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This chapter argues for the unrealised potential value of methodologies derived from a critical realist research philosophy in the field of entrepreneurship studies. Critical realism offers methodological alternatives that, through the generation of new insights into social relations, social structures and key generative mechanisms, can offer significant value for entrepreneurship researchers. Reflecting on their personal experiences researching from a critical realist perspective in entrepreneurship studies, the authors explore how this research philosophy can extend the field of inquiry and promote new perspectives. The chapter explores this in relation to the specific topic of enterprise policy and demystifies some aspects of critical realism by setting out some of its basic principles to demonstrate their potential to develop new insights. Further, this approach can create significant impact, for example, through the development of effective interventions. The chapter concludes by identifying implications for enterprise policy development, implementation and evaluation.

This chapter sets forth how and why diary data analysis can help significantly advance inquiry into the intersubjective aspects of entrepreneurial opportunities. We start the chapter with a presentation of the sensemaking perspective for the study of intersubjectivity in entrepreneurship. Next, we address epistemological limitations of retrospective data collection methods and examine the relevance of real-time, prospective data, specifically diary data, for the study of intersubjective phenomena associated with entrepreneurial activity. Furthermore, we describe our experiences with application of this method to the study of entrepreneurial cognitive development in the context of longitudinal, diary data-based research on this topic. We also address limitations of the diary data collection method and propose future research avenues for studies on intersubjective dimensions of entrepreneurial agency, before concluding this chapter.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

Processual approaches to entrepreneurship have increasingly captured researchers’ interest. One such approach that tries to understand entrepreneurs in real time by looking with them, not at them, has been termed withness (Shotter, 2006). But how does one design a study that captures this experience of living in the flow? In this methodological reflection, we propose using the metaphor of warp and weft to think of grounded theory research designs that seek to approximate withness. To this end, we also reflect on our experience studying the unfolding processes in international new ventures and highlight the usefulness of multiple data collection instruments, notably diaries and interviews.

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.