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We examine two conceptualizations of consumer-brand relationships: identification, as identity-based relationships between a consumer and a brand, and the related construct of attachment as a bond based on security and personal history with the brand.

Predictions emanating from the two constructs’ disparate theoretical traditions regarding the relative antecedents and outcomes of these brand relationship constructs are tested in a survey of real consumer-brand relationships, where the two are likely to co-occur.

Identification is more socially motivated, wherein the brand is used for “identity building” and impression management, such as through public endorsement. In contrast, attachment is more personally motivated; it is more likely to be founded on an intimate history with the brand and feelings of security inspired by the brand.

This is the first work in marketing to explicitly compare identification with attachment in contexts where they co-occur. In doing so, it underscores the validity and usefulness of these two related but distinct relationship constructs.

The present study has two objectives. First, one is to clarify the terms, “co-movement” and “co-integration” in the context of stock market indices. Second, to investigate empirically, whether an emerging stock market index represented by Nifty has moved together with DJI and N225 during the study period and whether they are co-integrated or not. This chapter tries to search out an answer for co-movement and co-integration staying within the theoretical framework through an extensive review of the literature. Moreover, the present study is unique because it tries to focus mostly on the pros and cons of financial integration and trade liberalization and the contributing factors responsible for trade and financial integrations leading to co-movement and co-integration among the countries considered in this study. India is taken as a proxy for an emerging economy. Furthermore, this chapter considers America and Japan as proxies for the developed countries around the globe and a significant country among the APAC nations, respectively. The empirical results reveal that not only three indices are highly correlated but they also possess a co-integrating relationship. This establishes the fact that neither is there any scope of international diversification in the short run nor in the long run. However, the Granger causality test results point out the fact that Nifty granger causes DJI and N225 during the study period.

Several countries in South Asia face the challenge of ineffective educational reforms manifest in increasing rates of school failure and poor learning outcomes after embarking along education for all. Critical voices from the South have questioned the relevance and appropriateness of ideas that have shaped these reforms. Narratives from the region tell us that importation of educational concepts and policy orientations have led to the dismantling of existing structures and processes of education, creating new forms of inequities and disadvantage. The sheer scale and diversity of populations within the region poses formidable challenges and opportunities for contextual innovation. The construction of national imaginaries in the diverse societies of South Asia has the potential to provide new discourses to educational reform; going beyond the abstract goals set by disconnected international experts and the institutional processes they represent. This chapter deliberates on the need to establish a persuasive critical perspective that can influence and shape the trajectories of policy and practice, research and theorization, within the field of comparative education in South Asia, and the global south.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.