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The theory-practice problem manifests itself in education generally and in teacher education specifically. The divide is evident in diverse literatures internationally. The theory-practice split, which is one of many expressions used to describe the phenomenon, cannot be apprehended in a material sense. Instead, it emerges as a perennial problem that educators live through the stories they tell of their lives. This chapter particularly captures the struggle over rigor versus relevance in teacher education. It offers five different categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which together comprise this volume, International Teacher Education: Promising Pedagogies (Part B). These five pedagogies join five earlier categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity, and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A), and a new lineup of promising teacher education pedagogies that will appear in International Teacher Education: Promising Pedagogies (Part C). In all cases, the featured international pedagogies are not recipes to follow. Rather, they are contextualized artifacts that produce a synergy between teaching and learning and show promise where international transferability is concerned.

Part A of the three-book series on International Teacher Education: Promising Pedagogies focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring/mediation, while Part B of the three-volume set centered on pedagogies of preservice teacher leadership, diversity, parents/family, social justice, and technology. In this book, Part C of the trilogy, pedagogies of multimodalities, partnerships/communities, and teacher assessment are presented, along with vehicles for teacher education research and dissemination. To end the trilogy of books, ideas having to with traveling stories (Olson & Craig, 2009), the theory-practice split, and the praxical nature of pedagogies are summarized. Sustainability, hope, and the future are also discussed. A Traveling Pedagogies figure, with input from all of the chapters in the three-volume set, is presented to conclude the International Teacher Education: Promising Pedagogies series.

This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and sections of Part A of the series. While Part A of the three-book set focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring and mediation, Part B of the three-volume series centers on pedagogies of preservice teacher leadership, diversity, parents and family, social justice, and technology. Ideas having to do with traveling stories, the theory-practice split, and the praxical nature of pedagogies are taken up. To conclude, the model for traveling pedagogies, which was first proposed in Part A of the series, once again appears, with a few sub-themes added from International Teacher Education (Part B), which support the already identified framework in International Teacher Education (Part A).

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

We engage in a particular way the Anglo-American claim that a more performative Critical Management Studies (CMS) is needed to foster transformations in the “world out there” by putting into practice our learnings from a case study at Galpão Aplauso (GA), an NGO located in Brazil, which main role is to (re)socialize dispossessed youngsters through a critical methodology informed by anthropophagy.

Drawing upon an engaged investigation informed by both performative CMS and decoloniality from Latin America we embody a performative CMS “otherwise.” Through the engagement with GA, and corresponding disengagement with our institutions, we propose decolonial anthropophagy as a way to move beyond Eurocentric critiques of Eurocentrism and decolonial work monopolized by full-time academics.

From a decolonial perspective it is shown that the performative turn within CMS could be used as a way of bringing “critical development” and “critical knowledge” to “subalterns” and the “rest of the world” from a perspective of coloniality. An anthropofagic perspective on decoloniality and critique shows that “subalterns” have much to teach us and our institutions and represents a way to decolonize theory-practice and academic-nonacademic divides.

The critical-decolonial anthropophagic perspective put forward in this chapter may represent an opportunity for CMS to move beyond much of its Eurocentric traditions, thus enlarging its geographic and cultural references. It may offer CMS an alternative critical performativity concept from the South which enables CMS to become a “re/disconnector,” instead of a connector, between the Euro-American traditions and the “rest of the world,” and making things happen “otherwise.”

The purpose of this paper is to explore how critical management studies' (CMS) awkward relationship with the world of practice may have allowed it to become a dominated field in academia, which features a nearly exclusive focus on research for theory's sake, a lack of interest or discomfort with practical applications, and a devaluing of non‐academic pursuits. Despite research on oppression, resistance, and emancipation, CMS scholars do not tend to focus on the field's own domination or to ensure that its emancipatory agenda offers any practical impact.

The paper loosely draws on Bourdieu's notions of habitus and symbolic violence to make sense of his experience of attempting to fit in the CMS community as a scholar interested in practical applications of CMS insights.

