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The contemporary zombie genre is known for exploring what the end will look like, with its widespread infection, chaos and violence – all images that resonate in a post-9/11 America. These zombie narratives also speak to a present-day America with their emphasis on diminishing individuality and agency. Unlike early Haitian incarnations of the zombie figure, the modern zombie terrifies because no singular agent possesses the victim’s mind. In contrast, the light-hearted CW television show, iZombie (2015–) rethinks the zombie paradigm. Not only does it envision how zombies would manifest in everyday life, without the requisite apocalypse, but it also subverts the antiquated gender politics common to the genre by providing viewers with a female zombie protagonist, Olivia Moore (Rose McIver) who is not only highly functional, but also female and with plenty of agency. Moore, through whose eyes the show is told, absorbs personality traits and memories belonging to the brains she eats, from frat boy to alcoholic, stripper to housewife. This device creates such a cornucopia of roles for McIver to explore that it brings to mind the work of American photographer Cindy Sherman, providing a rare multi-dimensional woman on TV. iZombie also takes the contemporary zombie text’s reliance on the trop of infection one step further. This chapter not only examines iZombie’s unusual female point of view, but also its portrayal of ‘zombie-ness’ as a chronic contagious illness with many similarities to HIV.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

Purpose – The purpose of this study is to gain greater understanding of the ways that youth “do race” in the post-Civil Rights United States. Scholars have studied racial discourse and meaning among adults but have not rigorously investigated the patterns of discourse among youth.

Methodology – I analyze in-depth interviews and in and out-of-school observations drawn from three racially mixed fourth-grade classrooms in a city that I call Rolling Acres. Among the 31 families, 21 of the children identified as White and 10 identified as Black. Rolling Acres is a midsized city of over 100,000 residents where 75 percent of its residents identify as White and 9 percent identify as Black.

Findings – Youth maintain complex understandings of the importance of race, but mediate the expression of these sentiments based on their social identities and public scripts. Both Black and White children first suggest race does not matter when asked, but then describe that race is important to others in their school. White youth suggest Black youth are the perpetuators of racial antagonisms and perpetuate racial significance through their actions. Black youth suggest White youth do not typically antagonize over race, but when they do the perpetrators are acting out of individual beliefs and thus are limited in impact.

Originality – Through an exclusive concentration on the voices of the young, new patterns of understanding and discourse are uncovered, which may relate to later divergences in racial meaning in adulthood between Blacks and Whites.

Field theory is waxing in the sociology of science, and Pierre Bourdieu’s work is especially influential. His characterization of field structure and dynamics has been especially valuable in drawing attention to hierarchical and center-periphery relations in science and technology, and to the stability and reproduction of science and technology practices. What field theory does less well, however, is to capture the existence of multiple (including marginal) logics around a given sociotechnical object. Nor does it capture the dynamics of a specific logic of neoliberal capitalism in the US: the cultural and economic value of entrepreneurship that emphasizes the continual reconfiguration of social relations, which has its roots in a longer US history of progress-through-reinvention, and is abetted by new technologies designed to continually “update” and remix. Much better at capturing these qualities, we argue, is an institutionalist theory in which dynamism, not stasis, is foregrounded, and there is room for multiple, contradictory, and non-cognitive logics to co-exist. Using the expansion of “alternative nutrition” in the US, we show that its formation took place via the conjunction of parallel streams of social action that encompassed diverse logics and encouraged creativity and hybridity. More generally, variability in field stability and qualities, not static fields, deserve analytic attention.

Moore (1966) once argued that the American Civil War was a fundamentally “bourgeois” revolution. As such, Moore's account falls in line with much of the larger literature on democratization, which emphasizes the class dimensions of democratic expansions and transitions, but is largely silent on how party politics are implicated in those processes. Such approaches miss a great deal of the party, inter-elite and discursive dynamics that are crucial to understanding the origins and consequences of democratic change. This chapter seeks to discern the impact of mass party formation and political discourse on modern routes to democracy through an examination of mid-19th-century Chicago politics. It holds to Moore's conclusion that the American Civil War was indeed a bourgeois revolution, while demonstrating that the trajectory of party politics before, during and after the war challenges Moore's interpretation of how class forces were mobilized in the American case. Partisan shifts, for example, worked at turns to weaken and strengthen the rhetorical and organizational basis of working-class mobilization, suggesting that democratization and the class coalitions that give rise to it are shaped and re-shaped by the context of partisan struggle.