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Purpose – In this chapter we consider how two apparently disconnected practices – one very human (loving relationships), another the apparently alienating outcome of consumer technology (videogame play) – may turn out to be linked in very intimate and perhaps surprising ways. In making this connection we hope to comment on how consumer practices may be understood in the context of dynamic human relationships and cultural ideals.

Methodology – We conducted 36 phenomenological interviews with adult videogame players in order to elicit everyday experiences of videogame play in the context of the individual's lifeworld. This chapter deals with aspects of data that explore relationships with partners and children.

Findings – We illustrate that consumer practices, ideals, and even couples are not stable things, but are subject to routine reconfiguration throughout life. We suggest the possibility of a triadic theory of human relationships that consists of the people themselves, their consumer practices, and ideas about what love means.

Originality/value of paper – Previous questions about the value of videogame consumption have tended to ask about violence or the normalcy of how we might spend our time. In this chapter we have attempted to shift the focus to questions about human relationships and how they might be enacted with consumer technologies. By understanding the interactions between human actors, their consumer practices and their ideals we are able to comment on existing critiques and celebrations of the impact of consumer culture on human relationships.

We develop theoretical and conceptual insights into a social movement’s strategic articulation, through an examination of the relationships among the conservative, moderate and radical organizations within a movement field before, during and after a wave of contention. Definitions for conservative, moderate and radical organizations that have been lacking in the literature are provided. Three U.S. cases are employed including the Civil Rights Movement, the Animal Rights Movement, and the AIDS Movement to illustrate/apply our concepts and test our theoretical assertions. We find a distinct conservative flank in movements which facilitates linkages to state officials. Moderates have a unique role as the bridge between the radical and conservative flanks. A lack of formal organization among radicals appears to incite state repression. The radical flank, or strong ties between the radial flank and moderates or conservatives, does not have a positive effect prior to or at the peak of a wave of contention when there is significant state repression. In the absence of state repression and after concessions or the peak of activism, moderates and conservatives benefit by distancing from the radical flank. Moderate organizations marginally institutionalize except when conservative movement organizations are absent; then full incorporation occurs.

This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13 men and 21 women aged 20–90, focussing on stories about troubled or failed rituals. The analysis shows that family members depend on the support and recognition of each other to maintain their moral identities. Ritualised occasions work as magnifying glasses, focussing and intensifying the ongoing relationship work, and forcing family members to take stock and signpost the state of their social bond, and as cultural reference points, providing a window into normative expectations of how parents and adult children should perform relatedness.

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to examine how educators engage in collaborative inquiry-based group development processes that transform their professional identity and pedagogical practices. Qualitative research data comes from the Livingstone Inquiry Group (LIG) in Vancouver, Canada. It is a longitudinal case study of inquiry-based pedagogies (IBPs) in a community of learners. They started in 2007 with members representing K-12 teachers, resource staff, administrators, higher education, and union organizations. The model outlines generative dynamics between social capital and relational learning which support pedagogical paradigm shifts in the group’s collaboration. Implications of this study provide direction for research regarding inquiry-based learning in higher educational institutions as an important forum for sustainable professional development of teachers as life-long learners.

Cultural competence is a continual process that is ever expanding. Cultural competence is defined as proficient knowledge, skill development, and the application of that knowledge and skills to demonstrate cultural awareness, understanding, sensitivity, and humility. The objective of a health science-related cultural competence seminar is to provide meaningful and in-depth discourse expounding upon cultural attitudes, expressions, and experiences that shape and direct interactions between patient and health providers, allied health professionals, medical and allied health students, and faculty. The current health care infrastructure is “ill-equipped to provide effective health care to underserved populations in the United States” (Roberts et al., 2015, p. 1408). As such, the Post Baccalaureate Seminar was developed to mitigate the gap between what students know upon entering medical studies versus what they need to know to provide culturally competent care, particularly in medically underserved areas. The Post Baccalaureate Seminar is a 15-week course given during the fall semester of the one-year program in preparation for matriculation into medical school. Students have required readings, small group didactics, and group activities which address professionalism, medical ethics and experimentation, informed consent, cross-cultural communication, Lesbian/Gay/Bisexual/Transgender/Questioning (LGBTQ + ) concerns, and other aspects of cultural diversity. The required texts were selected as a pedagogical strategy to introduce the constructs of valuing diversity in a holistic manner. Upon completion of the seminar, premedical students indicate increased knowledge and skills for displaying cultural awareness and a greater level of sensitivity for their medical studies.