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Controversial issues characterize life in democratic societies, and they often arise unexpectedly in the classroom, without being planned for by the teacher. However, controversial issues are rarely addressed beyond a mandatory curriculum and are often avoided. The aim of this exploratory study is to investigate what teachers identify and address as unplanned controversial issues in the classroom and the content of such issues. Unplanned controversial issues identified fell into three categories (1) mainstream controversy, (2) teacher-initiated controversy, and (3) controversial pedagogy. The findings suggest that more attention needs to be paid, among other things, to the political dimension of education, teacher vulnerability, and who the person in teaching is.

Many K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.

The article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.

The article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.

The article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

Underpinned by institutional legitimacy, this study explores how South African public university senior managers struggled to maintain legitimacy during an unplanned radical change process.

Gioia's grounded theory analysis approach is employed to analyse interviews with 37 senior managers of public-funded universities in South Africa.

This study's findings show that a change without proper planning severely damages institutions in all aspects of leadership's normative, empirical, moral and pragmatic legitimacy.

This study contributes to the literature on legitimacy by illustrating the importance of institutional legitimacy during unplanned social change and the factors that negate legitimacy.

Though other legitimacy models have been well developed, they do not apply to such unplanned social change in organisations. This study shows a different angle of the legitimacy crisis under unplanned social change conditions.

Since the 1960s, the impact of mega sporting events on the built environment has become increasingly important, and the relationship between hosting cities and events increasingly complex and controversial. The outcomes of these mega-events, however, are very discouraging, especially in terms of the state of sports venues and event sites. In many cases, Olympic parks and event sites stand abandoned once the event is over, and sports facilities are often either closed or underutilized. The purpose of this paper is to identify replicable best practices and successful examples used in mega-events to transform events sites and venues into livable public open spaces (POS), enjoyed by the local communities.

Three cities were selected for this investigation: London, Sochi and Rio de Janeiro. London hosted the 2012 Summer Olympics, and this study focused particularly on its Olympic park, Queen Elizabeth Park. Sochi hosted the 2014 Winter Olympics but also some of the matches of the 2018 FIFA World Cup. Rio de Janeiro hosted the 2016 Summer Olympics and also a part of the 2014 FIFA World Cup. Each case was investigated according to a methodology composed of interviews with experts, site visits, and analysis of the bidding book and post-event reports to check the consistency between promises and legacies.

The research identified a framework of six major elements that determine, or contrast, the long-term use of events sites and sport facilities, and highlighted some main attributes to consider in order to transform sporting event sites into livable and enjoyable open spaces. It is expected that this framework can be used as a guidance to deliver sustainable events and long-term legacies and to define a strategy for optimization of planning mega sport events.

Mega events provide near-unique, fast track opportunities for urban transformation. This research can be used as guidance for the overall mega sporting events stakeholders, such as the IOC, FIFA, and local organizing committees, to identify replicable best practices and successful examples in the leverage of mega events to transform events sites and venues into livable POS.

Why is it so difficult to transform event sites and sport venues into livable areas of cities? What are the recurrent mistakes, issues, and challenges that hosting cities have to face? This research is unique as it aims at answering these questions by defining a framework of relevant factors for hosting cities to help them in the planning of mega sporting events. The research also highlighted some recurrent mistakes, such as the exorbitant costs of a mega event, the inability to keep the initial budget unchanged and the difficulty to adjust plans to local needs.

Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting.

The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis.

Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work.

This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.

While the number of tourists worldwide is expected to reach 1.8 billion people by 2030, tourism destinations try to meet demand for increasing tourism. However, some tourism destinations are experiencing a maturity period of destination life cycle intensively. During these mature periods, while they meet the demand above their tourism carrying capacity, they encounter some problematic issues. In tourist destinations such as Venice, Barcelona and Paris, the negative feelings developed by the local people towards overtourism or tourists result in serious problems like negative destination images, tourism phobia, etc. In these destinations, to prevent the negative consequences of overtourism, destination stakeholders should develop solutions to these problems. There are many solution techniques for the problems which cause overtourism. One of them is the different tourism types which have been developed as an alternative to mass tourism. These alternative tourism types can be handled as a method for solving problems revealed through excess demand in tourism destinations at risk. For example, some tourism destinations which have both beach tourism and nature-based tourism types can bring nature-based tourism activities to the forefront with promotion and marketing activities and therefore, the tourism demand could be balanced between these tourism types. In this context, firstly, comprehensive literature review of overtourism and alternative tourism will be conducted in this study. And then the different types of tourism such as ecotourism, cultural tourism and responsible tourism will be discussed in detail and their relation in reducing the negative consequences of overtourism will be investigated theoretically via secondary data. Therefore, alternative tourism potentials will be investigated and tried to present the managerial suggestions for the development of different alternative types of tourism. As a result, it has been seen that, alternative tourism not only contributes to the growth of tourism in both popular and remote destinations but also makes sure that destinations get their fair share in income distribution of the country.

This paper investigates the availability of women’s sites on the Internet in the light of the research that has been conducted into women, communications and technology. The paper draws upon a systematic evaluation of ten women’s sites, covering a range of sectors including general sites, business, health and technology. The evaluation reveals that such sites offer useful sources of information on a range of subjects of potential interest to women and that they are stable and accessible resources. The sites tend to be freely accessible and apparently reputable, with little evidence of commercialism. However, there are concerns about the lack of security on the sites and a poor provision of the kind of information that is necessary to measure their authority and reliability. While all sites offer some form of interactivity, they tend to offer in each case only a small proportion of the interactive functions that might be enabled and demonstrate little awareness of the significance of these in helping women to network effectively.