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The purpose of this paper is to explore the theory and practice of Generative Research mentoring. The author has been involved in research mentoring teachers in schools since 2002 and in the course of her work her concepts about integrating mentoring and action research have changed. She explains how and why she has moved to adopt an Appreciative Inquiry approach integrated with a model of mentoring that she developed in the course of her own practice in schools.

This is a self study of teacher education practice where the author analyses her own theories and practices of research mentoring for teachers in schools in England and in Japan, over a ten year period. She investigates how the nature of self‐study is impacted upon by culture in diverse intercultural contexts.

This article reflects work in process. The findings to date suggest that teacher research and thus (potentially) research mentoring for teachers: is not informed by consensus on what teachers should learn as research skills; might usefully be focused upon action research enabled by teachers’ self study; works differently as self study according to Eastern/Western concepts of self; is likely to become more universally acceptable as self study through use of web‐based templates where self studies are shared e.g. at www.merlot.org; and should challenge mentoring/coaching techniques from other contexts such as business, nor assuming techniques successful in one context are so in another. Practitioner researchers in educational settings are likely to benefit from outsiders’ support, be that from colleagues based in universities or from teacher researchers working in other schools. That situation, in my experience, could come about where generative research mentoring has been successful and research mentees emerge to become research mentors for others within the profession of teaching. Importantly, individuals’ self study research should not rely upon unsupported opinions or upon validation by a peer group with self‐interest in seeing one of the community's study, accepted for university accreditation such as a Masters Level Award or a doctorate.

While the practice of research mentoring for teacher researchers has been in process in schools in England for ten years, the concept of Generative Research Mentoring, whereby the mentee prepares to become a mentor for other teacher researchers, is unique to the author's work. The value of generative research mentoring, not just for schoolteachers but also for academic contexts such as universities internationally, is that it can build capacity for research to be undertaken among those whose research skills are previously under‐developed.

The aim of this paper is to develop and test a theoretical framework, grounded in managerial and organisational theories of dialogue, through which organisations can take decisions in relation to the most appropriate crisis response strategies for handling social media stakeholders.

The theoretical framework is developed through a conceptual analysis of literature on dialogue, social media and crisis communication. The theoretical framework is then tested in eight different international organisations experiencing a crisis. For each case, different web contents, such as organisations' status updates/posts, links, videos published on Facebook, Twitter, and YouTube, were analysed using a rhetorical research approach.

The analysed organisations apply different online dialogue strategies according to crisis types and in combination with specific crisis response strategies. Most of the organisations investigated carry on those dialogue strategies suitable to develop consensus (concertative), guide conversations on specific topics or issues (framing), find solutions to the crisis collectively (transformative). Concertative strategies were often associated with informative crisis response strategies, framing strategies with denial and justification crisis response strategies and transformative strategies with corrective actions.

By using a dialogic perspective in setting up online conversations with their external stakeholders, the paper proposes a theoretical model to explain companies' decisions in carrying on online dialogues during critical situations and thus contribute to the body of knowledge on online crisis communications.

The proposed model can support crisis communicators to manage dialogue's aims and dimensions differently by taking into account both contextual and situational conditions.

By integrating management studies on dialogue into crisis communication and social media literature, the authors intend to offer an alternative thinking of organisations' decision-making in relation to crisis response strategies and social media stakeholders.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds his own impartial comments and places the articles in context.

The analyzed organizations apply different online dialogue strategies according to crisis types and in combination with specific crisis response strategies. Most of the organizations investigated carry on those dialogue strategies suitable to develop consensus (concertative), guide conversations on specific topics or issues (framing) and find solutions to the crisis collectively (transformative). Concertative strategies were often associated with informative crisis response strategies, framing strategies with denial and justification crisis response strategies and transformative strategies with corrective actions.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and an easy-to digest format.

The purpose of the paper is to show power mechanisms of in- and exclusion in moments where certain participants appeared to be othered in two collaborative research and development projects in a healthcare setting.

