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Our aim is to better understand access to finance and financial inclusion and how this impacts the development of female-run enterprises in Nigeria. In such a way, we can better understand the gendered context of entrepreneurship and the implications for business growth. This chapter adopts an interpretivist paradigm to explore the social reality within which entrepreneurship is enacted. Qualitative data are interpreted from semi-structured interviews of 10 Nigerian entrepreneurs, five males and five females. Findings reveal that, though structural support may be apparent, the entrepreneurial process of financing a business is characterised, in part, by social expectations of gender. It is through this social view of entrepreneurship that we provide an understanding of what it is to be entrepreneurial in practice. This chapter makes recommendations that in practice while financial institutions and policy makers may assume a ‘one size fits all’ approach to financial inclusion through different programmes currently available for entrepreneurs by the various governmental and non-governmental institutions in Nigeria, the context of gender has implications for the nature of business activity, particularly in a society characterised by patriarchy. This study also makes practical contributions for research and for practice.

Granting ‘sanctuary’ in the United States to those fleeing poverty and violence is rooted in a deep history of hospitality and compassion. As we are witnessing a rise in xenophobia accompanied by policies of exclusion, we also see a rising number of ‘sanctuary jurisdictions’ limiting their cooperation with immigration authorities that many communities consider are using extremely harsh and punitive measures to detain and deport irregular migrants. As this chapter will demonstrate, there has been a dramatic increase through ‘immigration federalism’ of the number of these jurisdictions in cities, states and municipalities since the first practices of ‘sanctuary’ in the 1980s as result of the waves of forced migration due to the civil wars in Central America. The author also proposes that those entities granting ‘sanctuary’ to irregular migrants should also apply practices of ‘compassionate migration’ as described in the chapter to expand their protections further and include them in their communities.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.