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Age-difference in couple relationships in Mexico and Latin America has been a field of study predominantly approached by demographers and sociodemographers. In Western Europe and North America, the tendency is similar yet sociologists and anthropologists have contributed important knowledge to this discussion. The results of both groups of studies show that in most societies men marry and cohabitate with women younger than them and that in a rather small percentage women are older than men. The discussion on the reasons for which men prefer younger women or women prefer older men when marrying and cohabitating go from psychological to economic grounds. This study aims to contribute to the discussion on the reasons for which this pattern persists by study examining the narratives of 81 Mexican heterosexual men and women from three generations. This is done from a qualitative and sociological standpoint that approaches the age differences from the subjectivity and intimacy of the interviewees aiming to understand (i) the meanings of the age-gap and age discrepancy, (ii) the role of schooling and social class in the significance of the age-gap and age-discrepancy relationships, and (iii) the gender inequality in age-gap relationships. The data show that amid a vigorous and strong trend of unions between older men and younger women where great gender inequalities may persist, there are signs of cultural change that show the discomfort and stigma of such differences. This, rather than being a contradiction, reveals how schooling and social origin affect the resignification of the difference, and moreover, suggests that the power relations in the couple are more equitable.

In this chapter, I use an autoethnographic approach to explore my everyday experiences as a senior lecturer at a UK-based university. My academic trajectory covers over 20 years when I, a working-class person with no qualifications, entered university. I outline my journey from student to academic. My day-to-day experiences of being a working-class academic (WCA) have been generally positive, but I've still encountered microaggressions, and feelings of isolation. This chapter also illuminates the cultural wealth that I bring to academia by virtue of my working-class heritage before ending with some points for reflection.

The nonhuman world is under substantial threat from human activities and economies. Rewilding gardens and community action can build relationships of care with the nonhuman, restore habitat, connect people and land, and empower humans to work with and for the nonhuman. Stories about family relationships to land and through land, and creating a wild garden are used to explore place attachment, creating relationships of care through gardening, and purposeful rewilding of a garden; stories about participation in a community service organization examine how collective action can take rewilding ideas out into the larger community. By consciously creating care for the nonhuman and participating in rewilding, we can actively build ecological paths forward for ourselves and our nonhuman neighbors.

This chapter presents a practice example of inquiry-based learning. A graduate level research methods course was designed to be student-centered and inquiry-based utilizing scaffolding assignments (Skene & Fedko, 2012), small group discussions (Huang, 2005), peer feedback (Skene & Fedko, 2012), and collaborative interactive exercises (Volet & Mansfield, 2006). Having students ask the questions in which they are interested (Jansen, 2011), find the resources to answer those questions, which then leads to new questions (Stripling, 2009), eventually culminates in the creation of a literature review and research proposal. The course concludes with a number of application exercises that connect theory to practice (Kuh, Chen, & Nelson Laird, 2007). Many of the specific in-class practices that support this inquiry-based approach are presented.

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers’ opportunities to learn to teach? How do these opportunities influence teachers’ pedagogical content knowledge? In this chapter we use data from the IEA’s first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers’ mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential – framing how quality is to be defined and operationalized – when learning to teach.

Immigrants are important contributors to workplaces, but HRM scholars have only recently begun to study them systematically. We document the prevalence and cross-national variation in populations of immigrant employees. Going beyond a treatment that considers them as another element of diversity, we propose how gradients of status at each level of country, organization, and work group admittance can result in unique outcomes for immigrants who are equally (dis)similar. We offer a taxonomy of immigrant pathways into their destination countries to explore the status hierarchies they are assigned by governments and reinforced by organizations. We provide insights into the ascribed status of immigrants and develop a typology of individual and organizational acculturation strategies based on the cultural tightness and looseness of the destination and origin cultures. We then describe how the reactions of members of an immigrant employee’s social environment are sensitive to ascribed status and cultural tightness-looseness. We do so in a three-stage process that begins with immigrant categorization, followed by conferral of (il)legitimacy, and finally brought together with perceptions of outcome interdependence. Finally, we offer ideas about HRM interventions to guide management scholars in their quest for understanding and improve the experiences of immigrants in the workplace.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

This chapter focuses on the objectives of historical interpretation (particularly teaching objectives outside of the traditional name- and date-driven curriculum), ideas that lead to creating a safe environment for students to be willing to try character portrayal themselves, content typically taught using this strategy, and successfully implemented sample lessons and activities by the authors that effectively utilize and harness the power of historical interpretation. These activities involve intense and intentional skill–based instruction that scaffolds students throughout their coursework, filling the school year with meaningful student-researched and student-produced historical interpretation. The authors discuss their teaching philosophy in relation to history and social studies, explaining why historical interpretation benefits teaching and learning. Through teacher- and student-driven character portrayals, the authors have created vibrant, secure classroom environments where students become responsible for their own learning and enthusiastic about research, writing, and performing. The chapter contains recommendations for coaching students in artifact analysis, performance, historical thinking strategies, storytelling, and creative writing. While they acknowledge that living history is not a “one-size-fits-all” solution to teaching history and social studies, they demonstrate that the unique learning culture that can result, providing student reflections to illustrate that point. The authors include and explain several effective resources that they have developed for student analysis of artifacts/objects, for guiding historical thinking, and for researching and writing. The chapter concludes with suggestions for individual and large group performance activities and advice on how to grade living history projects, keeping learning in mind as a component of holistic grading of creative student products.

This chapter focuses on growing professionally and encouraging peers' skills. The author opens by relating her experience in initiating and implementing museum-integrated instruction as a curricular program at all grade levels. She discusses the steps involved in creating one of the nation's first Museum Magnet Schools, from introducing the idea to her school and district to managing all the logistics needed to support it: funding, partnerships, professional development, curriculum writing, and partnerships. Strategically working with teachers, administrators, and organizations builds upon foundations in pedagogy and curriculum and reduces barriers to implementation. The chapter outlines effective strategies for building a dedicated team of faculty and administrators within your school, using professional development and encouragement to gain “buy-in” for projects such as school and student exhibitions. Such activities change the school culture in positive ways, with teachers becoming “ambassadors” to parents, professional learning communities, and other education stakeholders. Harnessing the power of connections to grow as a professional and growing communities of expertise cultivates performance pedagogy and brings history alive for students. By networking with experts from museums and historic sites, educators can tap into museum techniques such as exhibition design and object-based inquiry, which can be powerful tools for experiential learning. The chapter also contains outreach strategies for effectively presenting such initiatives at professional conferences and employing the power of social media through blogging and Twitter. As the author notes based on a decade of experience, the potential for student engagement from museum-related strategies is a persuasive argument for educators and administrators to collaborate in adapting them.