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This chapter is born out of concern about the perception of the physical and symbolic place of the live-in housekeeper, both in socioeconomic, and historical terms, as well as the architectural and social dynamics of the home. An intersectional and teleological analysis of the intrinsic devaluation of paid social reproduction work is carried out, based mainly on gender, race, and class inequalities. Ultimately, the chapter tries to locate the position in which the maid finds herself in the domestic environment, both in family relationships and in the symbolism inherent to the concept of the maid’s room. Based on sociological, philosophical, and anthropological analysis, the ambiguous place of domestic workers becomes clearer, promoting a reflection on the very concept of family and household. Thus, the chapter proposes to achieve a hermeneutic dive into the experience of this working class, revealing a hierarchical system beyond the socioeconomic, but above all, of their subjectivities.

This study aims to analyze the connection between institutional isomorphic pressures and both women serving on boards and women’s influence on boards within large American firms.

This study examines a longitudinal panel data set of all Standard and Poor’s (S&P) 500 organizations across a seven-year period from 2009 to 2015.

The analyses affirm that institutional isomorphic pressures impact the prevalence and influence of women on boards. Evidence suggests that coercive and normative pressures strongly impact the number of women serving as corporate directors, whereas the power of women directors is linked only to mimetic pressures.

The research suggests that to increase the number of women serving as directors, the industry must first increase the overall number of women serving in senior management roles. Once women directors gain a critical mass of three women on the board, the association with the total number of women directors, the number of boards upon which they concurrently serve, the power of women directors being selected to board leadership and the influence of women directors increase.

This paper extends existing board diversity work by examining institutional pressures at the international, national and firm levels. By examining the relationship between coercive, normative and mimetic pressures on both the prevalence of women on boards and the influence of women on boards, the authors illuminate certain mechanisms that shape the likelihood of board appointment and placement in more powerful positions.

Guided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.

This is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.

The review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.

This review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

Transnational migration has produced a state of flux in the naturalized conception of home as a fixed, bounded, discreet and trouble-free place of origin, (re)casting home as a more complex, or perhaps simpler, project entangled within the workings of the global capitalist economy. In this context, here the author qualitatively explores migrants’ engagement with the notion of home in the sense of how they conceptualize and experience home, based on the lived experiences of Sri Lankan women who have migrated to Kuwait as live-in migrant domestic workers (MDWs) independently of their families. The stories of the MDWs simultaneously made the meaning of home as conventionally defined, more straightforward and more complicated: home was taken on a journey with them to a faraway foreign land. The MDWs negotiated and constructed belonging and not belonging dialectically in multiple homes, thus being simultaneously “here,” “there” and “nowhere.” In migration, home thus manifests the evolution of female power and duty, portraying it at once as a locus of women’s liberation and as new and perhaps more extreme forms of (re)subjectivation in the emplacement of home within global capitalism. Migration performs home as a space in the (un)making: an ongoing project through the course of life.

In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.

The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.

The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.

The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.

As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.

Little is known about gender relations in young African migrant families residing in Hong Kong (HK). This study aims to present a first-hand account of daily lived experiences of African international doctoral student couples residing in HK, with special emphases on their Africa–HK migratory motivations, perceptions of female-breadwinning status, the effects of HK Immigration policy on marital power structures and the influence of spousal relative statuses (“breadwinner” versus “dependent”) on couples gender role performances and decision-making participations.

This study used ethnographic method involving several indoor family visits, non-participant observations and 21 in-depth interviews in six African student families. Fieldnotes were taken and interviews were tape-recorded, transcribed and interpreted using thematic content analysis.

Couples, especially dependent men, had a hard time deciding to migrate to HK for family reunion, unlike dependent women who willingly resigned to join their husbands in HK. Among the male dependents, the main reasons for migrating included anticipated economic returns, while women migrated in response to neolocal cultural expectations. Overall, patriarchy persisted – while men had the final say over key household decision-making domains, women remained primary performers of household chores, but manifested little bargaining power, restraining husband’s ability to spend family income when they are the family’s sole-earners. Women’s relative breadwinning status had very minimal significant impact.

To the best of the author’s knowledge, this is the first study to examine the effects of HK’s immigration policy on married African students’ migration motivations and the effects of female-breadwinning status on spousal gender relations in HK’s African student migrant households.

Individuals develop and perform and process their identities in relationships with others as well as with the environment in which they find themselves, Many of these relationships with others are characterized by fundamental inequalities. In finding their identities, the subordinate in the relationship develops an identity that typically take steps – by vocal and non-vocal gestures – to perform this particularized identity. The identification of self is not only related to the others, with eachindividual in reflective communication, but also reflections characterized by inequality. In continuing to do so, he or she will experience a certain powerlessness, indeed what Marx called alienation.

The article extends the distinction of semantic from syntactic labour to comprehend all forms of mental labour. It answers a critique from de Fremery and Buckland, which required envisaging mental labour as a differentiated spectrum.

The paper adopts a discursive approach. It first reviews the significance and extensive diffusion of the distinction of semantic from syntactic labour. Second, it integrates semantic and syntactic labour along a vertical dimension within mental labour, indicating analogies in principle with, and differences in application from, the inherited distinction of intellectual from clerical labour. Third, it develops semantic labour to the very highest level, on a consistent principle of differentiation from syntactic labour. Finally, it reintegrates the understanding developed of semantic labour with syntactic labour, confirming that they can fully and informatively occupy mental labour.

The article further validates the distinction of semantic from syntactic labour. It enables to address Norbert Wiener's classic challenge of appropriately distributing activity between human and computer.

The article transforms work in progress into knowledge for diffusion.

It has practical implications for determining what tasks to delegate to computational technology.

The paper has social implications for the understanding of appropriate human and machine computational tasks and our own distinctive humanness.

The paper is highly original. Although based on preceding research, from the late 20th century, it is the first separately published full account of semantic and syntactic labour.