The paper argues that CMS is uniquely positioned to help organization studies become a phronetic science, both practical and capable of addressing questions of power and values, essential to management practice.

The estrangement between theory and practice in CMS is symptomatic of the same phenomenon in the broader organization studies community.

The paper addresses not only how CMS can become a more phronetic science but also the benefits of phronetic research for the broader organization studies.

The purpose of this paper is to focuses on the use of Appreciative Inquiry (AI) to acquire and analyse student's life-centric experiences in an undergraduate early childhood course entitled, “Philosophy in Action”. The course has as a foundational belief that a teacher's sense of identity is central to effective teaching. As such, this research sought to capture the essence of the connection between students’ beliefs about early childhood teaching and the real world of practice.

Using an AI approach peak performances were analysed for causes of success and emergent themes, after which provocative propositions and an action plan were co-constructed.

The findings of this research evoke discourse around the influence of the student-teacher relationship as a means of enhancing life centric learning experiences in educational programmes.

The authors wondered whether an AI approach to a course evaluation might open themes that show a taken-for-granted depth of the learning experiences. The authors were not disappointed.

This paper aims to concentrate on the prevailing agency theory along with its complementary theory of stewardship as foundations for the authors' research. Recent economic turmoil within the USA has resulted in stakeholders demanding change within governance policies of corporations. One such adjustment has been the separation of the CEO and Chairman positions within organizations. The authors' study seeks to uncover the extent to which duality CEO relationships exist in large corporations within the USA. In light of the push towards splitting the dual roles, the authors further investigated new CEOs recently appointed into the CEO position.

Companies selected for this study were the top 500 revenue‐producing companies in the USA as published by Fortune magazine in 2008. For comparison purposes, the authors' database included newly appointed CEOs coming on board with the original 2008 companies that had remained on the listing for both years as published by Fortune in 2010. The authors' 2008 database included 500 companies and their 2010 database included 86 companies. The North American Industry Classification System (NAICS) was the product classification used in order to establish the principal industry sector for companies under analysis.

The authors' 2008 analysis reveals that 303 CEOs hold a combination title of CEO and Chairman. The most frequent title combination is CEO and Chairman, with 156 executives holding this combined title. The authors' 2010 analysis reveals that 33 new CEOs hold a combination title of CEO and Chairman. The most frequent title combination is CEO and President with 43 executives holding the title. The authors' analysis of retired CEOs reveals that 15 retired CEOs continue serving in the capacity of Chairman of the Board of Directors.

Using the top 500 companies in the USA, based upon sales revenue, did limit the study to large corporations within the USA.

The agency theory does provide an explanation of the duality movement witnessed in corporations. The practice of splitting duality roles of CEO and Chairman within public corporations appears to be becoming a reality within the USA, whether on a voluntary or a mandatory basis in order to enhance corporate independence and transparency.

The purpose of this paper is to report on an action research initiative designed to facilitate the creation of shareable multimedia learning objects at a UK higher education institution. The use of multimedia learning objects in educational settings has been the subject of much interest in recent years. However, it has been suggested that a significant barrier to the uptake and use of these resources has been the lack of technical ability and support available to teachers. The Faculty of Health at Birmingham City University (BCU) was committed to the use of learning objects in the university's learning environment. However, creating innovative and exciting resources had been out of the reach of most lecturing staff due to time, financial and technical barriers. The Centre for Enhancing Learning and Teaching (CELT) at BCU collaborated with the Department of Community Health and Social Work in the Faculty of Health to produce a number of shareable learning objects to be used for enquiry‐based learning.

The paper begins by discussing some theoretical background and existing studies before going on to outline the collaboration and the pedagogy that inspired the creation of the learning objects and the processes involved in creating the resources.

The paper discusses some preliminary research results and plans for future development.

The objective of this initiative was to explore ways in which we could overcome barriers to the creation of pedagogically sound learning objects.