter applies praxis through the development of a prototype artwork and the concept of ‘techne’ as speculative means of understanding how this mechanism was transferred from astronomy to the Western cultural realm. It proposes that the development of the apparatus was partially gleaned from moving image techniques already in use within 19th-century visual culture. The development of the prototype artwork is discussed in relation to the specific timing mechanism of the Janssen apparatus and how it establishes its own ‘intersite of knowledge’ relevant to its contemporary context. Finally, this chapter elaborates on how witnessing the Janssen mechanism in motion provided unique insight and how creating a dialogue between historical and contemporary apparatus facilitates a reconsideration of how galleries, libraries, archives, and museums [GLAM] and other host institutions that contain artefacts might share their hidden stories.

Educators have had good reason to be concerned with social justice in a context where diversity has become more pronounced in both our schools and communities, with widening divisions between the advantaged and the disadvantaged. Internationally, increasing emphasis has been placed on utilizing the role of school leadership to address issues of social justice and equality, within a scenario where comparative studies of the performance of educational systems dominate the policy imagination globally, thus leading to increased pressure on school systems. This chapter presents a problematization of the social justice concept within education as presented in the literature, while setting out to critique this concept as an educational goal, as well as the role educational leadership is expected to play in the promotion of equity and social justice discourses through the lens of Actor-Network Theory (ANT). This theoretical chapter has implications for theory, policy, and practice.

Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.

This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.

The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.

There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.

The purpose of this paper is to systematically review and analyze the academic literature on integrating equity, diversity, and inclusion (EDI) into knowledge mobilization (KMb).

This systematic literature review of the body of scholarly literature published on integrating EDI with KMb follows established methods and protocols proposed by Popay et al. (2006) and Page et al. (2021). Using a relevant keyword string, a search was conducted in ProQuest and SCOPUS to find peer-reviewed articles, which were then screened using predetermined inclusion and exclusion criteria. Finally, inductive and deductive analyses were conducted on the selected articles.

The findings suggest that most of the authors are based in the Global North, the majority of literature was published in the last two years, and that it is conceptual. This synthesis highlights five solution-oriented themes: acknowledging inherent bias, centering marginalized groups, promoting responsible knowledge mobilization, establishing partnerships, and advocating for transformational and systemic change. This study also identifies four broad barriers: inherent, unconscious, and implicit biases, a lack of evidence-based best practices, siloing of research and information, and a lack of institutional support and resources. Findings also highlight the value of further research into barriers, gaps and opportunities.

By studying the intersection of EDI and KMb, this contemporary synthesis of the state of the field presents opportunities for future research into gaps, barriers and potential solutions.

The purpose of this paper is to interrogate if the legal status of a cannabis affects money laundering activity. The legal status of cannabis continues to evolve globally; at the same time, its market remains enormous. Much of this market represents dirty money from criminal acts, which often requires laundering. In the context of changing cannabis regulations, legislation, and policies, the authors propose the possible implications such changes may have on the extent of money laundering.

This paper proposes the implications of the evolution of cannabis regulations on money laundering activities, using the theoretical underpinning of rational choice. Using Australia as a replicable critical case study, the paper, using the Walker gravity model and using United Nations Office on Drugs and Crime-reported prices of cannabis from 2003 to 2017 and Australian Criminal Intelligence Commission reports empirically validates the effects of cannabis regulations on the proceeds available for laundering.

This study finds support for the argument that prohibitive measures toward cannabis use contribute to increases in the need to launder generated proceeds.

The findings can be replicated in other countries and may contribute to novel propositions within the debate on the legalization of cannabis use, which has, thus, far primarily focused on the areas of health, crime, taxation and education.

To the best of the authors’ knowledge, no study has yet attempted to provide an economic analysis of the effects of cannabis policy changes on money laundering.

This study aims to examine the relationship between work ethics and organizational performance and investigate the influence of respondents’ career stages on their work ethic among British, United Arab Emirates (UAE) and Serbian nations.

This research is based on a survey of British, UAE and Serbian managers, whose task was to assess the dimensions of the multidimensional work ethic profile (MWEP) and organizational performance. Since the MWEP does not analyze work ethics in the context of religion, it is deemed the most suitable instrument for this study because it analyzes work ethics among the three cultures that practice different religions.

The results revealed that national culture impacts work ethics. British managers place greater value on the wasted time, self-reliance and morality dimensions of work ethics. Serbian managers prefer the leisure and delay of gratification dimensions, while UAE managers value hard work ethics more than the other two groups of managers. The study also shows that respondents’ career stage influences their work ethic, and a significant relationship exists between different dimensions of work ethics and organizational performance in all three nations.

This study contributes to the theory by analyzing work ethic and its relationship with organizational performance and respondents’ career stages in three nations that share business interests. It addresses a research gap by comparing work ethics in developed, developing and a country in socio-economic transition.

Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction.

Pupil ‘voice’ is heralded as a key tenet of education policy, practice and research; however, ensuring that voice is authentically heard in the spaces that children occupy remains a challenge. Models of participation – relating to the degree of power either shared or transferred – range from tokenistic approaches to true pupil–teacher partnerships in which pupils initiate ideas and share decision-making with adults. Shier’s (2001) five-step Pathway to Participation model is considered and practitioners are invited to reflect on their own position and identify necessary steps to increase pupil involvement in their local setting. For guidance, a philosophy club intervention for early years and primary-age children is presented as a real-world example of facilitating voice on both group and individual levels. This chapter argues the case for schools to genuinely embrace and utilise pupil voice as part of a whole-school approach to enhance mental health and wellbeing within learning communities.

This study aims to investigate the influence of cultural values on perceptions of corporate sustainable development (CSD). In recent years, the intensity of the connection between cultural values and SD has been a heavily debated topic. Subsequently, this issue has gained considerable attention from management academics.

To shed light on this phenomenon, this study uses econometric techniques (linear regression) and conducts a survey of business executives in medium and large firms to search for evidence that cultural values significantly affect perceptions of CSD.

The findings indicate that forward-looking executives who envision themselves as individuals rather than members of a group exhibit more positive perceptions of CSD practices than the rest.

To the best of the authors’ knowledge, this is the first empirical assessment of cultural values on the perceptions of the three aspects (economic, social and environmental) of CSD.