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Intractable conflicts are characterized as protracted, irreconcilable, violent, of zero‐sum nature, total, and central. They are demanding, stressful, exhausting, and costly both in human and material terms. Societies involved in this type of conflict develop appropriate psychological conditions which enable them to cope successfully with the conflictual situation. The present paper proposes the following societal beliefs which are conducive to the development of these psychological conditions: beliefs about the justness of one's own goals, beliefs about security, beliefs of delegitimizing the opponent, beliefs of positive self‐image, beliefs about patriotism, beliefs about unity and beliefs about peace. These beliefs constitute a kind of ideology which supports the continuation of the conflict. The paper analyzes as an example one such intractable conflict, namely the one between Israel and Arabs, concentrating on the Israeli society. Specifically, it demonstrates the reflection of the discussed societal beliefs in the Israeli school textbooks. Finally, implications of the presented framework for peaceful conflict resolution are discussed.

This paper aims to explore if and how changes in social representations of conflict are designed and constructed in the formal political discourse.

Taking a psycho‐sociological approach and by relying on discourse analysis, it explores the discursive patterns used by the political leadership in order to legitimize either war or peace actions. Through the analysis of speeches that were given by Israeli prime ministers in the Knesset and in the context of warfare or peace processes, the paper traces changes in the historical narratives that frame Israel's cluster of societal beliefs in regards to the conflict, and further explores how these are being re‐narrated in light of the process of transition to peace.

The paper argues that both warfare and peace processes, representing the extreme options available in conflict, require broad public recruitment and immense rhetorical efforts on behalf of the political leadership to reason and legitimatize actions through the formal political discourse. The findings highlight the ways through which the political leadership in Israel justifies its actions and attempts to enlist public support as a prism to trace how societal beliefs have been narrated for the purpose of justifying warfare, and how the same beliefs are re‐narrated to justify conflict resolution.

The paper strives to shed light on the role played by the interplay between political discourse and societal beliefs in the context of transition to peace, and thus advances understandings of the linkage between internal processes and external circumstances, as mitigated by political discourse, in the context of conflict and conflict resolution.

The purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language.

In total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic.

Key findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs.

The findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice.

A current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.

James March argued that irrational approaches to problem solving and foolishness can be useful for addressing complex problems. Grand challenges are complex problems that often involve “guarded societal institutions” – societal beliefs and practices guarded by political or commercial powers. To explain how organizations with impossible goals dismantle such institutions by mobilizing irrationality and foolishness, we develop a process model which is illustrated with the case of People for the Ethical Treatment of Animals. Our main contribution is to expand James March’s ideas on logics of action and organizational intelligence to advance a novel perspective for tackling big societal problems. We argue that foolishness is not only a means for finding distant solutions to complex problems but also a means for generating sustained motivation, well-being, and ideas that spark debate and lead to the questioning of taken-for-granted societal beliefs.

The study focuses on the inclusion practices and processes of five large organizations across diverse sectors where women are underrepresented. The purpose of this paper is to examine how organizations facilitate changes in behavior and mindset through formal and informal practices.

In-depth interviews of CEOs, HR team members, and diversity and inclusion leaders in the five organizations were used as data in this study. Coding was done over several rounds via content analysis for the development of themes around how organizations work toward women’s inclusion.

The findings indicate that in their inclusion practices, all five organizations took into consideration societal biases that often render women at a disadvantage. Some of the cultural biases regarding family role expectations and safety-related norms were recognized and incorporated in their practices, while other gender-based stereotypes impeding inclusivity were addressed with zero tolerance of prejudicial behaviors. Organizations achieved this balance through various communicative practices including lateral and informal communication, generalized and particularized conversations, and creation of alternate spaces for dialogue.

By examining women’s inclusivity initiatives of five large organizations working in India, this study helps create an understanding of how organizations can bring about such change, keeping in mind the societal and cultural context, for a more nuanced and achievable inclusion. This study also demonstrates how informal narratives enable deep-rooted organizational change such as inclusion. Such narratives facilitate in enhancing employee’s readiness to change, thereby laying foundations for a sustained impact.

Very few studies that focus on women’s inclusion practices also take into consideration both the demands of the organization as well as the societal expectations placed upon women. This study highlights how organizations try to manage this tension and refrain from “homogenizing” or fitting women into existing practices and routines.

