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School climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy.

The inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism.

School climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy.

This inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.

This chapter pulls the book together with two primary functions which are (a) to highlight what the book has provided that others have not by applying Freire's ideas around education and governance to a higher education setting and (b) to reiterate what we, as the academy, can do moving forward. The university is no longer an entity separate from society and business; it is part of society and business and will for the foreseeable future be held to metric and financial accountabilities. These scenarios have shaped leadership in a clear and predictable way, and in the conclusion, readers will be reminded of what options they have available to them to change the academy because we cannot change it; we have to work within it in new ways if we are to regain some power.

This chapter focusses on the research methodology of the completed project, drawing on what Martin (2008) described as ‘Indigenist’ research traditions or practices. The project drew upon tenets of critical race theory which developed over the life of a university teaching and learning project to support the praxis of Aboriginal and Torres Strait Islander, or Indigenous,1 pre-service teachers on their final internships prior to graduating.

The broader project was conceptualised and framed within our prioritisation of Indigenist standpoint and critical race theory. Our project was designed to amplify the perspectives and voices of Indigenous students in situations where White, hegemonic relations appeared to constrain their potential achievement on practicum in socially unjust and often racist ways. Research into the achievement and success of Indigenous education graduates in Australia is dominated by non-Indigenous reporting, framed in deficit language of Indigenous ‘underachievement’, ‘barriers’, ‘lack’, and ‘disengagement’, rather than from their experience of injustice in their professional preparation as teachers.

The research design troubled how researchers like us ‘come to know’ Indigenous achievement in the higher education sector through the pre-service teachers’ words, impelling us to listen to stories of discrimination, rather than to official accounts of how they ‘failed’ to measure up to teacher standards. The attention to detail in the multi-site, micro-level practices in teacher education and the ways these unfold in situ for Indigenous students would not be possible without the Indigenist research methodology developed in partnership with Indigenous research colleagues and student co-researchers.

This chapter then serves to remind educational researchers that research is a practice and has practice architectures with particular hegemonic arrangements which have not transpired to serve the interests of Indigenous peoples. Honouring Indigenist standpoint and employing critical race theory in research design thus means paying particular and careful attention to the work that research practices do, on, to, and with communities, not normative (colonial) crafting of the praxis research problem.

In this final chapter, we explore the ever-evolving 21st century landscape where ethics drive community development toward resilience and progress. Drawing inspiration from the subheadings mapping our journey, we traverse international case studies spanning Canada, Brazil, Sweden, Kenya, China, Australia, Antarctica, and India. Through these global insights, we uncover the impacts of dynamic forces on communities worldwide, navigating ethical dilemmas and opportunities. We present strategies tailored to diverse continent-specific needs, explore inclusive governance models, and highlight the transformative power of ethical engagement. This journey underscores the vital role of resilience and concludes with a global call to embrace ethical approaches for inclusive community development and a sustainable future.

This paper aims to examine how an alternative accounting system developed by a marginalised group of women enables them to counter oppressive systems built at the intersections of gender, class and race.

The authors draw on diary notes taken over a period of 13 years in France and Senegal in the context of the first author's family interactions with a community of ten Black immigrant women. The paper relies on Black feminist perspectives, namely, Lorde's work on difference and survival to illuminate how this community of women uses the creative power of its “self-defined differences” to build its own accounting system – a tontine – and work towards its emancipation.

The authors find that to fight oppressive marginalising structures, the women develop a tontine, an autonomous, self-managed, women-made banking system providing them with cash and working on the basis of trust. This alternative accounting scheme endeavours to fulfil their “situated needs”: to build a home of their own in Senegal. The authors conceptualise the tontine as a “situated accounting” scheme built on the women's own terms, on the basis of sisterhood and opacity. This accounting system enables the women to work towards their “situated emancipation”, alleviating the burden of their marginalisation.

