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We construct a theory of team collaboration to explain how social actors activate their network ties to gain access to and acquire the use of social capital held by other network actors. Drawing from weak-strong tie theory and closure-brokerage models of network structures, our theory specifies dynamic processes in which relations vary in their potential for activation, and thus, project teams have differential probabilities of mobilizing and gaining collective use of the varied resources held by their network alters inside and outside the team. The theoretical scope is interorganizational team whose members are employed by two partnering organizations and are assigned to a joint project with a single task or goal to be accomplished within a limited period. We present and discuss a set of propositions about factors that affect the ability of a team to access its members’ social capital for use in a project task.

High-stakes accountability and continuous multi-faceted pressures of the principalship require leaders to develop a broad range of personal qualities including resilience and personal vitality. Scant research exists on what happens to school principals when careers abruptly and involuntarily end, and the purpose of this paper is sought to hear principals’ accounts of their experiences and to identify whether these personal qualities assist recovery and career re-identification.

A collaborative English and Australian study of former principals aimed to evaluate effects of involuntary job loss from their own perspectives. In total, 12 case studies involved one-on-one interviews during a two-year period revealing impact of job loss, coping strategies, resilience and personal vitality.

Successful management indicators were found: personal qualities, including the ability to retain a perspective and big picture view of career journey; an enduring love of teaching; health and fitness; study; getting another suitable post; and psychological and medical support. Time taken to regain pre-existing levels of personal vitality varied significantly based on resilience and contextual circumstances, whilst psychological and social support from family and professional colleagues was invaluable for recovery.

This international study presents an original insight into effects of principals’ sudden job loss – a perspective which has imposing pastoral relevance for employing authorities, professional associations and collegial networks. Aspiring and current principals may feel, “There but for the grace of God, go I”, and it is they who may need ultimately to be prepared for what is an increasingly common occurrence in schools across the world.

I present here a review and critique of social scientific analyses of the global spread of Prosperity Christianity. My argument is that at least two phases of research can be discerned: an initial phase where economic factors are given strong causal explanatory force in accounting for the upsurge in Health and Wealth congregations; and a more recent phase that complicates our understandings of the relationships between religious and economic action. My review of the literature reveals that sacrifice is a theoretical trope common to both phases of writing, and in the latter half of the chapter I explore the ways in which notions of the sacrificial economy can point to nuanced understandings of the forms of materiality deployed in many Prosperity contexts. The wider implications of this chapter refer in part to how we might understand notions of rational and irrational action in relation to economic behavior; and also to an appreciation of the ways in which ritual action can be productive of, and not merely a response to, perceived ambiguity and risk.

Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public spaces and are therefore extremely attracted to social networking sites (boyd, 2007, 2014). However, a significant portion of youth now includes adult authorities within their Facebook networks (Madden et al., 2013). Thus, this study explores how youth navigate familial- and educational-adult authorities across social networking sites in relation to their local peer culture.

Through semi-structured interviews, including youth-centered and participant-driven social media tours, 82 youth from the Northeast region of the United States of America (9–17 years of age; 43 females and 39 males) shared their lived experiences and perspectives about social media during the summer of 2013.

In their everyday lives, youth are subjected to the normative expectations emerging from peer culture, school, and family life. Within these different and at times conflicting normative schemas, youth’s social media use is subject to adult authority. In response, youth develop intricate ways to navigate adult authority across social networking sites.

Adult fear is powerful, but fragile to youth’s interpretation; networked publics are now regulated and youth’s ability to navigate then is based on their social location; and youth’s social media use must be contextualized to be holistically understood.

This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education.

The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards.

An analysis of the standards’ comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets.

This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.

This chapter examines disability rights movement's rejection of a right to physician-assisted suicide (PAS). Supporters of PAS frame the right to enlist a physician's help in determining the nature and timing of one's death as a fundamental liberty interest and as a right to privacy. The disability opposition counters this with disparate impact and slippery slope arguments and stories of disability pride as a rhetorical rejection of a right it deems dangerous and discriminatory. In examining this clash of rights talk, this chapter analyzes the legal and political consequences of anti-rights rhetoric by a movement that is grounded in notions of autonomy and self-determination.

The purpose of this paper is to examine the detrimental effects of the door-in-the-face (DITF) tactic in repeated negotiation. A more complete understanding of its negative consequences is essential to make an informed decision about its use.

This paper is the product of two between-subjects scenario-based negotiation experiments involving university students in Hong Kong (Study 1) and professionals in the UK with negotiation experience (Study 2).

Both the studies herein showed that detecting opponents using this tactic reduced the degree to which negotiators found their counterparts trustworthy. It also increased the likelihood of negotiators switching to an alternative partner in a collaborative project. This relationship is mediated by perceived trustworthiness. Negotiators who had detected opponents’ use of DITF made higher offers and obtained better outcomes in a subsequent negotiation. These findings indicate that negotiators who benefitted from DITF considered its use ethical, while those who suffered because of its use by others found it unethical.

Before using DITF, users should be wary of the likelihood they and their counterpart will negotiate again and/or will collaborate in a future project.

This paper presents a new perspective from which the use of DITF may backfire in a subsequent negotiation, in terms of both objective and subjective outcomes. This is, to the best of the authors’ knowledge, the first paper to address how user and victim judge the ethicality of DITF tactics. The findings offer a building block for future research on other compliance techniques in repeated negotiations.

Using in-depth interviews with 30 working class and poor, minority adolescents, students were asked to describe their daily interactions and perceptions of peers in a neighborhood high school in NYC over two years. Among the key findings, students consistently expressed their distrust of “bad kids” who they blamed for many of the school's problems. Three themes based on students lived experiences are described: (1) a neighborhood school with a stigmatized reputation for low academic achievement housed students who displayed anti-academic behavior; (2) students developed normative behavior and informal rules to avoid hostile interactions with peers; (3) perceptions of “bad kids” was racialized and stereotyped. The discussion develops the idea of collective dis-identification, a reverse process from collective identity, where students learned to disconnect from their peers by racially and ethnically segregating.