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This chapter adopts a reflective approach exploring and setting out the contrasting factors that led to the establishment of the subdiscipline in both countries. The factors included the role of key individuals and their respective academic backgrounds and specialisations within each country’s higher education system. Furthermore, attention is given to the particular circumstances in a case analysis comparison of the oldest programs in Aotearoa/New Zealand and Australia. This sheds light upon the factors linked to the disproportionate success profile for the sociology of sport in Aotearoa/New Zealand. An analysis of scholars and programs within each country reveals important differences aligned with the politics of funding and the variety and extent of systematic structures. Additionally, scholars’ specialisations and preferences reveal a broad offering but are primarily linked to globalisation, gender relations, indigeneity and race relations, social policy, and media studies. This work has been undertaken variously via the critical tradition including Birmingham School cultural studies, ethnographic and qualitative approaches and, more recently by some, a postmodern poststructuralist trend. Lastly, along with a brief discussion of current issues, future challenges are set out.

The present study provides an overview of the historical as well as the global expansion of Facebook from developed countries to the developing countries. The chapter also provides an elaboration over the features and the architectural design of this Online Social Networking service. In order to understand the worldwide usage and acceptance of Facebook, and the gradual spread of Facebook from the United States to the European countries and then to the developing world, we need to pay close attention to the evolution of Facebook in these cultures. In comparison to the developed world, Facebook was slow to spread throughout developing countries. This chapter argues that certain conditions contributed to the expansion of Facebook in these countries. The growth of mobile technology and the usage of Facebook in multiple languages accelerated the increase in its membership. Although majority of the developing countries started using Facebook later than developed countries, within a few years they soon became the nations with the highest growth of Facebook users.

Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.

The Internet and social media have fundamentally transformed the ways in which individuals find jobs. Relatively little is known about how demand-side market actors use online information and the implications for social stratification and mobility. This study provides an in-depth exploration of the online recruitment strategies pursued by human resource (HR) professionals. Qualitative interviews with 61 HR recruiters in two southern US metro areas reveal two distinct patterns in how they use Internet resources to fill jobs. For low and general skill work, they post advertisements to online job boards (e.g., Monster and CareerBuilder) with massive audiences of job seekers. By contrast, for high-skill or supervisory positions, they use LinkedIn to target passive candidates – employed individuals who are not looking for work but might be willing to change jobs. Although there are some intermediate practices, the overall picture is one of an increasingly bifurcated “winner-take-all” labor market in which recruiters focus their efforts on poaching specialized superstar talent (“purple squirrels”) from the ranks of the currently employed, while active job seekers are relegated to the hyper-competitive and impersonal “black hole” of the online job boards.

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

This chapter draws on qualitative data and observations from a range of projects seeking to use football to support mental health recovery. The authors conceptualize recovery as a fluid ongoing process that while supporting individuals to manage and deal with mental illness, may not result in the reduction or remission of clinical symptoms.

The research discussed in the chapter is drawn from interviews with male participants aged 18–40 years, who participated in four different football and mental health projects.

The chapter outlines three key ways in which participants perceived that football contributes positively to their recovery. Participants discuss football as providing a “safe space,” free from stigma, and as a setting where they can develop productive and engaging social relationships with medical professionals, support staff, coaches, and peers. Finally, they perceive football as a context in which they can begin to rework and redefine their identities, to move away from identities constructed around illness and vulnerability.

The chapter concludes by considering both the value and limitations of football as a mechanism for supporting recovery.

Care options for older people are important to individuals and to society, and currently, there is a crisis in this care. The chapter presents a research base projection onto the situation in England in 2045, using Office for National Statistics (ONS) modelling based on current population reaching the age of 85-years plus. We take three The Archers characters and fantasise about their lives in 2045, Shula and Kenton Archer and Hazel Woolley. Through them, we illustrate three options for care, namely, cared for by family members, buying in care in own home and moving into a care home. The financial aspects of these choices are explored.

To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices.

The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design.

Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility.

Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.

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.