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The aim of this chapter is to investigate the immigrant women entrepreneurship phenomenon by analysing management academic literature on the issue. Stemming from the most current data on immigration and from the awareness that entrepreneurship is a viable instrument of immigrant (women) integration and inclusion, this chapter analyses the most updated management results on the issue. The analysis is mainly centred on works published after 2019, and some interesting insights emerge. Among them, we can refer to the awareness that research on immigrant women entrepreneurship is still in its infancy. Although, indeed, immigrant entrepreneurs and women entrepreneurs have been analysed considerably by researchers, it has been mainly in isolation. Therefore, room for investigating still exists, and this chapter uncovers some possible future research avenues. Moreover, by reviewing the selected papers, it clearly emerges that not all immigrant women entrepreneurs are alike; different targets (that is, different ethnicities) must be addressed differently by policy makers when policy measurements are identified. In other words, generic programmes aimed at increasing entrepreneurship among immigrant women cannot necessarily be successful.

Over the years, at the international level, the social construction assumption according to which women would be less innovative than men and, consequently, also less prone to be involved in innovative fields, since their educational path decisions to career path decisions, has long prevailed. This has resulted in a widespread lack of representation of women in more innovative sectors, in comparison to their male counterparts. In recent years then, if the pandemic has had an impact, at least for some specific socio-economic contexts, especially on those that can be typically considered as ‘necessity entrepreneurs’, it has to be said that it has been able also to generate some virtuous dynamics crosswise related to innovative issues. In particular, this chapter aims to go in depth into these issues from the perspective of innovative women entrepreneurs in the attempt to answer to the following questions: how does the socio-economic environment affect innovative women entrepreneurs? And, what are the unique experiences, achievements and contributions of innovative women entrepreneurs in Italy? In order to answer to these specific research questions, an analysis based on direct interviews with a sample of Italian innovative women entrepreneurs has been conducted.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

This study is a radical interactionist analysis of family conflict. Drawing on both a negotiated order perspective and Athen's theory of complex dominative encounters, this study analyzes the role that domination plays in conflicts among intimates. As the family engages in repeated conflicts over roles, the family also engages in negotiations over the family order, what role each party should play, interpretations of past events, and plans for the future. These conflicts take place against a backdrop of patriarchy that asymmetrically distributes power in the family to determine the family order. The data from this study come from a content analysis of mothers with substance use problems as depicted in the reality television show Intervention. The conflicts in these families reveal that these families develop a grinding family order in which families engaged in repeated conflict but also continued to operate as and identify as a family. These conflicts are shaped by and reinforce patriarchal expectations that mothers are central to family operation. The intervention at the end of each episode offered an opportunity for the family to engage in a concerted campaign to try to force the mother into treatment and reestablish the family order.