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Climate change is a vortical situation of increasing turbulent conditions called the “sixth extinction.” In this chapter I begin with the two-dimensional Archimedean spiral (the coiling rope), move on to the three-dimensional corkscrew spiral (or threaded screw), and on to the three-dimensional double spiral of upward and descending movement with many nested vortices. The latter is more necessary to understand climate change, and our possible future in it, than the flat spirals. Ironically, Plato wrote about the double-twisted spiral with its nested vortices long ago. We are in a double-spiralic helice, a vortical phenomenon with centripetal and centrifugal, upward-ascending and downward-descending waves, and left and right turning whorls. It is worse than this. We need to challenge spiral symmetry thinking. There is no reality axis around which the spiralic helice is spinning, and there is no symmetry. There is no uniformity to the spiralic vortices of turbulence of the sixth extinction.

The evolution of capitalism has gone through four major epochs, from the first tangible exchanges of goods and resources, to the generation of wealth by entrepreneurs held personally accountable for their actions, to cost-cutting measures for increasing efficiencies and maximizing wealth for the few, and finally to a socially irresponsible form. The fourth epoch dispatched the last remaining shards of capitalist responsibility to anyone but investors, as the basis of wealth appropriation shifted to manipulating the speculative future worth of intangible or fictitious capital. This evolution through four epochs has sadly been a process of diminishing value creation (Boje et al., 2017).

We are trapped in an era of socially irresponsible capitalism with little respect for humankind. But, it was not always this way. The earliest references to entrepreneurial behavior emerged in the east during the Han Dynasty and in the west in the eighteenth century. Somewhat like the fourth epoch of the twenty-first century, these global beginnings of early capitalism were also directed by opportunistic desires to pursue wealth generation by taking advantage of people’s needs and wants. Although capitalists have consistently been the prime directors of resources and the distributors of wealth, in the early epochs of capitalism they were different. The early epoch entrepreneurs bore personal risks of business failure, consequences that might impact them for a lifetime.

The antenarrative generative mechanisms, or spirals, help us understand the interconnectivities of “real” and “actual” domains of reality (Bhaskar, 1975; Boje, 2016). Socially irresponsible capitalism is pulling global societies into a downward spiral toward an addiction of speculative destruction and dehumanization, transforming “real” into “actual” realities. We need a force to pull us back up toward a revitalized form of socially responsible capitalism. This force is called the socio-economic approach to management (SEAM), and in the responsible entrepreneurial spirit of earlier epochs, the path to recovery can be accomplished by accountably working with one organization or entity at a time.

This chapter first investigates the historical double-spiral-helix footsteps of socially irresponsible capitalism in the making. Then through a SEAM project example, we discuss how the micro-societal perspective of an organization places it at a deeper level of reality, deeper within the double-spiral-helix meta-reality of macro-societal capitalism. Finally, we demonstrate how the socioeconomic approach can help diagnose the deeper realities with an organization, beyond the evident narratives, to reveal the third spiral of deficiencies. This third spiral disenables the organization’s ability to activate the micro forces of socially responsible capitalism.

This chapter explores those things that hinder the implementation of effective practices of teachers working with emergent bilinguals within the educational and political landscape of ever increasing educational reform efforts. The focus is on strategies for transforming elements of these teachers’ experiences into effective and sustainable practices. Research was conducted in bilingual and immersion elementary classrooms (Spanish-English) in public schools in a city in the southwestern United States. The research question that guided the study was How can the Goal Spiral – a structured plan designed for teachers to incorporate personal and professional goals into their daily teaching – change teachers’ views of their teaching and simultaneously meet the needs of emergent bilingual students Research was conducted using a mixed methods study of interviews and an analysis of teachers’ responses to research survey questions. Research focused on pedagogical practices, as well as teachers’ energy and professional well-being and their effects on emergent bilingual students. Implications for teacher education programs and mentoring of in-service bilingual teachers were identified and discussed.

The literature on precarious and insecure work rarely examines how workers with jobs in large bureaucratic firms experience insecurity. Current theories suggest two approaches. First, workers might focus on their individual occupation and detach their commitment from firms that no longer reciprocate long-term commitments. Second, employees might respond with increased organizational commitment because leaving an employer creates risks of uncertainty. Based on in-depth interviews with 22 financial services professionals, this paper refines our understanding of when workers focus on intra-organizational career development. This happens when large firms offer opportunities for advancement and foster loyalty. I develop the terms spiral staircase and serial monogamy career. A spiral staircase career results when workers take entrepreneurial approaches to advancement that include lateral job changes and vertical promotions within a firm. When the local labor market has multiple firms in their sector, career advancement may take an intermediate form, in which workers spend medium-to-long-term stints with multiple organizations. I call this the serial monogamy career. My research shows how sector characteristics and geography can impact worker commitment and mobility in insecure environments.

To examine the ways in which video supported an interdisciplinary literacy intervention for struggling high school students in re-engaging youth in school and developing academic literacy.

This chapter draws on an ongoing qualitative case study of the two classrooms that comprise the high school literacy intervention, presenting strong inductive themes as to the central goals of the program and the role of video in facilitating those goals.

Video was a crucial resource in a type of “spiral curriculum” (Bruner, 1996) that explored a relevant and engaging year-long theme by moving students from informal reflection and discussion to formal academic writing.

Video can be a crucial resource for helping teachers rethink what texts and topics “count” in the literacy classroom. For students positioned as “at risk,” this move can help a literacy classroom to reframe students’ academic identities and find relevant contexts for developing academic literacy.

The relationship between team cohesion and individual well-being is clear. Being part of a highly cohesive team is likely to contribute to the well-being of individual team members. A multidirectional relationship is likely as individual well-being is also likely to contribute to team cohesion. This chapter examines such critical relationships in the context of team performance. To do so, we draw on the dominant literatures related to these concepts, focusing on two specific types of team cohesion – social cohesion and task cohesion – and two specific types of well-being – subjective well-being (SWB) and psychological well-being (PWB). We contend that social cohesion and SWB are likely to be strongly related, while task cohesion and PWB are likely to share a strong relationship. Therefore, the chapter focuses on the evidence regarding the transactional relationship between social team cohesion and SWB, and transactional relationship between task team cohesion and PWB. Of course, we also recognize the close relationships between social and task cohesion, and between SWB and PWB. We consider the practical implications of studying the relationships between these concepts and put forth a number of recommendations for future research in this area.

We examined how Conservation of Resources (COR) theory has been applied to work and stress in organizational settings. COR theory has drawn increasing interest in the organizational literature. It is both a stress and motivational theory that outlines how individuals and organizations are likely to be impacted by stressful circumstances, what those stressful circumstances are likely to be, and how individuals and organizations act in order to garner and protect their resources. To date, individual studies and meta-analyses have found COR theory to be a major explanatory model for understanding the stress process at work. Applications of COR theory to burnout, respite, and preventive intervention were detailed. Studies have shown that resource loss is a critical component of the stress process in organizations and that limiting resource loss is a key to successful prevention and post-stress intervention. Applications for future work, moving COR theory to the study of the acquisition, maintenance, fostering, and protection of key resources was discussed.