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Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting.

The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis.

Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work.

This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.

The purpose of this paper is to explore the factor structure of the Resiliency Scales for Children and Adolescents (RSCA, Prince-Embury, 2006, 2007) and to provide supporting evidence that this is a psychometrically sound measure for practitioners and researchers to use to assess resilience in incarcerated male adolescent offenders in the UK.

Confirmatory factor analysis (CFA) was used to determine if the factor structure could be replicated among incarcerated male adolescent offenders. Concurrent validation of the measure was also conducted, utilising the Beck Youth Inventory, second edition (BYI-II-II; Beck et al., 2005).

CFA of the RSCA was unable to confirm the structure of the measure at an item level, therefore parcelling techniques were utilised similarly to Prince-Embury and Courville (2008), using the subscales for the factors as indicators for the factors. While a three-factor model was found to be an acceptable fit to the data, there was also some support for a two-factor model. Despite this, there was more statistical support for the three-factor model and arguments are made for retaining this structure. Expected associations between the three subscales of sense of mastery, sense of relatedness and emotional reactivity were found with the Beck Youth Inventory demonstrating support for the concurrent validity of the measure in incarcerated male adolescent offenders.

This paper provides support for the internal structure of the RSCA with incarcerated male adolescent offenders within the UK, although some caution should be used when interpreting scores from the subscales. The findings suggest that the RSCA can be utilised by practitioners to identify young people who may benefit from additional support and also in assessment and treatment/intervention planning. This may be particularly useful when practitioners wish to explore the potential protective nature of resilience.

The current study is the first of its kind to formally explore the factor structure of the RSCA with incarcerated male adolescent offenders.

The purpose of this study was to examine the influence of socio-cognitive mindfulness on resilience, stress and thriving among middle managers in higher education at two separate periods during the COVID-19 pandemic. In Study 1, the authors examined how socio-cognitive mindfulness predicted perceived stress and whether the relationship between mindfulness and perceived stress was mediated by resilience. In Study 2, the authors replicated the first study and further hypothesized that the link between mindfulness and thriving was also mediated by resilience.

The authors conducted cross-sectional correlational studies to test the hypotheses using data from 163 middle managers in higher education early in the pandemic in Study 1 and 204 middle managers a year later in Study 2.

Study 1 findings showed socio-cognitive mindfulness predicted perceived stress, and that resilience fully mediated this relationship. In Study 2, socio-cognitive mindfulness did not predict perceived stress, but it did predict thriving, and that relationship was fully mediated by resilience.

This research is the first to address how socio-cognitive mindfulness directly impacts perceived stress and thriving and its impact through building resilience. To date, few studies have focused on stress in higher education middle managers or addressed the importance of building socio-cognitive mindfulness and resilience to thrive amid ongoing challenges. Implications of the pandemic's influence on the results are also addressed.

This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.

This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.

Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.

This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.

More than ever, businesses need to get their strategy right. Part of achieving this is the approach to strategy making that is chosen. The purpose of this paper is to describe how strategy making happens on the continuum of deliberate versus emerging strategy.

Through in‐depth interviews with “strategy informants” (CEO's) in businesses and questionnaires to respondents (managers) in the same organizations, statistical techniques have helped us draw interesting conclusions about strategy making approaches, its elements and factors moderating the choice of strategy making approach. Through factor analysis, the construct of strategy making is informed by three concepts namely: “performance consensus”, “ends and means specificity” as well as “ends and means flexibility”.

“Ends and means specificity” was associated more with the deliberate strategy approach while “ends and means flexibility” was associated more with the emerging strategy approach. “Performance consensus” was neutral and therefore relevant to both approached. Approaches also show differences depending on the following characteristics: “degree of risk taking preferred”, “comfort with stability and predictability” as well as “primarily autonomous or individual behavior preferred”. Finally, strategy making approach is moderated by “firm size”, “CEO influence” and “environmental uncertainty”.

