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On 2 September 2015, it was announced that Tom Ford would again be ‘dressing James Bond’, Daniel Craig, in Spectre (Mendes, 2015) after tailoring his suits for Quantum of Solace (Forster, 2008) and Skyfall (Mendes, 2012). Ford noted that ‘James Bond epitomises the Tom Ford man in his elegance, style and love of luxury. It is an honour to move forward with this iconic character’.

  With the press launch of ‘Bond 25’(and now titled No Time to Die) on 25 April 2019, it is reasonable to speculate that Ford will once again be employed as James Bond’s tailor of choice, given that it is likely to be Craig’s last outing as 007. Previous actors playing the role of James Bond have all had different tailors. Sean Connery was tailored by Anthony Sinclair and George Lazenby by Dimitro ‘Dimi’ Major. Roger Moore recommended his own personal tailors Cyril Castle, Angelo Vitucci and Douglas Hayward. For Timothy Dalton, Stefano Ricci provided the suits, and Pierce Brosnan was dressed by Brioni. Therefore, this chapter will analyse the role of tailoring within the James Bond films, and how this in turn contributes to the look and character of this film franchise more generally. It aims to understand how different tailors have contributed to the masculinity of Bond: an agent dressed to thrill as well as to kill.

The presence of mature masculinity is slowly reshaping contemporary action cinema in the twenty-first century. It is a phenomenon that rejects the unrealistic view that action heroes are embodiments of Apollo and Ares in human flesh. Instead, action heroes are viewed as flawed characters who cannot escape the realities of their corporeality, mortality and humanity. The following chapter is an examination of a particular type of action hero archetype that combines ageing with virtuous and mature masculinity. Here I use Tom Cruise's development and portrayal of Ethan Hunt in the Mission: Impossible series as a lens through which to highlight the presence of the virtuous and mature hero archetype in action cinema.

Cruise's representation of heroic masculinity is significant because it achieves three separate goals. First, Cruise's mature masculinity repudiates the hardbody model by showing its deficiencies as a male archetype. Second, it introduces a version of an action hero that emphasises the benefits of ageing and mature masculinity. Lastly, Cruise's onscreen presence redoubles the idea that heroic masculinity is motivated by a deep sense of morality, duty and a desire to serve the greater good. As the model of the mature and virtuous hero becomes more prevalent, as I argue, it not only reshapes action cinema but also produces cinematic representations of heroic masculinity that are more positive in terms of showing the importance of maturity, virtue, and public service.

This chapter draws on a larger study on beginning teachers and on their experiences of becoming a teacher in unprecedented challenging circumstances in Portugal. The aim is to look at the ways in which changes in policy and school context, as well as in personal and professional context, impact teachers’ professional identity over time. Two beginning teachers’ accounts are used to illustrate the key influencing factors that have impacted the development of professional identities. Four main themes emerged: (a) the influence of context, both at a policy and social level and at a school level; (b) the importance of relationships in teaching, particularly with students and colleagues; (c) the emergence of inner tensions resulting from the mismatch between strong beliefs and reality; and (d) the role of emotions in (re)defining teachers’ practice of teaching and teachers’ identity development. The chapter concludes with the discussion of the findings and their implications.

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

The notion of excessive teacher entitlement arose out of concerns with trying to understand and find a language to describe the paradox of faculty/teachers' intransigence in the face of the flexibility required of them to promote the learning and well-being of all in the institutions they serve. Through unique narratives, the authors trace the parallel paths they negotiated in their challenging curricular journeys, which led them to unmute teachers' voices cached in reform stories. The first author, Tara Ratnam, coined the term “excessive teacher entitlement” to characterize the putative deficit view of teachers that is projected onto them and how the concept of the teachers' “best-loved self,” which the second author, Cheryl Craig, developed, embraces teachers' input and complements “excessive teacher entitlement,” albeit from a different direction and perspective. This introduction also provides a bird's-eye view of the diverse ways and contexts in which leading international authors examine excessive teacher entitlement in the 17 chapters that follow.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.