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An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue.

Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings.

Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits.

Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.

This chapter revolves around a Zoom conversation between Tim Martindell and Cheryl Craig to which Chestin T. Auzenne-Curl added field-based evidence and reflective comments. The exchange between Martindell and Craig had to do with how Tim facilitated the Writers in the Schools (WITS) writers in conjunction with Tina and Maryann who led the WITS Collaborative. The embedded snapshots and excerpts stemmed from the field notes we accumulated during the life of the project. The conversation discusses some of the fine points of facilitation as well as the boundary areas where what unfolds fringes on the unknown. Near the end, hope for the future is discussed.

After the closing of four of the five historically Black college and university (HBCU)–based library and information science (LIS) graduate programs (leaving only that of North Carolina Central University), there is a need to revitalize HBCU-LIS degree program pathways to increase racial diversity in LIS education.

This mixed-methods study entails survey and interview research with HBCU librarians. The researchers explored participants’ professional experiences and perspectives on creating partnerships between HBCU institutions and LIS graduate programs.

Participants demonstrated substantial experience, expressed high levels of job satisfaction, viewed pipeline programs favorably and believed that LIS can be strengthened through the inclusion of HBCU educational practices and students.

This study provides recommendations and a model for forging culturally competent and reciprocal HBCU–LIS degree program partnerships.

Community-led knowledge of HBCUs can disrupt rescue and deficiency narratives of these institutions. Such prejudices are detrimental to HBCU-LIS degree program partnerships.

Past HBCU-LIS degree program pipeline partnerships did not culminate in research or published best practices. This paper presents literature-derived and community-sourced guidelines along with a model for future initiatives.

In this chapter, we describe our experiences creating and providing job-embedded professional development to teachers with an emphasis on creative writing. Our focus is on the intersectionality of communities. We share narratives and scenarios from each of the communities – the participating teachers/administrators and the writing coaches collaborating with them. The program's objective is to empower teachers to see themselves as writers to become more effective teachers of writing. We discovered the unique nature of each campus community of teachers/writers and also found the need to provide a space and intentional structures to enable writing coaches to support each other. To measure our impact on teachers, we describe a qualitative evaluation process. Using the lens of two disruptive forces – a hurricane and a pandemic – we explore the implications for the future of the work. Each disruption brought inequities in education to the forefront of our thinking.

Based on a case study of the ‘regeneration’ of the ‘Five Estates’ of Peckham, a neighbourhood located in south-east London, this chapter considers the social implications of urban ‘regeneration’ processes from an anthropological perspective centred on concepts of waste and value and highlights the emotional turmoil and personal disruption that individuals affected by regeneration plans routinely experience.

An ethnographic approach is used based on participant observation, unstructured and semi-structured interviews as well as limited archival research. Life histories are central to the methodology and these result in the substantial use of long quotes from respondents, to highlight the ways in which they framed the issues as well as their opinions.

The chapter shows how urban regeneration processes that involve displacements and demolitions deeply affect the lives of estate residents. In juxtaposing the voices and experiences of local politicians, officers and residents it sheds light on the ways in which the values and interests of some individuals — those invested with more power, ultimately — ended up shaping regenerated landscapes. At the same time, the homes and communities valued by the residents who lived in them were demolished, removed and destroyed. They were wasted, literally and symbolically, erased from the landscape, their claims to it denied and ultimately forgotten.

The chapter highlights how while the rhetoric of regeneration strives to portray these developments as improvement and renewal, the ethnographic evidence shows instead the other side of urban regeneration as wasting both communities and urban landscapes resulting in ‘state-led gentrification’.

Thinking about regeneration and recycling through waste and value allows us to consider these processes in a novel way: at a micro level we can look at the ways in which individuals attribute to and recognise value in different sets of objects and social relationships. At the macro level we can then observe how the power dynamics that shaped the situation resulted in only a specific view and set of values to be enacted and respected, while all others were silenced, wasted and literally expelled from Peckham.

The prevalence and drawbacks of policy borrowing in teacher education are widely acknowledged. In England, there has been extensive use of research conducted in the United States as justification for a prescriptive approach to teacher education nationwide. This raises questions about evidence borrowing from different contexts as a key facet of policy making, with inherent concerns about how the contextual influences on that research influence its effectiveness in transitioning to new spaces. Through the use of spatial theory, this chapter examines this phenomenon and highlights how inferences made from research undertaken in one context, but applied in another, can be detrimental to the established practices and expertise of teacher educators.

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?

In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.

Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.

This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region.

The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia.

As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries.

The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance.

The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic.

The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.

Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.

Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership categorization analysis (MCA) are applied to the current study of children's disputes in order to offer insight into the sequences of social organization processes evident in children's disagreements.

Findings – This chapter presents a detailed analysis of the everyday disputes which four-year-old children engage in during their morning playtime at a primary school in Wales, UK. It reveals the children's use of physical gestures to support their verbal actions in order to maximize intersubjectivity between the participants. This joint understanding was necessary during the social organization process.

Practical implications – Managing children's physical disputes within an educational context is recognized as a very difficult aspect of a teacher's routine as the timing and level of intervention are so subjective (Bateman, 2011a). This chapter offers insight into the organization of physical disputes between young children, and so enables teachers to make an informed decision in their practice.