Knowing the appropriate strategy making approach gives managers flexibility. There is no need to choose one approach above the other but rather to be aware of benefits that can be derived from both. The fast changing environment places pressure on the use of emergent strategy, therefore performance consensus is critical contributor to successful use thereof.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

The purpose of the study was to examine the relationship between officer perceptions of fit in their organization and stress (organizational and operational), overall job satisfaction and turnover contemplation (within the last 6 months).

The authors used cross-sectional survey data from a sample of 832 officers from two Midwest police departments to examine the relationships between fit, stress and work-related attitudes.

Perceived stress and organizational fit were strong predictors of overall job satisfaction and turnover contemplation; organizational fit accounted for the most variation in stress, satisfaction and turnover contemplation. Organizational stress partially mediated the relationship between organizational fit and job satisfaction and organizational fit and turnover contemplation.

More research is needed to identify predictors of organizational fit perceptions among police officers.

Findings indicate that agencies should pay close attention to the organizational culture and structure when trying to address issues of officer well-being and retention. Further, the person−environment framework can be a useful tool in examining police occupational outcomes.

The authors findings contribute to research on officer stress by exploring perceptions of organizational fit as a predictor of stress and unpacking how officer stress matters to important work outcomes, including job satisfaction and thoughts of turnover, by considering stress as a mediator between organizational fit and these work outcomes.

The purposes of this paper are as follows. Part one examines the role of denialism in the context of proposals advanced through the much-abused Limits to Growth (LtG) project. Part two uses three sets of criteria (domains of reality, worldviews and values) to characterise some of the interior human and social aspects of the “denial machine.” It uses these criteria to address some vital, but currently under-appreciated “interior” aspects of descent. (N.B. A succinct “primer” or overview of the concept and underpinning rationale for notions of “descent pathways” is provided in the introduction to this special issue.)

The paper draws on a number of authoritative sources that track the dimensions of global change and, specifically, the ways that humanity is tracking towards Dystopian overshoot-and-collapse futures. The significance of the LtG project is assessed in this context. Part two employs the criteria noted above to identify and open out the centrality of the human and cultural interiors.

Responses to the LtG project are shown to have deprived humanity of the clarity and will to respond effectively to the emerging global emergency. The rise of climate change denialism has followed suit and made effective responses increasingly difficult. A new focus, however, on some of the dynamics of reality domains, worldviews and values, clarifies both the nature of the problem and prefigures a range of solutions, some of which are briefly outlined.

This is primarily a conceptual paper that suggests a range of practical responses. For example, re-purposing parts of the current information technology (IT) infrastructure away from financial and economic indices to those tracking the health of the planet. Also translating the case put forward here for a new generation of Institutions of Foresight (IoFs) into real-world start-ups and examples. Further research is needed into the uses and limitations both of positive and negative views of futures. It is suggested that the latter have more value than is commonly realised.

In addition to those stated above, the practical implications include new uses for IT infrastructure based on worldcentric – rather than financial and economic worldviews; designing and implementing a new generation of IoFs; and finding new ways to inform the public of impending Dystopian outcomes without exacerbating avoidance and depression.

The social implications are profound. Currently, humanity has allowed itself to “tune out” and ignore many of the well-founded “signals” (from the global system) and warnings (from those who have observed and tracked real-world changes). As a result, it has outgrown the capacity of the planet to support the current population, let alone the 10 billion currently projected by the United Nations (UN). Something must give. Applied foresight can provide essential lead time to act before human actions are overwhelmed by forces beyond its control.

The paper draws together material from hitherto disparate sources to assess the LtG project. It also deploys key concepts from an integral perspective that shed new light on human and cultural forces that determine how people respond to the prospect of Dystopian futures. In so doing, it provides insight into why we are where we are and also into some of the means by which humanity can respond. Specifically, it suggests a shift from collapse narratives to those of descent.