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A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what it means to come of age and to develop an integrated sense of individual identity in the face of societal pressures toward conformity. This common thematic focus relies on conventional theories of identity as static, located in the individual, and linked to an autonomous self. Further, this focus positions adolescents as incomplete people, lacking fully formed identities. Current sociocultural theories of identity, however, understand identity as multiple, fluid, performed, and shaped by cultural histories and social contexts. Identity, in this view is always in process. Adolescents are fully formed people with identities that are no more or less complete than those of anyone else. Such a view of identity requires a more complex and nuanced conceptualization of adolescents, their capabilities, and their interactions with texts than does an individual view of identity. In this chapter, we outline a framework for identity focused literature instruction that relies on sociocultural understandings of identity, then draw on illustrations from classroom research to explore three key ways that an identity-focused approach challenges current approaches to pre-service teacher education related to literature instruction. Specifically, we explore challenges to the ways that we teach teachers to select and evaluate literary texts, plan literature instruction, and engage in inquiry and dialogue with students.

While the trade sector has long been the backbone of growth followed by real estate development in Dubai, the impact of reduced oil revenues in the Gulf Cooperation Council (GCC) has affected Dubai. GCC countries have identified innovation and transitioning to a knowledge-based economy as critical components of sustainable growth in the post-oil world. The purpose of this chapter is twofold: (1) to examine UAE’s competitiveness relative to four economies for which we can draw meaningful conclusions (Qatar, Singapore, Norway, and Switzerland) and (2) to integrate macro- and micro-level findings in an actionable framework. Using the composite Knowledge Economy Index (KEI) developed by the World Bank (2008, 2012), we conclude that UAE should prioritize three key areas to ­transition to a knowledge-based economy: the regulatory regime, innovation, and human capital. These findings are consistent with a recent study by the UAE Department of Economic Development/INSEAD, which highlights two areas that need addressing: “Creation” (knowledge creation) and “Anchoring” (institutional environment for innovation). We integrate these macro-level findings with research at the innovation ecosystem level (and particularly survey-based research completed by Wamda Research Lab) to propose a comprehensive action framework across all ecosystem stakeholders (i.e., government, entrepreneurs, academia, support ecosystem, and corporates). The action matrix allows individual stakeholders to drive corresponding actions and prioritize across short- and long-term initiatives.

Operation Pedro Pan was a 1960s clandestine program resulting in the transport of more than 14,000 Cuban children to the United States. Based on the rumor that children would be taken from their parents if they remained in Cuba, Operation Pedro Pan serves as an example of U.S. government secrecy and propaganda. In this chapter, the authors examine the research efforts of former Pedro Pan children such as Maria de los Angeles Torres, and Yvonne M. Conde to uncover the stories of their transport to the United States, as well as relevant theories on government secrecy articulated by scholars such as Blanche Wiesen Cook and Carl J. Friedrich.

Organizational learning continues to be an important issue for all types of firms. Managerial accounts of organizational learning are in high demand; for example, Senge’s The Fifth Discipline (Senge, 1990a) has sold over 500,000 copies in the U.S. Studies exploring the nature of knowledge creation, intellectual capital, and knowledge management have been on the rise, with recent papers being published for academics (McElroy, 2000; Nahapiet & Ghoshal, 1998; Nonaka, 1994), and practitioners (Brown & Duguid, 1998; Fryer, 1999). According to some experts, the ability to transform information into knowledge through organizational learning is a critical success factor for all businesses in the current knowledge-based economy (Davis & Botkin, 1994; Lei, Slocum & Pitts, 1999).