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This paper aims to identify the values antecedents of women’s social entrepreneurship. It explores where and how these values emerge and how they underpin the perceived desirability and feasibility of social venture creation.

Values development across the life-course is interrogated through retrospective sense-making by thirty UK-based women social entrepreneurs.

The findings express values related to empathy, social justice and action-taking, developed, consolidated and challenged in a variety of experiential domains over time. The cumulative effects of these processes result in the perceived desirability and feasibility of social entrepreneurial venture creation as a means of effecting social change and achieving coherence between personal values and paid work, prompting social entrepreneurial action-taking.

This paper offers novel, contextualised insights into the role that personal values play as antecedents to social entrepreneurship. It contributes to the sparse literature focussed on both women’s experiences of social entrepreneurship generally, and on their personal values specifically.

Strategies to increase parent involvement and its beneficial effects, in particular, among parents whose children traditionally have low academic achievement, abound in the educational literature. Yet, conspicuously absent is an empirical examination of the relation of principal behaviors on parent involvement. The present study analyzed survey data from principals regarding their behaviors and the relation of their behavior to survey data from parents regarding involvement in their children’s education. Among schools having higher concentrations of socioeconomically‐disadvantaged and non‐English‐speaking students, the roles of master teacher and missionary were associated with higher levels of parent involvement and the role of the gamesman with lower levels of parent involvement. Results suggest that the effectiveness of principal roles is dependent on the needs and life circumstances of socioeconomically‐disadvantaged school populations.

This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.

It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.

Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.

There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.

The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs.

This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.

The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents’ experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

The purpose of this paper is to comment on the article by Forrester-Jones and Carvalho and examine some issues on notions of disability in Brazil.

Analysis of the specialized literature and a critical appraisal of key issues regarding notions of disability in Brazil.

The authors focus on three issues: what could be characterized as learning disability in Brazil and how social movements, institutions and public policies shape and are shaped by local conceptions of disability; the limits of individual autonomy, independence and freedom in the case of learning disabilities and the social and historical particularities of the Brazilian case; and the role of the APAES and Pestalozzi Society both as a site of social exclusion and, more recently, as a source of expertise in the movement toward the development of “inclusive special education.”

The commentary highlights some of the complexities of the local field of disability in Brazil.

The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue.

Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation.

Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses.

The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality.

This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.

This study examined measures of service efforts and accomplishments for Texas public schools. There were differences in both outcomes and inputs depending on size of the school district. Input measures were useful for modeling outcomes of school districts by size. Student background measures--specifically attendance and proportion of economically disadvantaged students--were the most consistent explanators of school outcomes. Measures of the teaching environment, financial policy, efficiency, and funding levels were of less importance in explaining school effectiveness.

While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work.

This is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens.

Participants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching.

There is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs.

Social justice themes permeate the social studies, history, civics, and current events curricula. The purpose of this paper is to examine how non-fiction trade books represented lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) individuals and issues.

Trade books published after 2000 and intended for middle grades (5-8) and high school (9-12) students were analyzed.

Findings included main characters’ demography, sexuality, and various ancillary elements, such as connection to LGBTQ community, interactions with non-LGBTQ individuals, the challenges and contested terrain that LGBTQ individuals must traverse, and a range of responses to these challenges. Publication date, intended audience, and subgenre of non-fiction – specifically, memoir, expository, and historical text – added nuance to findings. Viewed broadly, the books generally engaged in exceptionalism, a historical misrepresentation, of one singular character who was a gay or lesbian white American. Diverse sexualities, races, ethnicities, and contexts were largely absent. Complex resistance structures were frequent and detailed.

This research contributes to previous scholarship exploring LGBTQ-themed fiction for secondary students and close readings of secondary level non-fiction trade books.

This study aims to investigate the interplay between brand and consumer personalities in shaping brand hate and its consequences. More specifically, it investigates the relationship between fallacious character of the brand, brand betrayal feelings and brand hate, and identifies two response routes leading to consumer avoidance and revenge. Furthermore, the study explores the moderating impact of narcissism on the relationships between brand hate and its outcomes.

Data are collected from an online survey of a French representative consumer panel where participants were asked to cite a particular brand they hate, and then assess the different constructs tested in the model. Partial least squares structural equation modeling was used for data analysis.

The study sheds light on the possible mediators and moderators of brand hate. Particularly, brand betrayal is hypothesized as a mediator between fallacious character of the brand and brand hate. Moreover, the study assesses the impact of narcissism on the relationship between brand hate and desire for avoidance and revenge. Findings show that active brand hate leads to a desire for revenge, whereas passive brand hate positively influences desire for avoidance. Finally, the current research suggests that consumer narcissism fuels desire for revenge on the brand.

To the authors’ knowledge, this study is the first to integrate brand personality (the fallacious character of the brand) and consumer personality (narcissism). The study describes the mechanism through which brand transgressions activate two response routes to brand hate associated with the desires for revenge and avoidance.