The paper contributes to critical-reflexive analyses of reflexive processes within collaborative knowledge production. The authors use an analytical framework combining Bakhtin and Foucault to investigate processes of inclusion and exclusion in the interplay between dominant and subordinated voices in a moment-by-moment analysis of two incidents from interdisciplinary workshops.

The analysis illuminates how differences between voices challenge participants’ reflexive awareness and lead to the reproduction of contextual power and knowledge hierarchies and the concomitant silencing of particular participants. Thus, the findings draw attention to the complex and ethical nature of collaborative knowledge production.

To invite researchers to be reflexive about the complex, situated and emergent character of reflexive processes and consider ethics to be a critical stance that encourages continuous reflection and critique of collaborative knowledge production.

To show the importance of not sweeping incidents in which participants are othered “under the carpet” in collaborative research. To present an analytical framework for analysing the contextual and emergent nature of collaborative research processes and discuss the ethical conundrums, which arise in the research process.

The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations.

This is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13.

Overall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue.

Pedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager.

This study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

This paper describes a communication and cultural code approach to ethnonational conflicts. More specifically, it describes theory and research emerging from transformative communication events aimed at building constructive relationships betwetact necessitated by conflict. These are dialogue groups organized according to principles established by Allport's (1954) contact hypothesis including sustained contact, cooperative interdependence, and norms of equality. Secondly, we state the assumptions of an interactional approach to conflict, which assumes that conflict is, by definition, interactive making communication impossible to avoid. These assumptions also include an emphasis on the relational aspects of communication, and the fact that interaction sequences become patterned over time and become constitutive of the defining characteristics of the conflict. Moreover, the participants are influenced by communication codes, which are culturally based orientations to producing and interpreting interactions. These codes are grounded in the work of Katriel (1986), Carbaugh (1990), Ellis (1994, 1999) and Philipsen (1997) and have implications for the meaning potential of individuals in conflict situations. Finally, we explicate these issues by describing research that is representative of this communication approach to conflict. This research conceptualizes reconciliation‐aimed contacts and demonstrates how communication codes are modified by situational constraints.

The paper aims to investigate how far the pragmatist concept of inquiry (Dewey, 1916, 1938) makes it possible to develop a processual and relational approach to accountability, moving the focus away from a representational conception of truth and subjectivist/individualist views on meaning-making, toward collective exploration and understanding of an issue by stakeholders with the aim of transforming social practices. The paper studies an accountability process in action, namely nuclear incident reporting, and its role in the construction of a community of inquiry investigating nuclear safety.

This research opts for a case study methodology including 36 in-depth interviews, field observation and document analyses. The data are drawn from a three-year field study of a “Local Information Commission”, a body set up to represent the public living near a nuclear site.

The object of accountability needs to be constructed through a joint exploratory inquiry by accountors and accountees into reports of incidents as originally presented, to advance their understanding and capacity for action.

It will be important to test this processual and relational approach to accountability in other types of situation, involving different governance issues than nuclear safety.

To turn theoretical stakeholders such as the public into real stakeholders (e.g. in the studied case, active participants in safety inquiries), specific social and managerial conditions must be fulfilled (concerning time, resources, commitment to open, taboo-free dialogue and legitimacy).

The paper argues that Dewey's concept of inquiry makes a valuable contribution to the processual and dialogical view of accountability.

This paper uses Habermas’ model of dialogue and the public sphere to provide a critical examination of organizational diversity management. The paper argues that, in spite of the dialogic and inclusive claims made by the diversity movement, its basic framework and methods serve to limit and repress productive dialogue on race rather than produce effective organizational change. The diversity movement represents an important ideological strategy that seeks to re‐assert the privacy of the corporate sphere and its employment decisions, making its emergence a significant element of the general social‐political attempt to manage and contain racial conflict and social contradiction.