This paper gives visibility to vulnerable women's agentic capacities through accounting. As no single story captures the nuances and complexities of accounting, further exploration is encouraged.

This paper contributes to the counter-accounting literature that engages with vulnerable, “othered” populations, shedding light on the counter-practices of accounting within a community of ten Black precarious women. In so doing, this study problematises these counter-practices as intersectional and built on “survival skills”. The paper further outlines the emancipatory potential of alternative systems of accounting. It ends with some reflections on doing research through activist curiosity and the need to rethink academic research and knowledge in opposition to dominant epistemic standards of knowledge creation.

The purpose of this paper is to examine the interesting but largely unexamined impact of self-uncertainty on the persuasiveness of self-deprecating advertisement.

In the present research, the experimental design and survey methods are used to collect data. Furthermore, the ANOVA and bootstrap analysis methods are adopted to verify whether a self-deprecating advertisement is more persuasive for consumers experiencing self-uncertainty and explore the mediating role of self-verification.

Study 1 indicates that people experiencing self-uncertainty are more likely to engage in actual self-verification. Study 2 demonstrates that consumers experiencing self-uncertainty are more likely to purchase products in a self-deprecating advertisement (vs. self-enhancing advertisement), and actual self-verification motive underlies this effect. In Study 3, a novel boundary condition for the main effect–product type (hedonic vs. utilitarian) is found, and it further reveals that the impact of self-uncertainty on the persuasiveness of self-deprecating advertisement will attenuate when the advertised product is utilitarian.

This research reveals that self-deprecating advertising is more desirable for consumers who experience self-uncertainty. Based on the conclusions in this paper, the self-deprecating advertising is more attractive and desirable for consumers who are reminded about their personal uncertainties. Thus, marketers could employ self-deprecating (vs. self-enhancing) advertisement to promote products. For example, in order to promote the waterproof function of iPhone 12, Apple China released a self-deprecating advertisement of “Splash proof and water resistant. Don't worry, iPhone.”

First, this research not only sheds new light on the relationship between self-uncertainty and the persuasiveness of self-deprecating advertisement but also verifies the mediating role of self-verification motive in this relationship. Moreover, this research reveals that self-uncertainty is a significant factor in how people react to the self-deprecating advertisement. It is noteworthy that the self-uncertainty effect is more likely to be found when the advertised product is related to hedonic or experiential consumption as opposed to utilitarian consumption.

The COVID-19 pandemic presents an unprecedented case of organisation–environment interaction in the occupational settings. Using Palmer and colleagues (2003) model of work stress, this study aims to examine the influence of COVID-19 stress on employee performance and psychological well-being. Furthermore, drawing on conservation of resources theory (Hobfoll, 1989), the role of trust in management and psychological capital as moderators has also been explored.

Data were collected from the service sector employees (N = 507) using purposive sampling technique.

Structural equation modelling analysis revealed the negative impact of COVID-19 stress on employee performance and psychological well-being; moderated by trust in management and psychological capital, respectively.

The proposed conceptual model contributes to the stress management literature by providing an understanding of how COVID-19-related stress impacts employee behaviour in organisational context. The present study considers the COVID-19 stress as bio-psycho-socioeconomic challenge that impacts and determines nearly all the activities of the individuals, groups and organisations at a global scale.

The findings of the studies offer several managerial implications pertaining to performance and well-being at workplace especially during such crisis characterised by the elements of uncertainty and ambiguity. Identification of the personal resources would prove beneficial for the management in devising and implementing customised interventions for employees and the organisation. Since the pandemic has impacted each individual differently, human resource managers should remind their employees to be vigilant about self-care and take advantage of their health care benefits, particularly with regards to mental health.

The proposed conceptual model contributes to the workplace stress management literature by providing an understanding of how COVID-19-related stress impacts employee outcomes in the organisational context. Furthermore, identifying personal resources would prove beneficial for the management in devising and implementing customised interventions at the workplace.