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The Igbos are renowned for their success in business. This chapter traced the pre-colonial and post-colonial innovations among the Igbos to highlight salient factors that could be responsible for their outstanding success in recent times. In the pre-colonial era, the Igbos made their livelihood through vocations such as blacksmithing, traditional medicine, farming, pot moulding, hunting, food preservation, and textiles, especially in cloth weaving. The post-colonial period which witnessed the Nigerian civil war, led to a disruption of their entire business structure. However, through the principles of apprenticeship and hard work, ingredients of success in the pre-colonial years, the Igbos were able to rebuild their business structure and became renowned for their success. They retained some of their pre-colonial crafts such as cloth weaving of which the Akwete fabric is a good example and has gained both national and international prominence in recent times. The chapter presented the case of the Akwete Weaving Centre of Alex Ekwueme Federal University Ndufu-Alike Ikwo (AE-FUNAI), established to promote cultural heritage and enhance the entrepreneurial skills of students in the craft through modern apprenticeship. The chapter made recommendations on ways to enhance the Akwete Weaving industry and effectively harness its potentials.

The purpose of this study is to explore the indigenous business incubators with special emphasis on the Kente weaving industry. The study highlights the formation, incubation, challenges, opportunities and strategies for success based on the Kente indigenous business model. The Kente subsector is in the clothing industry and accommodates small and medium-sized enterprises (SMEs) in Ghana. The study adopts a qualitative and descriptive case study design with five SME Kente shop owners as respondents. Findings reveal that some owners inherited their business, whilst others established them themselves. Owners incubate their business via shared services, ad hoc business advice, financial management, family support, employee relationship management and prayers. The challenges often encountered were inadequate financial backing, lack of government support and business competition. The opportunities harnessed were technology, growing market demand and innovation.

Finally, in respect of the knowledge of Kente weaving, it was found that the weavers learnt from their elders that weaving is the skill of a spider, a prestige to Asantes. The chapter concludes that Kente business has the potential to contribute to the socio-economic development of Ghana and Ghanaians. It is recommended that SME owners invest in individual, team and organisational learning and build capacity for technology implementation. The study also provides recommendations for business actors in the textile industry to engage in collaboration with owners of SME Kente businesses to address the challenges.

A problem in many public schools is the implementation of improper inclusion. This creates an environment where the number of students with different abilities is almost equal to the number of general education students. As an aspiring school leader learning about social justice issues in public schools, I wanted to create an art piece that stood for an area of inequality that I often see in schools. Inclusion is a controversial issue because there is research to show that both inclusion and pull out models for students on an Individualized Education Plan (IEP) can be effective. I took the issue of inclusion in the classroom as my social justice issue for an artmaking project I was completing for a social justice course. We were encouraged to pick a social justice issue that we felt strongly about and incorporate it into our artmaking project. My artist mentor and I decided weaving would be a great way to show the issues of inclusion in schools.

This investigation aims to highlight the need for the information professions globally to value diverse knowledge paradigms in a world where people from diverse cultures and backgrounds interact with information on a daily basis. We provide examples from the Library and Information Science (LIS) profession in New Zealand which has been shaped by socially and culturally inclusive education and practices which take into account diverse ways of knowing and understanding the world and information.

An investigation into socially and culturally inclusive LIS education initiatives worldwide contextualizes a discussion of current LIS curricula in New Zealand and their delivery. The achievements and challenges in LIS education, the library profession, and library service are considered alongside the rich and varied nature of New Zealand society and the provision and accessibility of library services.

LIS education is at the start of this process, and New Zealand education providers promote a range of socially and culturally inclusive practices within their programs resulting in LIS graduates who are equipped to make ongoing contributions to an inclusive society through their professional work. We conclude that these three inseparable components of LIS in New Zealand result in social and cultural inclusion, but can always be further enhanced.

This chapter draws attention to the absence of consideration for non-Western knowledge paradigms in LIS curricula worldwide, and brings together diverse examples, mandating for library services and a library profession that reflect the rich social and cultural makeup of the communities we serve. We conclude that three inseparable components of LIS in New Zealand result in social and cultural inclusion, and there is always opportunity for further enhancement.

This chapter claims that there are characteristics of the institutional structure of some indigenous societies that in some cases prevent economic development by complicating the emergence of extra-family networks (social capital), and the transition from personal to impersonal exchange; this is illustrated in the context of the Wayúu people from the Guajira Peninsula of Colombia. They have a strong tradition of craft production, which has changed much in recent years due to exigencies of Wayúu and non-Wayúu consumers. Foreign elements, such as commercial brands, are commonly included today in their traditional crafts, sometimes even replacing conventional motifs. However, artisans behave strategically – selling different designs to different markets. The main economic difficulties of the Wayúu artisans are related to the lack of commercialization of their products. From an institutional analysis perspective, the absence of extra-family social and commercial networks in locations relatively far from markets, it is argued, is one of the factors explaining these problems. It is suggested also that the promotion of cooperatives should be attempted from the bottom-up given the particular legal characteristics of this society.

Those who know it, believe it

Those who don’t know it, don’t believe it

We who know, believe it

– Old Wayúu proverb

The Abdur Razzaque Ansari Memorial Weavers Hospital (ARAM) came into effect on 7 April 1996, and is dedicated to the people of Jharkhand and weavers. To deal with the issues of inequity in healthcare services, ARAM was founded for the extension of affordable healthcare services to the needy in and around the area of Jharkhand. Visualised by a great social worker and legend Abdur Razzaque Ansari, it has been successfully run by his eldest son Mr Sayeed Ahmad Ansari for 28 years. This research uses mainly a case-study approach through secondary data from the hospital website and other websites citing ARAM and its functions. Consent to use data for the study was obtained from Mr. Sayeed Ahmad Ansari. Primary information was collected through the patients who availed facilities from the hospital. They were interviewed through a semi-structured questionnaire each taking 30-40 minutes. Taken over by Medanta Group on 8 July 2015 (earlier being managed by Apollo Hospitals Group for 20 years), it is the first super speciality community hospital in Eastern India. Treating over 50,000 patients yearly with state-of-the-art medical equipment and providing discounts to lower-income groups, people from the weaver’s community, freedom fighters and members of ICSI have intrigued people from these sections for affordable treatment and facilities in and near Jharkhand. With a 200 bed-capacity, nine different disciplines and 12 departments spread across the city of Ranchi, the hospital caters to a massive population at a much-subsidised rate. Reaching out to rural villages through free medical camps and awareness campaigns, the hospital showcases how a successful model of healthcare cooperative can be replicated accordingly in similar developing and underdeveloped regions.

For the last decade, policy makers and boards of education have been mandating and searching for school leaders who are knowledgeable about curriculum and instruction or what the reform literature terms instructional leadership. The recognition that expertise in teaching and learning is critical to the achievement in our schools, however, has often been overwhelmed by the management functions of administration and programs in educational administration, which continue to support the role of manager, and provides little, if any, substance for the kinds of knowledge and skills necessary to lead a school instructionally. Recent studies of the instructional leadership contend that the content that has been neglected in the training of administrators is an understanding of subject matter and how an educational leader must transform the theories, ideas, and practices of a subject or discipline into the everyday understandings of classroom teaching. Although the new construct of Leadership Content Knowledge (LDK) provides a new understanding about what leaders need to know about teaching and learning in order to effectively perform the role of instructional leader, the studies of LDK have not yet provided a process for becoming a leader of content knowledge. The author describes a framework for how an educational administrator would become a “Leader of Content Knowledge.”