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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.

Climate change has been identified as a pressing social, environmental and economical challenge that has been unequivocally linked to human activity through latest Intergovernmental Panel on Climate Change (IPCC) reports. It is here to stay with us for generations to come and is already causing severe tribulations across the world. As nations devise policies to mitigate to climate change to stay within the 1.5 degrees Celsius target and small island developing states (SIDS) like Mauritius and the developing world in general find means to adapt to its consequences, a core shortcoming highlighted is the lack of community engagement and grassroots action so that policies permeate to concrete action. Of prime importance for this to happen is raising awareness on the climate change phenomenon, which has so far been a topic deemed complex for the general public, hence creating systemic barriers for climate action. The use of artificial intelligence (AI) can play a significant role in designing such community outreach programmes based on outcomes reported in literature in the educational sector in support of Sustainable Development Goal (SDG) 4: Quality Education. There is growing interest for a green lifestyle in the world population, and this chapter shows how the home can be used as a basic building block for allowing each household to contribute to climate action, while offering an effective case study to raise awareness on climate change through practical examples and demonstration, in support for SDG 11: Sustainable Cities and Communities. Based on an energy-water-materials nexus, the circular home concept is a clear contribution to SDG 13: Climate Action, with huge potential to use AI techniques and underpinning technologies to implement and optimise the efficacy of the proposed measures.

Early childhood and early elementary are key times when children develop internal and external antifat attitudes; thus, it is necessary to better understand the available children’s literature around fatness.This paper aims to examine children's picture books with fat protagonists to better understand the current landscape of children's literature. Drawing on relevant literature around fat characters and the fat studies movement, this critical content analysis considers five children’s books featuring fat protagonists.

This study uses critical content analysis to analyze texts featuring fat protagonists, including two rounds of initial reading and analysis. Using lenses of critical literacy and critical multicultural analysis, the author looks for common themes, silences and absences in the texts, images and peritext.

This paper identifies themes of characters initially internalizing antifatness, then pushing back against antifat bias toward existing with joy and without stigma. Several of these texts even draw on the history of fat activism, highlighting societal critique and a potential activist component of children’s literature with fat protagonists.

The study has a small number of books, due to the limited number of texts that fit the study parameters.

The paper concludes with examples of scaffolding for teachers and parents to have conversations with young children about antifat bias while also acknowledging notable absences, particularly boy protagonists.

These themes illustrate the power of young children to push back against antifat bias and critique oppressive social structures.

There have been very few studies looking at antifatness in children’s picture books. With more books with fat protagonists coming out in the 2020s, this study offers an understanding of the themes present, while also emphasizing the need for an intersectional approach to literature with fat protagonists.

From book challenges to anti–critical race theory and anti-lesbian, gay, bisexual, transgender, queer and questioning legislation, US English teachers have been on the receiving end of a considerable amount of far-right conservative pushback. This study aims to explore the effects of conservative pushback on individual English teachers and their classroom practice. What pushbacks have individual English teachers faced? How has pushback impacted their teaching? What strategies have they developed for navigating pushback?

This qualitative study explores secondary English teachers’ reported experiences with conservative backlash as reported in 15 semi-structured interviews conducted between May 2022 and August 2023.

Participants reported feeling the pressure of increased levels of pushback, and many reported censoring their book selections to avoid additional public scrutiny. At the same time, they also described a range of strategies they have developed for protecting themselves and their practice, such as codifying curriculum, increasing transparency, formalizing review processes for challenging books and strengthening their resolve to resist.

This study offers a timely window on a pressing problem affecting the daily practice of English teachers in the USA.

This secondary source case is based mainly on legislative documents (that tracked the initiation and progress of the Parental Rights in Education bill that later became an Act), corporate documents (published by The Walt Disney Company) and news articles from publications such as The New York Times and Bloomberg. All sources are cited in the case narrative and as end notes.

