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In this chapter on “Teaching About Religious and Spiritual Difference in a Global Society,” Robert J. Nash and Vanessa Santos Eugenio present a broad religio-spiritual overview of the world, complete with current statistics of religious affiliation across all countries, ethnicities, cultures, and races. The authors’ claim is that a well-developed religio-spiritual literacy in each person is necessary in order to be a productive, pluralistic member of an interdependent global community. In order to become increasingly pluralistic in our worldviews, we must look at how educators at all levels of schooling facilitate conversations about religion. We must learn how to become “cosmopolites” – citizens of the world who are not only genuine sociocultural pluralists, but who are also literate, and understanding, regarding the core religio-spiritual differences that often divide, rather than unite, people. In their concluding section, the authors summarize their personal educational beliefs through two letters written to teachers. These letters provide a number of practical tips and tools for teaching about religion and spirituality in classrooms at all levels of education.

In the first section of the book, Maureen D. Neumann, Laura C. Jones, P. Taylor Webb, and Olga M. Welch examine the ways in which “new” notions of leadership have influenced leadership development programs. Neumann, Jones, and Webb in the chapter, “Developing Teachers Leaders to Transform Classrooms, Schools and Communities,” advocate for, and offer ways that teachers can become cognizant of their leadership and its effects, so that they can develop deliberate commitments towards social justice in schools which are sites of social, political, and economic influence. They propose a model for leadership that is an alternative to traditional allocations of power through positional hierarchies. According to Neumann, Jones, and Webb, “while school leaders may recognize their actions within a single frame of the model, the practice of leadership is the ability to move in and out of three different conceptualizations of leadership, managerial (transactional), professional development (transformational), and social responsibility (critical).” They propose that effective teacher leaders utilize all three aspects of the leadership domains as a way to adapt to, oftentimes, challenging and rapidly shifting political and economic climates within education. Neumann, Jones, and Webb conclude their chapter with a discussion of pedagogy of possibility and argue that pedagogical content knowledge is a marker of professional teaching competence, and teachers must engage students in the moral and ethical issues surrounding the use of knowledge in our democracy for any subject matter.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

This paper aims to provide a selection of poetry titles from the Poets House Showcase of 2005.

This article gives a review of the 2005 Poetry Publication Showcase.

This review represents a wide‐ranging selection of contemporary poetry collections and anthologies.

This list documents the tremendous range of poetry publishing from commercial, independent and university presses as well as letterpress chapbooks, art books and CDs in 2004 and early 2005.

The paper aims to examine Indonesian accounting students’ intention to become sustainable accountants (ISAs) using a modified theory of reasoning action model.

Primary data were collected from 239 respondents from five reputable universities in Semarang, Indonesia, using a structured questionnaire. A random sampling technique was employed and used in selecting respondents. The data were then analyzed using smart PLS (version 3.2.9) to obtain the final results.

The results show university sustainability (US) and attitudes toward sustainability (ATS) affect students' intentions to become ISAs. Knowledge has no direct correlation with students' intention to become ISAs. Path analysis shows a significant correlation between US and students' knowledge, attitudes and intentions regarding sustainability.

This is different from previous studies, which only focused on factors influencing students' intentions to pay attention to sustainability. This study focuses on prospective accountants because, in the future, they will be the technical executors of reporting using path analysis. This study further analyzes the relationship between existing antecedent variables. The results show that sustainability at the university is a variable that can influence all other variables.