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The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

This chapter examines patterns of neighbouring in the small Essex town of ‘Eastside’, located in London’s eastern suburban periphery. Drawing on qualitative interviews, two groups of resident interviewees are discussed: established, long-term, white British residents who have lived in Eastside for many years, and ethnically diverse newcomers who have recently moved to the area. This chapter focuses on patterns of neighbouring – both positive in the form of ‘neighbourliness’ and negative in terms of ‘unneighbourliness’ – and considers whether neighbouring provided the basis for residents to develop a sense of community. Basic neighbouring activities, such as saying ‘hello’ and the mutual provision of support, were commonplace, although proactive intervention and socialising with neighbours were more limited. Only a minority of both long-term and incoming interviewees identified a sense of community based upon neighbouring. The dominant aspect of the former’s sense of community was a ‘narrative of decline’ in which they lamented the loss of the more intense neighbourliness that they recalled from the past. Unneighbourliness was also evident, for example, in relation to noise, and various reasons for this are analysed including deficiencies within the physical environment, tenure prejudice, and established/newcomer resident tensions.

Family life can be seriously disrupted when a mother is imprisoned. The separation changes and often reduces the type, frequency and quality of contact that can be achieved between family members, and especially for children when their mothers were their primary carers and living with them before her imprisonment. In England and Wales, prisoners are permitted contact with children and families through prison visits, telephone contact and letter-writing through the post, and in some prisons via email. Despite the recent policy interest in supporting prisoners' family ties, research has highlighted the challenges that families and prisoners face using these communicative mechanisms. Building on this, the chapter contributes new knowledge by shifting the lens to explore how family members construct and adjust their practices to promote mother–child contact during maternal imprisonment.

The empirical study draws on semistructured interviews with mothers in prison and family members (caregivers) to children of female prisoners. Guided by a ‘family practices’ theoretical framework (Morgan, 2011), the findings show innovative adjustments, a willingness to make sacrifices and alternative routes to improve contact utilised by mothers and caregivers to prioritise mother–child contact. We see the strength, resilience and autonomy shown by family members to promote their relationships in spite of communicative barriers. There are important lessons to be learned from the families' lived experience for policy and practice, which, without due and genuine consideration, might further hinder opportunities for mother–child contact during maternal imprisonment.

Cities have long been of interest to international development as well as to criminology. Historically, criminology as a social science emerged as a response to urbanisation and the new opportunities created by cities for criminal activity and victimisation. Thus, Sustainable Development Goal 11 (SDG 11), which ‘aims to make cities and human settlements inclusive, safe, resilient and sustainable’, is ripe for criminological input and analysis. SDG 11 tackles housing and basic services, transport systems, urban planning, cultural and natural heritage, disaster prevention, environmental impact, and safe, inclusive, and accessible green and public spaces. There has been ample criminological research on crime and victimisation in various types of human settlements, on transport systems, on the looting and trafficking of cultural heritage, on crimes associated with natural disasters and on the importance of public leisure areas for crime prevention. Yet many of the above goals, as well as the recommendations emerging from these bodies of research, conflict with each other, and must be problematised in their aim to be inclusive of all. Women and children, the elderly and persons with disabilities are usually the reference groups for inclusion, but globally, there are many other groups, including racial and ethnic minorities, indigenous communities, and LGBTQI individuals that are commonly excluded. The chapter will analyse SDG 11 against the evidence base of urban criminology as well as the challenges for inclusion, given diversity both within-country as well as globally.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.