In April 2022, The Walt Disney Company and its CEO, Robert Chapek, were at the center of a controversy over the company’s opposition to the State of Florida’s Parental Rights in Education bill. The bill, dubbed “Don’t Say Gay” by its critics, prohibited instruction on sexual identity and gender orientation in the state’s elementary schools. The controversy stemmed from Disney’s initial non-reaction to the bill and its later strident opposition and call for its repeal. Chapek was pressured by negative media publicity and employee disgruntlement on the one hand and adverse economic consequences for opposing the bill by the state’s Governor, Ron DeSantis. Chapek and the Board had to respond to the political threats to Disney’s economic well-being while appeasing its employees and other stakeholders who wanted the company to be a corporate champion in diversity, equity and inclusion.

The case is best suited for advanced undergraduate or graduate leadership, strategic management and marketing courses. From a leadership and strategic management perspective, the case is well-suited for demonstrating the evolving expectations of leaders and corporate social responsibility, as well as the concepts of issue framing and nonmarket management. Instructors may also leverage the case in marketing courses (e.g. brand management), as CEO activism (i.e. messaging and practice) is one characteristic of brand activism (Animation Guild, 2022).

Using the examples of Grenadian-born Jean Augustine, the first Black Member of Parliament in Canada, and Barbados' Prime Minister Mia Mottley, the piece argues that the ethos of the Emigrant Ambassador—the collective empowerment of Black feminism, liberation, and radicalism—ushered in a new era for change abroad and in Canada, as transnational and international change was driven by Black women from the West Indies.

The author used historical research and social science theoretical frameworks to formulate conclusions, lessons learnt and steps forward for current equity, diversity and inclusion (EDI) practitioners.

Black women born in the West Indies in the mid-twentieth century were the catalysts for social justice movements in the 2010 and 2020s. Many methods used for social change in the twentieth century are applicable in the 2020s and beyond.

Research is focused on Canadian and West Indian relations but will have implications for those across the British Commonwealth.

Practitioners and students of EDI will have a new tool on how to approach and confront anti-Black racism, particularly after May 25, 2020.

This article provides opportunities to support the dwindling efforts of anti-racism to support the lives of Black people across the Black Atlantic.

This is an original article built on previous scholarship of the author.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

This paper aims to introduce the concept of Entrepreneurial Collective Intelligence (ECI) as a means of understanding how communities of entrepreneurial actors learn to act both collectively and knowingly. It explores how connections between processes of CI, agency and action can explain and enable the development entrepreneurial community organisations.

There is a selective literature review of prior works on the related fields of community and collective entrepreneurship; collectives and intelligence; agency and action. The review is used to propose a framework of collective entrepreneurial intelligence, agency and action. An interpretive approach is used to research four case studies of community organisations which use CI to generate entrepreneurial outcomes.

The cases are compared with themes from prior literature to develop a conceptual model of four ECI processes which enable intelligence, agency and action: collaborative processes; distributed working; intelligence representations and organisation of infrastructures. These are theorised to discuss ideas, challenges, methods and questions to enhance entrepreneurial actions, based on sharing knowledge and learning, in the context of collective agency, action and intelligence.

The four processes, both together and separately, represent a coherent framework useful for further studies on the role of collectives in enterprising communities.

The four processes each represent a central area of attention, not only for development, learning, decision-making and leadership within enterprising communities but also for entrepreneurship education in terms of alternative didactics, pedagogies and learning forms.

The improved knowledge on the role of collective agency and CI within entrepreneurial processes is useful for strengthening civil activism and other fruitful forms of entrepreneurial collective processes. This may help solve complicated societal problems where traditional conceptions of entrepreneurship fail.

The conceptual contribution is to explain the dynamic relationships between ECI and action, mediated by collective agency. The role of CI in informing entrepreneurial communities is explored and four enabling processes are proposed. This coherent framework is useful for further studies on the role of collectives in enterprising communities, whilst informing their learning, decision-making and leadership.

This chapter provides an overview of Freire's primary approach to how governments control people, why governments dictate what is being taught and why they seek out control over educators. This chapter investigates the similarities Freire found between the most oppressive governments and dictatorships that rules by violence, to how our educational institutions are controlled. The stakes might be entirely different in these scenarios, but he knew the ultimate objective in all these situations was to remove power from the people, give it to a powerful few and ensure the people would never be able to regain control once more. These ideas and suggestions are key moving forward because it provides a baseline to understand how Freire thought about manipulative behaviours, and why tactics used in extremely violent situations can essentially be watered down and used to control people in universities in much the same way.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.