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This paper aims to explore the links between being lonely and isolated, and increased risks of abuse for adults with care and support needs.

Thematic analysis was used to explore features of loneliness and social isolation present in South Yorkshire Safeguarding Adults Reviews (SARs) published since 2014.

Ten out of fifteen SARs indicated there had been issues of loneliness and/or social isolation for the person who was the subject of the SAR.

The limitations of this paper are that it only included SARs from the South Yorkshire area. Future research should explore national and international perspectives on these issues.

Safeguarding Boards should include actions to address loneliness and social isolation as part of prevention strategies and services to develop approaches that can minimise or prevent abuse before it occurs. Practitioners should routinely explore whether the people they work with feel lonely and/or isolated and support people to take appropriate action to mitigate these risks.

This paper uses the existing body of literature about loneliness and social isolation to explore the risks of abuse and neglect for adults with care and support needs.

This paper aims to tentatively explore the benefits of placing art’s knowledge-building tradition, with its capacity to disrupt and reframe, at the centre of how we look at alternative organizing and alternative economic spaces, positioning lived experience, its uncertainties intact, at the heart of researching and practicing social enterprise (SE).

The paper explores indeterminacy through two case-study narratives, one of an academic arts-based research project and the other of a unique organization it encountered.

The paper describes the way juxtaposition, encounter and drift value indeterminacy as central to generative processes, challenging the control central to management and its research.

The paper proposes that adopting an arts-based approach that challenges control can create a research instrument sensitive to similar tendencies in case studies, thus highlighting what is different and alternative about them. This responds to concerns about the diminishing centrality of SE’s democratizing ethic expressed in its scholarship, about creativity in its research and about its socially transformative potential.

The practice, by SEs of an approach welcoming chance, encounter, meandering paths and place-making with porous boundaries, proliferates transformative possibilities and is linked to democratization and participation.

Though dangerously challenging to accepted notions of academic rigour, this paper proposes an unusual thought experiment tied in with lived experiences, in themselves experimental in practice.

This conceptual paper focusses on climate change as a social issue and therefore as a social scientific problem. According to young climate activists, Greta Thunberg being the most widely known, climate change is specifically a problem of generations. Typically, the discourse on responsibility focusses on the technical and philosophical questions posed by the study into “intra-” and “inter-generational justice”. It is the purpose of this paper to present sociological conceptual tools with which to both analyze and propose solutions to specific social problems caused by current generations that will affect future generations.

Figurational process sociology develops and tests models of long-term, unplanned developments, which produce the conditions in which short-term practices of informing and planning social interventions are bound up.

The paper reveals the significance of sociological models that can describe and explain social processes and long-term developments in human habitus that have important explanatory value for understanding contemporary social problems such as human-caused climate change.

The concepts and analytical frames of reference provided by figurational process sociology provide crucial insights into the problem of generations and can help reveal how this social dynamic contributes to challenges facing young climate activists calling for rapid “ecologization” processes and increased human restraint with regard to the natural environment.

This paper aims to provide an exposition of the constructive research approach (CRA) to show the potential utility of CRA in transcending or mitigating the methodological and practical issues involved in researching organisations.

The paper is a literature review, and resulting thematic discussion of methodological and practical issues involves in action research (AR) in organisations through the lens of the CRA approach.

The paper identifies that CRA has benefits in orientation to a practical outcome grounded in a theoretical domain but with leeway to facilitate creativity, which can also potentially improve the quality of the collaborative relationships. The centrality of the construction within the method provides a “vantage point” to manage the emic (inside) and etic (outside) positionality concerns of action researchers working within organisational settings.

CRA has multiple practical benefits for action researchers and their collaborators in terms of time, risk and collaborative commitment.

The paper develops a useful tactical framework for discussing the practical and methodological issues when considering AR in organisations and highlights how CRA can be used in wider organisational scholarship outside its roots in management accounting.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

Anti-racism has been practiced in various ways, with varying degrees of effectiveness. This chapter engages with the body of scholarship that focuses on approaches aimed at promoting anti-racist actions, policies and social change. It discusses some of the main anti-racism strategies that have been deployed across different countries and examines anti-racism practices in interpersonal, intergroup and community settings. These approaches encompass civil rights campaigns, legislative and policy interventions, affirmative action, diversity and inclusion training, prejudice reduction, intergroup contact, organisational development and holistic anti-racism approaches. Some anti-racism practices and policies, such as awareness campaigns, social marketing and diversity training, also extend to digital platforms, with social media and multimedia networks deployed to broaden the reach and impact of anti-racist endeavours. This chapter specifically engages with local anti-racism movements and draws principles for broader implementation of anti-racism policy and practice. It concludes with a brief discussion of the effectiveness of contemporary anti-racism approaches.