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Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

This chapter addresses the concept of Literacy for all under a broadened view of inclusion in education. Definitions of inclusion, literacy and inclusive literacy are provided prior to consideration of some of the issues associated with developing and improving the literacy of every student in regular classroom contexts. It presents a brief overview of theory and international research, and as an example, provides some insights into current educational policies, practices and provision in Australia in relation to literacy education.

This chapter begins by identifying some of the difficulties experienced by students who speak English as an additional language or dialect (EAL/D), then discusses theories and research-based strategies for teaching. The implications for teachers in regular classes in primary and secondary schools include recognising the academic language demands of the subject and the texts, including abstract concepts, technical terms, genres and grammar. Further, understanding the literacy and language skills the students bring to the classroom and which strategies can be employed to assist student learning. Research and teaching strategies used internationally and Australian policies, curriculum documents and the Australian school context are discussed.

This chapter combines quantitative studies of the connections between stressors and performance in accounting settings and identifies the mediators and moderators of stressors–performance relationships. Using meta-analyses and path analyses, this research compiles 72 studies to investigate the relationships of stressors with accountant and auditor performance. As hypothesized, bivariate meta-analyses results indicate that work-related stressors negatively affect performance, and burnout and stress are negatively related to performance, whereas motivation is positively related to performance. Moreover, a meta-analytical structural equation modeling indicates that role stressors have significant direct and indirect effects (through burnout and stress) on job performance. Accumulation of multiple samples through meta-analysis bolsters statistical power compared to single-sample studies and thus reveals the sign of residual direct effects of role stressors on job performance in accounting settings.

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.

This chapter discusses the employment of migrant women to work as ‘nannies’ in private homes in the United Kingdom.¹ The term nanny has been used in the United Kingdom to denote a ‘qualified childcare professional’ (Cox, 2006; Gregson & Lowe, 1994). In this chapter, however, I argue that in 2010 it also referred to a form of deprofessionalised unqualified childcare provided in private homes across the United Kingdom. Migrant women have long been over-represented in care and domestic work in a range of advanced and emerging states (Anderson, 2007; Lutz, 2008) and this form of deprofessionalised nanny employment was no exception. This alternative use of the term nanny in the United Kingdom therefore referred with increasing frequency to migrant women who could be tasked with caring for children while also shopping, cooking, cleaning, driving, providing homework assistance etc. The chapter argues further that deprofessionalised nanny employment, occurring as it did in private domestic spaces and in the context of very low levels of state control, was likely to be characterised by high levels of informality (Cyrus, 2008). This meant that an important element of the childcare and associated domestic work sector in the United Kingdom was performed illegally. Deprofessionalisation and informality in the employment of (often migrant) nannies in the United Kingdom is troubling not only because of its association with illegal employment but also because it represented a marked failure to realise the demands for the upgrading of the status of care- and housework that have been key themes of feminist debate since the 1970s (Lutz, 2008).

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their story of developing a working methodology in this complex landscape. By evaluating their relationship through the lenses of knowledge brokering and collaborative mentoring, they identify six themes relating to how their working environment evolved and functioned. Discussion finds significant overlap between collaborative mentoring, KE and the attainment of the Sustainable Development Goals in their ability to enable more nuanced and holistic changemaking that is contextualized in a deep understanding of need.

Knowledge brokering, a process by which an individual (or an organization) supports the transfer of research evidence into policy and practice, can improve evidence-based decision-making through knowledge exchange (KE) but is, on the whole, poorly defined in academia (Cvitanovic et al., 2017). This chapter seeks to contribute to the ‘necessary and urgent’ need for evaluation of KE in practice (Rycroft-Smith, 2022) by providing edited snippets of dialogue, analysis and key learning points. It is intended as inspiration and encouragement for academics, professionals, students and volunteers developing human-centric projects or design-thinking methodologies between universities and external partners.

Buying secondhand clothing is not only interesting for consumers wanting to save money but also for sustainable clothing enthusiasts. It is now among a number of consumption practices which slow down fast fashion production while saving 10 to 20 times the energy (Fletcher, 2008, p. 100). While most of the recent scholarly work focuses on secondhand consumers (Bianchi & Birtwistle, 2010; Franklin, 2011; Norum, 2015), this paper aims to examine business activities. This perspective from economic anthropology enhances understandings of secondhand clothing, as research to-date has tended to neglect the semiotic function of clothing while underlining exchanges. To gain insight into the dynamics of the sector in Germany today, two businesses from Hamburg have been ethnographically examined by the author since 2014. This study outlines their work practices and explains the development of this high-end segment of the market from the 1970s until the digital age. For businesses, the digitalization of the trade has had massive effects on their business practice because it seems to solve inherent problems connected to the selling of pre-owned clothing. I argue that the digitalization did not only promote acceptance of buying secondhand clothing in Germany but also the emergence of new businesses models.

While scholars have developed increasingly well-developed accounts of institutional change, little attention has been paid to how change is resisted and, in particular, how efforts to marketize fail. We draw on the institutional logics perspective to guide analysis of an empirical case of the failed attempt by the Dutch state to marketize childcare organizations and create a market for childcare. We document that even though the existence of logics that were antithetical to the market logic did not catalyze organized collective resistance to marketization, the market logic never took root, and marketization has even been rolled back. We argue that the failure to create a childcare market in the Netherlands was caused by individual-level cognitive dissonance that cumulated into profound field-level ambivalence that undermined efforts to implement market practices. We develop several propositions that could usefully guide future research on how cognitive dissonance might underlie the failure to construct markets. By theorizing failure to change a field, we contribute to the limited body of work that has looked at failed attempts to change institutions, arguing for more attention to individual-field cross-level dynamics.