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We provide seven steps to integrating sustainability into strategy and operations. The process is designed to enable business leaders to reframe sustainability as a source of value creation using a life cycle collaborative approach to innovation instead of piecemeal change led by small groups of experts. Furthermore, the approach builds on the strengths of whole business systems rather than attempting to fix the weaknesses of individual actors as is typical of many strategy execution efforts. The chapter begins with a survey of perceptions about the meaning of sustainability and corporate social responsibility (CSR). The survey shows both significant confusion about the concepts themselves, and an opportunity for first movers to differentiate themselves by adopting an approach to sustainability based on innovation and business value. The seven steps are then presented using a strength-based whole system approach to compress the time and resources required to achieve the desired results.

In order to emphasize in-depth analyses of individual life stories, seven informants were selected. Since breadth of experience will contribute to a more detailed contextualization of the consumer's use of products in identity negotiation, diversity across informants was emphasized. Interviews generally followed the format as suggested by Thompson, Locander, and Pollio (1989). A comfortable setting was chosen and pseudonyms were used to ensure anonymity. Interviews were audio-taped and lasted anywhere from one to just over two hours. Grand tour questions (McCracken, 1988) focused on the meaning of the tattoo design, the experience of being tattooed, perceptions of the body, words the informants used to describe themselves, and other biographical information important for understanding the informant's personal myth. Every effort was made to present a natural front, keep the informant on track without being too directive, demonstrate active listening, and prompt the informant as a way of probing for details (Spradley, 1979). To ensure accuracy, an experienced and trained transcriptionist transcribed each of the seven interviews. The final text totaled 450 typed double-spaced pages.

We began this chapter with storied experiences of relationships with children and youth and of questions around tensions they can experience as they make home, familial, community, and school transitions. These questions included: Why do we do it this way? Who decides? Can’t I think about what's best for my child? For Aboriginal children? As Khea, Jennifer, and Brenda Mary storied the experiences noted earlier, and as we collectively inquired into their stories, attentive to the intergenerational narrative reverberations of colonization made visible, it was their attentiveness to the particular life of a youth, Robbie; of a child, Rachel; and of a grandchild that we were first drawn. Their deep yearnings for something different in schools also turned our attention toward the counterstories to live by which they were composing. Across Khea's, Jennifer's, and Brenda Mary's earlier storied experiences the counterstories to live by around which they were threading new possible intergenerational narrative reverberations were focused on understanding children and youth as composing lives shaped by multiple contexts, that is, lives shaped through multiple relationships in places in and outside of school. This need for understanding the multiple places and relationships shaping the lives of children and youth as they enter into schools is, as shown in the earlier noted stories, vital in Aboriginal families and communities given the ways in which the narrative of colonization continues to reverberate in present lives.

Purpose – The purpose of this chapter is to retell the narratives of a preservice teacher and a teacher educator as they lived a story of critical literacy and curriculum-making as a curriculum of lives.

Approach – The chapter presents a year-long narrative inquiry centered on the revisioning of curriculum for an undergraduate literacy course for preservice teachers.

Findings – The researcher broadened her understanding of teacher and teacher educators as curriculum makers to include preservice teachers as curriculum makers. As preservice teachers in the literacy course were invited to reflect on their own literacy backgrounds, several crucial narratives emerged that shaped new understandings for the researcher/teacher educator and drew her into her own curriculum-making with moral purpose. One preservice teacher began a journey of narrative authority and curriculum-making as a curriculum of lives in a subsequent field experience, even through the mire of political pressure in schools.

Research implications – The preservice teacher's retelling featured children who discovered newfound understandings of social justice through literary ways of knowing and critical literacy events. She developed new understandings of how to help public school students value and define their literacies and their life events, all of which folded back into the undergraduate literacy course.

Value – Teacher educators can be encouraged to walk in relationship with their preservice teachers, valuing human experiences and lives as curriculum rather than relenting to top-down, politically driven, outside curriculum.

Within the agri-food sectors of Western countries, there is an increasing interest in alternative food, i.e., organic, local and regional food, artisanal food, short-supply chains, slow food etc. Innovation in food processing is a significant element both in alternative food and conventional food strategies. Alternatives are based on competition on qualities rather than price. A main question in this chapter is to address how alternative qualities are embedded into food products? This question is explored using a study of two alternative cases within the dairy sectors of Norway and Wales. A model of the different modes of designed qualities of food is developed and discussed to explore the complex issue of quality. We find space and technology especially relevant as dimensions of qualities. Our conclusion is that there is a need to nuance the discussion about quality and food. Firms may develop as hybrids within a conventional vs. alternative perspective, and a strong emphasis on the conventional and alternative as a dichotomy tends to give a static and restrictive perspective.

Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of critical theory, the purpose being twofold: first, to highlight the film’s fit with, and within, several issues that have been important to critical theory and, second, to explore some questions, criticisms, and extensions of those issues – the dialectic of identity/difference most crucially – by speculations within and on the film’s text. The exploration is similar in approach to studies of specific films within the context of issues of social, cultural, and political theory conducted by the late Stanley Cavell. Interrogations of dimensions of scenarios and sequences of plotline, conceptual pursuit of some implications, and assessments of the realism at work in cinematic format are combined with mainly descriptive evaluations of character portrayals and dynamics as these relate to specified thematics of the identity/difference dialectic. The film puts in relief evolving meanings of prosthetics – which is to say changes in the practical as well as conceptual-semantic boundaries of “human being”: what counts as “same” versus “other”? “domestic” versus “foreign”? “integrity” versus “dissolution”? “safety” versus “danger”? And how do those polarities, understood within a unity-of-opposites dialectic, change, as human beings are confronted more and more stressfully by their own reproductions of “environment” – that is, the perspectival device of “what is ‘text’ and what is context’?” – and variations of that device by direct and indirect effects of human actions, as those actions have unfolded within recursive sequences of prior versions of perspectival device, a device repeatedly engaged, albeit primarily and mainly implicitly, as a “prosthetic that could not be a prosthetic.”

It is widely recognized by scholars that superhero stories tend to glorify vigilante justice; after all, these stories often maintain that extralegal acts of violence are necessary for combatting existential threats to personal and public safety. This scholarly common sense fosters a widespread dismissal of superhero stories as uncomplicated apologia for an authoritarian politics of law and order that is animated by hatred of unpopular people and ideas. However, some prominent contemporary Batman stories, including those told in the graphic novels of Grant Morrison and in the blockbuster movies of Christopher Nolan, are ambivalent: in their portraits of Batman and Joker as dark twins and secret colleagues, these stories both legitimize and challenge the countersubversive politics of American law and order.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.