Search results

Grounded in ethnic identity theory, critical race theory (CRT) and critical discourse analysis (CDA), this chapter’s objective is to demonstrate the role of news media in the (mis)construction of the identity formation of undocumented youth and the resulting implications of this (mis)construction within the field of education. This study uses mixed methods that include a CDA of Spanish and English language evening television news reports about the Development, Relief, and Education for Alien Minors Act of 2010, and qualitative analysis of interviews with undocumented youth. The implications for undocumented youth traverse from greater society and into schools, and we argue that education leaders must actively challenge and disrupt the (mis)constructions in direct and intentional ways. We provide a theoretical argument and practical steps for how education leaders can support undocumented youth in their communities.

This chapter analyzes the efficiency levels of a circular economy (CE) with an emphasis on transaction costs. It examines the governance aspect of CE activities in comparison to the predominant linear value creation. Extant CE research in business studies tends to be descriptive and lacks a theoretical foundation, particularly in understanding CE management. Transaction cost theory explains efficiency in economic organizing, lending itself to the study of arrangements that maximize resource efficiency at continued economic virtue. The conceptualization proposes that CE transaction costs are greater than those within the linear economy (LE), primarily due to the uncertainties about reciprocal dependencies, looping material complexities, exchanging novel information, and increased contracting efforts. Geographically bounded and institutionally homogeneous CE initiatives may curb these rising costs. By bringing efficiency concerns into CE analysis, the chapter demonstrates the applicability of transaction cost theory and highlights CE relevance to international business by pointing out spatial choice implications.

Shows how the US economy has witnessed both a massive influx of immigrant workers and a sharp decline in organized labour. Examines the struggles of Latino workers in Los Angeles, USA and shows just how immigrant workers and labour unions have a complicated relationship there. Explains how the problems were eventually eased.

Food fraud as intentional deception for economic gain relies on a low-tech food value chain, that applies a ‘paper-and-pencil approach’, unable to provide reliable and trusted data about food products, accompanied processes/activities and actors involved. Such approach has created the information asymmetry that leads to erosion of stakeholders and consumers trust, which in turn discourages cooperation within the food chain by damaging its ability to decrease uncertainty and capability to provide authentic, nutritional, accessible and affordable food for all. Lack of holistic approach, focus on stand-alone measures, lack of proactive measures and undermined role of customers have been major factors behind weaknesses of current anti-fraud measures system. Thus, the process of strong and fast digitalisation enabled by the new emerging technology called Industry 4.0 is a way to provide a shift from food fraud detection to efficient prevention. Therefore, the objective of this chapter is to shed light on current challenges and opportunities associated with Industry 4.0 technology enablers' guardian role in food fraud prevention with the hope to inform future researchers, experts and decision-makers about opportunities opened up by transforming to new cyber-physical-social ecosystem, or better to say ‘self-thinking’ food value chain whose foundations are already under development. The systematic literature network analysis is applied to fulfil the stated objective. Digitalisation and Industry 4.0 can be used to develop a system that is cost effective and ensures data integrity and prevents tampering and single point failure through offering fault tolerance, immutability, trust, transparency and full traceability of the stored transaction records to all agri-food value chain partners. In addition, such approach lays a foundation for adopting new business models, strengthening food chain resilience, sustainability and innovation capacity.

It was a typical Wednesday in Room 4. Wednesday mornings meant time for Invitations. A time cherished and enjoyed by the intermediate students in Ruth’s elementary classroom. Invitations were a time for small groups of students to work together across disciplines on self-selected topics offered by the teacher but grown from student interests. On a weekly basis students signed up for Invitations – sometimes sticking with a topic for several weeks and sometimes attending to a new topic each week. Topics ranged anywhere from using technology, taking apart CD players to discover how they work, exploring media coverage of current events, debating social issues, dissecting plants, to making maps. Students then worked cooperatively in student-facilitated groups to use multiple ways of knowing, and available resources and materials to ask important questions, to investigate issues of significance, to pursue possibilities, and to inquire with others.

This chapter is a multinational policy analysis focusing on what happened in the aftermath of the Covid-19 pandemic in Brazil, Canada, Portugal, and USA. It is a follow-up to the first two analyses which were also conducted collaboratively (2019, 2022). The studies are constant-comparative. The four-country approach illuminates policies and practices in what hopefully is post-Covid-19 times. Neoliberal approaches to policymaking and education in general ensure that the technicalities of teaching received heightened attention to the neglect of the well-being of teachers and the agency afforded them. The critical situation of the teaching profession in the post-pandemic time means there are teacher shortages as well as the lowering of working conditions for teachers. Turmoil and crisis are two words that describe the education sector and are clearly illustrated in the media and in research. While the need to invest in education, and particularly teachers' education and career prospects, is reiterated in policy discourse, it is far from being a reality as the four cases show. The pandemic has exacerbated the existing problems in the field of education, causing heightening concern about teachers' recruitment, working conditions and well-being.

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.

This study aims to analyze recent publications (2015–2020) that refer to educational and social entrepreneurship to identify the primary emerging themes and gaps of entrepreneurship research and management that would be helpful for future studies and entrepreneurial ventures.

The authors used systematic mapping to review 92 research articles that address educational innovation and social entrepreneurship. All the articles were published between 2015 and January 2020 and were found in the Web of Science (WoS) and Scopus databases.

The data analysis identified the following: the articles most frequently cited, the journals that published the highest number of relevant articles, the geographical distribution of these publications and their authors, the context of the research, the lines and themes that emerged, and the gaps in the literature regarding the research and management of educational and social entrepreneurship.

The search for articles was limited to educational and social entrepreneurship innovations and the English language; thus, studies published in other languages were not analyzed.

The analysis of this research allowed us to review concepts and identify research methods employed and thematic lines analyzed. Therefore, the work is of value for educational and social entrepreneurs and researchers who wish to examine such concepts or focus on areas not yet fully explored.