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This chapter highlights an overemphasis and persistent bias in entrepreneurship pedagogy toward predictive logic that results in unidimensional instruction. In contrast, we explore how to teach a creative logic for entrepreneurial action. We argue that a more realistic and complete approach to teaching and pedagogy should include a creative logic that will augment existing methods focused on students’ research and analysis and balance these with taking explicit entrepreneurial action. Building upon social capital, networking, learning and real options theories, the chapter uses case studies and provides in-class exercises to illustrate our perspective and help researchers and instructors alike.

The goal of this chapter is threefold: to bring the context of disability into literature on fathering; to bring voices of fathers into scholarship on parenting children with disabilities; and to examine what individual stories about a very particular kind of fatherhood might reveal about the cultural narrative of the good father, and the reflexive nature of cultural narratives and individual stories.

Transcripts of in-depth, life course interviews with 14 parents of seven young adults, and older teens with severe impairments associated with a variety of diagnoses were analyzed using narrative analysis strategies. Transcripts of the fathers’ interviews provided primary data and transcripts of the mothers’ interviews were used as supplemental material.

Fathers included in this study drew from normative notions of masculinity and widely circulating cultural narratives of fatherhood, even while participating in caregiving tasks that are at odds with this narrative. Five specific narrative tensions that highlight cultural understandings of the “good father” were evident in these stories: (1) evoking masculinity in the context of care work; (2) providing financial security in the context of the high cost of disability; (3) maximizing potential in the context of realistic expectations; (4) protecting in the context of uncertainty and helplessness; and (5) finding a “new normal” in the context of the unexpected.

Findings add to what is known about mothering children with disabilities. Results also add a new dimension to fatherhood studies by illustrating how widely circulating cultural narratives of fatherhood are adapted in stories about fathering children with life-long assistance needs, and how individual stories might serve as a platform for social change.

In many countries in the Global North, interventions in deprived neighbourhoods have attempted to tackle poverty by spatially deconcentrating it. This has commonly been done through housing restructuring programmes in areas of social housing. Supported by the ‘neighbourhood effects’ thesis, such interventions promote the diversification of housing tenures and housing typologies, based on the idea that a wider mix will result in increased opportunities of interaction across housing tenures and in local social networks becoming more heterogeneous. Using data from interviews, surveys and participant observation in meetings and events organised by local residents in North Peckham, an area in South London which in the 1990s and beginning of 2000s was the site of a large-scale housing restructuring programme, this chapter explores the expectations and experiences of neighbouring of long-term and newer arrival social housing tenants. This chapter shows that their different experiences of the neighbourhood and of physical and social change, as well as their diverging socio-economic characteristics – long-term residents tended to be older and retired while newer residents tended to have more complex needs – highly influenced perceptions of neighbourly relations and the significance attached to them. Despite finding high levels of neighbourly interaction and assistance, it also shows that attitudes and expectations towards neighbours were marked by a sense of nostalgia among long-term social tenants, stigma due to the area’s past and towards newer social tenants and by feelings of alienation due to the perceived residualisation of the social housing tenure and increased housing unaffordability.

Victim narratives consistent with anti-trafficking and anti-prostitution rhetoric leave little room for understanding agential labor in the sex industry, which profoundly impacts sex workers’ experiences in other domains. One such domain – academia – is often understood as antithetical to the “body work” of sex work. It is, after all, the domain of the mind. Drawing from my experiences as an undergraduate and graduate student as well as from my work as a sex worker, I use auto-ethnography to demonstrate the lasting impact of (1) mind/body dualisms, (2) the virgin/whore dichotomy, and (3) narratives of sexual danger on perceptions of legitimation and status for sex workers in academia. I also discuss implications for broader social concerns like legal policy.

This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and current instructional advancements preparing the field for tomorrow. Disability-specific interventions and the theoretical framework that encompasses the unique areas of instruction for students with visual impairments are described. Important additional considerations of interventions for students with visual impairments are presented. Needs of students who are visually impaired, alignment with state standards, management of limited instructional time, and shortage of qualified specialists who teach students with visual impairments are examples of significant matters to be considered for effective instructional practice in present-day classrooms.

Democracies typically impose onerous regulation on the conduct of bureaucratic officials and remarkably light regulation of the conduct of elected officials. The traditional presumption was that politicians should be allowed to self-regulate. In many democratic regimes, politicians have shown themselves unable to carry this burden of public trust. As a result, political ethics is regulated from a perspective of public distrust, associated with fears of political corruption. Despite my personal reservations about professional ethics models (recorded here by reference to recent fictional work of novelist J.M. Coetzee), I revive a trust-based perspective to make a case for a regime of self-regulation for democratic politicians, based on a democratic hope that politicians can be trusted to act as responsible professionals.