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This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in physical, temporal, and psychological outcomes, including the role of economic capital in work-life balance and the challenges encountered by the socially mobile in achieving psychological balance. It emphasizes the need to acknowledge social class implications for work-life balance and urges organizations to address class-based inconsistencies and inequalities in their practices.

This study offers implications for remote mentoring within school university partnerships based on a qualitative study focused on how three experienced mentor teachers within a long-standing Professional Development School (PDS) partnership adapted to remote mentoring during emergency remote teaching in the 2020–2021 school year.

Data was collected through interviews with three teachers and analyzed following qualitative methods to identify themes. Data is presented in case studies describing their remote mentoring practices.

Findings indicate that in the context of strong school–university partnerships, these mentor teachers were successful in adapting their mentoring of teacher candidates to a remote modality and that the benefits to collaborators within the partnership were like those documented in traditional, in-person mentorship. The challenges these teachers overcame include establishing relationships and providing adequate supervision.

The results offer rich insights into the experiences of mentor teachers when conditions necessitate a change in instructional modality and create implications for innovation in mentorship of teacher candidates, particularly in remote mentorship settings.

School–university partnerships should be maintained during emergencies because of the benefits to all partners, most notably to prek-5 students. We recommend that articulated agreements be revisited and modified to address potential future emergencies. The value of establishing and maintaining strong PDS partnerships should not be undervalued during times of emergency.

Teacher preparation programs can sustain the important work of educating teachers through challenges such as the COVID-19 pandemic most effectively when they work in partnership with prek-12 schools. Use of technology in innovative ways, such as remote mentoring, can support teacher preparation when in-person clinical experiences are limited.

This study offers initial data on remote mentoring, an innovative mentoring approach which has, to this point, been the subject of limited empirical investigation. Additionally, as remote educational opportunities for prek-5 learners increase, teacher preparation programs may choose to utilize remote mentoring in PDS programming, making this data of particular value.

Granting ‘sanctuary’ in the United States to those fleeing poverty and violence is rooted in a deep history of hospitality and compassion. As we are witnessing a rise in xenophobia accompanied by policies of exclusion, we also see a rising number of ‘sanctuary jurisdictions’ limiting their cooperation with immigration authorities that many communities consider are using extremely harsh and punitive measures to detain and deport irregular migrants. As this chapter will demonstrate, there has been a dramatic increase through ‘immigration federalism’ of the number of these jurisdictions in cities, states and municipalities since the first practices of ‘sanctuary’ in the 1980s as result of the waves of forced migration due to the civil wars in Central America. The author also proposes that those entities granting ‘sanctuary’ to irregular migrants should also apply practices of ‘compassionate migration’ as described in the chapter to expand their protections further and include them in their communities.

This paper argues that Bruno Latour’s work on translation provides an alternative to dominant anthropocentric, individualistic and managerial approaches in career studies by considering careers as precarious effects of networks instead of the implicit assumption of individual strategic career actors in extant career research paradigms.

The article first compares the three main current approaches to studying careers – structural functionalist, interpretivist and critical – illustrated by three exemplary empirical studies. Subsequently, three concepts from the sociology of translation that are relevant for the study of careers are introduced: career making as translating interests, careers as effects of networks and career action as dislocated and overtaken. Taken together, these three concepts allow us to conceive of careers as practices performed by human and nonhuman actors. Finally, an example from an ethnographic case study in the field of contemporary art illustrates how a Latourian approach can be used.

Latour’s work on translation provides conceptual and methodological tools to investigate career processes and practices in an era of unpredictability.

The paper introduces Bruno Latour’s work on translation to the study of careers.