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An emerging stream of research has identified critical events as spikes in societal interest that increase public attention to firm behavior and can function as exogenous triggers for change. With respect to misconduct, firms vary considerably in how they respond to critical events, and for a visible change in their undesirable behavior to transpire, there needs to be ongoing accumulation of work by social-control agents. While social-control agents are often boundedly rational in their decision-making, most studies have overlooked the ability of critical events to restrict or redirect collective attention among such agents. Drawing on the case of a regulatory agency’s enforcement actions against violations of anti-money laundering regulations by three European banks, we investigate the influence of critical events on social-control agents’ enforcement behavior. This study achieves two goals: first, we identify three types of fieldwide critical events that influence social-control agents’ behavior, and second, we demonstrate that these events may shape the regulatory environment in which firms operate, thus allowing for different organizational responses to enforcement actions. Our findings contribute to the literature on critical events and organizational misconduct.

Anti-racism has been practiced in various ways, with varying degrees of effectiveness. This chapter engages with the body of scholarship that focuses on approaches aimed at promoting anti-racist actions, policies and social change. It discusses some of the main anti-racism strategies that have been deployed across different countries and examines anti-racism practices in interpersonal, intergroup and community settings. These approaches encompass civil rights campaigns, legislative and policy interventions, affirmative action, diversity and inclusion training, prejudice reduction, intergroup contact, organisational development and holistic anti-racism approaches. Some anti-racism practices and policies, such as awareness campaigns, social marketing and diversity training, also extend to digital platforms, with social media and multimedia networks deployed to broaden the reach and impact of anti-racist endeavours. This chapter specifically engages with local anti-racism movements and draws principles for broader implementation of anti-racism policy and practice. It concludes with a brief discussion of the effectiveness of contemporary anti-racism approaches.

This chapter contributes to deepening understandings of the diversity of young people’s political participation and the socio-political and cultural influences that shape the uptake of activism. Drawing on scholarly theorisation of ‘implicit activism’, it begins from the premise that forms of activism vary depending on the social values, culture, and politics of different societies. To unpack the relationships between socio-political and cultural contexts and different forms of activism, this study addresses the question: what kind of activism do Japanese citizenship teachers envisage for secondary school students? Interviews were conducted with 11 educators across Japan; data were thematically analysed, and findings suggest that Japanese citizenship teachers encourage implicit forms of activism. This includes students being encouraged to develop personal and political efficacy to participate in political structures and raise their voices. Teachers also aim to develop students’ critical thinking skills to analyse society, with a focus on decoding political messages in one’s daily life. In the Japanese social and cultural context, which favours cohesion rather than confrontation, the endorsement of philanthropic activism, such as making donations, is also evident. Findings indicate that implicit forms of activism are embedded in everyday life. The study offers fresh insights into less tangible forms of activism characterised by small acts that address social concerns and issues affecting people’s own lives and the lives of others. It is argued that such implicit activism should not be overlooked, for as with explicit activism, it is also centrally concerned with fostering change.

This opening chapter of the edited volume, Childhood, Youth and Activism: Demands for Rights and Justice from Young People and Their Advocates, explores activism and advocacy – by and for children and young people. It begins by considering how activism has been understood in the scholarly literature, before making a case for a broad and inclusive conceptualisation of what counts as this particular form of social action. Relatedly, it examines the contours of the relationship between activism and advocacy, drawing attention to the ways in which these concepts converge, an issue that is particularly salient when applied to the categories of child and youth. Themes that emerge in research on child and youth activism are then drawn out and we identify some of the key issues that animate this work across various disciplines. These include observations that young people have long been central to social movements, the role of social media in youth activism, the nature of child and adult relationships in social movement organisations, and some of the issues that arise for young activists in relation to intersectional identities. To this we add debates regarding the politics of recognition, questions of voice and agency, and responsibility and their temporal registers. This discussion also foreshadows themes that emerge in the chapters across this volume. Finally, we offer a reflection on some of the conceptual issues raised when considering the book in its entirety, including those of voice, responsibility for the future, the politics of possibility and hope, and the many different forms and practices that activism and advocacy for and by young people take.

This chapter focuses on book bans in an American context via embedded power relations and overlapping cultural and political spheres. In particular, it examines how those who face the biggest impact, namely, public high school students, navigate their marginalized position as minors, to challenge the structures of authority represented by their parents and school administration. This chapter demonstrates the importance of personal identity claims, social networks, and the power of knowledge of one’s First Amendment rights, as mobilizing forces for students to demand social change. Case studies of protest by students to overturn book bans are examined. The purpose is to understand the effect of state prohibitions on education that strengthen a student’s symbolic power as a force in society, and in some cases, fosters resistance through community-level activism.

This beginning chapter offers a comprehensive overview of community development, tracing its historical roots and societal implications. It underscores community development’s role in fostering social cohesion and positive change. Beginning with its foundational principles of collective action, participation, and empowerment, the chapter delves into its evolution in response to industrialization and urbanization. It explores diverse scales, contexts, tools, and strategies used in community development and its broader societal impact. The chapter advocates for inclusivity and active engagement of community members, emphasizing tailored solutions that address unique challenges. It acknowledges complexities like ethical dilemmas, power imbalances, and cultural sensitivities, underscoring the importance of integrity and local context understanding in community development.