The authors explore the metaphors people from Indonesia use to describe their propriety beliefs about the ethical legitimacy of tobacco advertising, promotion and sponsorship (TAPS). This paper aims to understand why there is a consensus of propriety beliefs about the ethical legitimacy of TAPS in the face of increased government regulations and international criticism of such marketing practices.

The data were collected from 71 study participants using both focus groups and in-depth photo-elicitation interviews.

The participants use three sets of metaphors to describe propriety beliefs. First, participants used metaphors that described the centrality of TAPS and smoking in Indonesian society. Second, they used metaphors that described TAPS regulations and regulators and third, they used metaphors that described the activities of tobacco firms. Participants’ photographs revealed strong collective validity of TAPS within Indonesia and strong propriety beliefs consensus.

This study is one of the first to integrate legitimacy-as-perception theory and the ecological systems framework to gain a multilevel insight into the TAPS activities are perceived as legitimate and, therefore, not unethical.

The findings have important implications for tobacco control regulators who wish to curtail TAPS in a country where all levels of the ecological system reinforce their collective validity. Policy and regulative initiatives must, therefore, be used in a systemic way to change this collective validity.

To the best of the authors’ knowledge, this study is one of the first to use a legitimacy perspective to understand the ethical legitimacy of TAPS in marketing literature. It is also the first, to the best of the authors’ knowledge, to use the three legitimacy-as-perception constructs: propriety beliefs, collective validity and consensus of propriety beliefs. The authors show that despite increased government regulations and international disapproval, TAPS continues to be considered ethically legitimate in Indonesia.

The purpose of the paper is to discuss and examine the development of frameworks and models to guide future research into studies of women's paths to educational leadership worldwide.

A grounded theory approach to the development of a model of the factors and their interaction that determine the path to educational leadership for women is adopted, drawing on existing research for world‐wide studies.

Past studies in this field have focused on identifying barriers and opportunities that are gender sensitive. With an increasing interest in developing educational preparation programs that are context and gender specific, there is a need to provide research frameworks to allow for meaningful comparisons between contexts to identify commonalities and differences, and for models to predict the likely outcomes of interventions in current procedures for drawing women into educational leadership. The model presented in the paper allows for the identification of those factors in any given context that influence the success of women aspiring to leadership.

Understanding the culturally determined interaction of social and institutional factors that create unique contexts for career building is a prerequisite of developing leadership preparation for women designed to increase their successful entry into, and practice of, school leadership and to rectify their under‐representation in this field worldwide.

Conceptualizing educational leadership for women at an international level is a newly emerging theme that this paper hopes to advance.

The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.

The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).

The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.

The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.

The economics literature on gender has expanded considerably in recent years, fueled in part by new sources of data, including from experimental studies of gender differences in preferences and other traits. At the same time, economists have been developing more realistic models of psychological and social influences on individual choices and the evolution of culture and social norms. Despite these innovations, much of the economics of gender has been left behind, and still employs a reductive framing in which gender gaps in economic outcomes are either due to discrimination or to “choice.” I suggest here that the persistence of this approach is due to several distinctive economic habits of mind – strong priors driven by market bias and gender essentialism, a perspective that views the default economic agent as male, and an oft-noted tendency to avoid complex problems in favor of those that can be modeled simply. I also suggest some paths forward.

This paper examines the career progression of women auditors working in auditing firms in Tanzania and the strategies employed by women auditors to cope with the masculine nature of audit firms.

Data were collected through semi-structured, in-depth interviews with current and former female and male auditors in two auditing firms. A thematic approach to the analysis is adopted.

The study reveals that career progression of women auditors studied is constrained by gender-related barriers such as motherhood, pregnancy, maternity leave and limited coaching and networking, as well as household and caring responsibilities. These barriers are facilitated by the patriarchal system, which regards women as wives and mothers rather than professional workers. As a result, women auditors balanced work and family responsibilities by employing various coping strategies including establishing informal network organization, hiring nannies, living with family members, enrolling children to boarding schools and lobbying in the allocation of audit assignments. Despite employing these strategies, very few women reach top positions in audit firms in Tanzania.

The findings reveal a need for wider engagement on the role of women and men in society, particularly to address the gender-related barriers faced by women in the accountancy profession.

Most previous studies of gender in the accountancy profession have focused on Western contexts. This is one of few to examine the phenomenon in an African context.