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Social and emotional learning (SEL) programs have traditionally evaded or been silent on issues of (in)equity and, thus, critiqued for their lack of attention to how social injustices create different outcomes for different groups (The Education Trust, 2020). Furthermore, these efforts have been criticized for placing the burden on individual youth to navigate challenges to SEL without recognizing the influence of systems. Transformative SEL offers an alternative approach that centers the integration of an explicit equity and social justice lens into the conceptualization and implementation of SEL (Jagers, Rivas-Drake, & Williams, 2019). Notwithstanding its usefulness as a conceptual framework, mechanisms for “how” a transformative SEL approach may occur have not been well-specified. We recognize that historically, the curricular materials available to SEL educators often take a conformist approach focused on skill-building, coping, and even resilience absent attention to broader social injustices (Jagers, 2016), further burdening teachers with having to redesign curricula to incorporate their commitments into a culturally responsive, justice-oriented pedagogy. We offer stretching as a conceptual category that aims to capture the ways in which educators adapt SEL frameworks and school policies, student–educator relationships, curricula, and instructional practices in order to critically consider and responsibly address their students' experiences of injustice. We argue that stretching of SEL practice is a critical mechanism for conceptualizing how teachers go beyond traditionally equity–evasive notions of SEL to more proactively engage equity issues in their SEL implementation. We will use examples of teaching practice to illustrate and define what constitutes stretching in SEL instruction.

Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full participation in social and civic life. Researchers and practitioners seek to understand how teachers can elevate student voice, increase students' sense of agency, and promote civic engagement through SEL instruction. The School and Community Pathways for Engagement (SCoPE) Project brought together teams from a large, urban school district in the Midwestern United States, the University of Michigan, and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in a research-practice partnership (RPP) to examine these pertinent challenges. This chapter demonstrates how the purposeful establishing of and fostering collaborative relationships between researchers and practitioners in the SCoPE Project motivated deeper investment and equity of voice for all stakeholders involved. This chapter specifically discusses the motivational affordances of the RPP approach during participant recruitment, data collection, and data sharing for the SCoPE Project.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This chapter wants to understand under which circumstances and conditions non-traditional aids are effective in the strategic process. This study builds an agent-based computational simulation model – the S-uFUNK 2.1.0 – to explore the research question. The model features a group of managers that seeks to interpret environmental cues using both traditional and non-traditional tools. When interpretations converge, the group then settles on different focus areas to define a business strategy for their organization. The process is set in a way such that 11 parameters can be manipulated to explore the different conditions under which non-traditional aids are of use. Results suggest that non-traditional aids differ from traditional aids only in limited circumstances and that social dynamics and dispositions within the group are crucial. In general, the simulation helps us reflect on the way in which we consider traditional aids to strategy. In fact, if they are no different than non-traditional aids, their effectiveness is directly challenged.

This book comprises the second volume in the recently launched New Horizons in Managerial and Organizational Cognition book series. Volume 1 (Sund, Galavan, & Huff, 2016), addressed the topic of strategic uncertainty. This second volume comprises a collection of contributions that variously report new methodological developments in managerial and organizational cognition, reflect critically on those developments, and consider the challenges that have yet to be confronted in order to further advance this exciting and dynamic interdisciplinary field. Contextualizing within an overarching framework the various contributions selected for inclusion in the present volume, in this opening chapter we reflect more broadly on what we consider the most significant developments that have occurred over recent years and the most significant challenges that lie ahead.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

This paper brings insights from accounting scholarship to the measurement and reporting challenges of metagovernance approaches to sustainable development. Where scholarship on metagovernance—the combination of market, hierarchical and network governance—proposes deductive approaches to such challenges, we contend that a historically informed “abductive” approach offers valuable insight into the realpolitik of intergovernmental frameworks.

The paper adopts a Foucauldian “archaeological–genealogical” method to investigate the inclusion of climate change as a Sustainable Development Goal (SDG). It analyses more than 100 documents and texts, tracking the statement forms that crystallise prevailing truth claims across the development of climate and SDG metagovernance.

We show how the truth claims now enshrined in the Paris Agreement on Climate Change constrained the conceptualisation and operationalisation of SDG 13: Take urgent action to combat climate change and its impacts. The paper thereby reframes recent measurement and reporting challenges as outcomes of conceptual conflicts between the technicist emphasis of divisions within the United Nations and the truth claims enshrined in intergovernmental agreements.

This paper demonstrates how an archaeological–genealogical approach may start to address the measurement and reporting challenges facing climate and SDG metagovernance. It also highlights that the two degrees target on climate change has a manifest variability of interpretation and shows how this characteristic has become pivotal to operationalising climate metagovernance in a manner that respects the sovereignty of developing nations.