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This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.

Taking a retrospective view, the present study aims to investigate the resilience of shared facilities (accommodation) across India in the post-pandemic period. More specifically, it explores the issues and challenges in implementing sustainable practices in the long run taking a dual perspective of both consumers and service providers.

A mixed-method study was pursued in exploring the future resilience of the shared facilities in the post-pandemic period. A multi-method triangulation approach was adopted involving both data collection and data analysis. Primary data was collected through focus group sessions and analysed through a grounded theory study. Whereas, secondary data was extracted from Twitter and processed through textual data mining using the NVivo (12 Pro) software. Critical themes and sentiments were explored through the dual study and a corroboration process was followed thereon to support the findings.

The dual study extracted major themes pertaining to the present pandemic scenario wherein recovery strategies are at the top priority for all tourism service providers. Among the major themes tourists 2019 passiveness towards the environment existing misconceptions with shared facilities and situational perspective emerged as critical issues worrying service providers in the post-pandemic period. Furthermore the sentiment analysis indicated a positive start to the recovery measures wherein both tourist and tour operators are confident to embrace and restore the shared facilities/business respectively with additional care and responsibilities.

The novelty of the study lies in the identification of critical themes and sentiments concerning the future resilience of the shared economy businesses post-pandemic period in Indian tourism which can have a generalized effect across the world. Moreover, the study corroborated the findings of the dual study where similarities among the themes were observed.

The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.

The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?

We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.

These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.

Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).

Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.

In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.

Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.

A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?

Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.

Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.

The discovery of meso-level social orders in organizational theory, political sociology, and social movement theory, what have subsequently been called sectors, policy domains, and most popularly, fields (or in organizational sociology, organizational fields), opens up a theoretical terrain that has not yet been fully explored (see Martin, 2003 for one view of fields). In this chapter, we propose that in fact all of these phenomena (and several others), fields, domains, policy domains, sectors, networks, and in game theory, the “game” bear a deep theoretical relationship to one another. They are all a way of characterizing how meso-level social orders, social spaces are constructed. We want to make a bold claim: the idea of fields is the central sociological construct for understanding all arenas of collective strategic action. The idea of fields is not just useful for understanding markets and political policy domains, but also social movements, and many other forms of organized social life. In essence, scholars working on their particular empirical corner of the world have inadvertently discovered something fundamental about social structure: that collective actors somehow manage to work to get “action” toward their socially and cultural constructed ends and in doing so, enlist the support of others in order to produce meso-level social orders.

Traditionally, mainstream cross‐cultural accounting research has applied a societal norms and values measure to the examination of differences in culture. This approach is limited, however, because it effectively disfranchises the culture of minority groups such as indigenous peoples within nations. Our paper provides evidence of cultural differences between indigenous Australian values and the Western capitalist values implicit in the language of accounting and accountability. Utilising an alternative yin/yang framework developed for accounting by Hines, we argue that the core indigenous yin values of sharing, relatedness and kinship obligations inherent in indigenous conceptions of work and land, are incompatible with the yang values of quantification, objectivity, efficiency, productivity, reason and logic imposed by accounting and accountability systems. This conflict of values then brings into question the impact of accounting and accountability systems on the indigenous peoples of Australia whose beliefs, norms and values are organised differently. The need to address such a conflict is critical for all of the world’s indigenous peoples. Perhaps even more so for the Australian indigenous peoples because of the insistence by governments, at both the state and federal levels, that the extreme social and economic disadvantages experienced by the Australian indigenous peoples can be dissipated by the imposition of strict financial accountability measures for all indigenous organisations and representative bodies. We argue that the demonstrated conflict of values is a significant reason for the inability of accounting and accountability systems to deliver such social and economic outcomes. The research findings of non‐indigenous researchers are largely drawn on in this paper. The two authors of this paper are not indigenous people and therefore we are speaking “of” indigenous culture and not “speaking for” them.

Environmental jolts and shifting membership challenge a group's efficacy and survival. Group identity is critical for a shared interpretation of and response to these challenges, but external and internal changes may require corresponding changes in a group's core identity. In a qualitative study of longshoremen in San Pedro, California, we observe an evolution in group identity as we track communication spoken and printed in the hiring halls, on the docks, and during casual social interactions. The emphasis in the shared language gradually shifts from safety and solidarity to safety, collaboration, and economic power. The newly developed language supports and shapes the longshoremen's identity and provides an interpretive guide for how to react to and benefit from disruptive external events.

There are three distinct aspects to the topic of the globalisation of organised crime. First, it allows for or creates a shared world view as to the threats and risks that countries (developed and less developed) face. Secondly, globalisation encourages and facilitates a shared response to these risks. And finally, to the extent that the risks are real/actual, the risks themselves are shared. In specific reference to organised crime, globalisation factors therefore present a socially constructed framework for understanding and defining some activities as both criminal and threatening. These globally shared interpretations lead into the second aspect. Given the agreed nature of transnational organised crime, mechanisms are put in place to press for a uniform response to the threats. The nature of business and finance and the movement of people in a global economy also mean that crime and criminal commodities and criminals move across jurisdictions, making the globe the market — source and demand — for organised crime commodities.

The basis for a broadened scanning framework is described, which may also function as a means for understanding how human minds filter their perceptions of the world. The framework is based on the Four‐Quadrant Integral model of Ken Wilber and the Spiral Dynamics model of Don Beck and Chris Cowan. An analytical tool (cross‐level analysis) is presented for examining views of the world in terms of both the perceptual filters of the viewer and the aspect of the world being viewed, a technique which is also useful for analysing how other scanners do their scanning. A notation for cross‐level analysis is presented and described, with examples of its use.

This paper discusses the representation of “green consumerism” in the prevalent institutionalised discourses of green consumerism, and in the self‐narratives of people who identify themselves as ecologically oriented citizens, focusing on the construction of the self and the other in these texts. The aim is to investigate the ways in which “radical” ecologically oriented citizens, who are largely “marginalised” and positioned as the other in the dominant discourses of green consumerism, engage in resistance towards western, materialistic consumption culture. Drawing from the Foucauldian ideas of political struggle as the “politics of the self”, and personal ethics and moral agency as a mode of self‐formation, this paper analyses the ways in which these “green consumers” reject their received subjectivity as consumers. The focus is on the practices of self, and on the ways in which they invent and promote new forms of subjectivity that are more in line with their environmentalist ideology.