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While protests are important for communal and “in the moment” communication, we rely on writing when we want to think more deeply and express concerns and issues in our lives and the lives of others. Writing teachers have a duty to instill in students the impact writing can have on influencing society and its issues. In this chapter, the authors argue for and demonstrate how active citizenship can be encouraged and taught through writing. Inspired by one of the author’s negative police interactions, the authors were compelled to push beyond the protest and begin instructing students in active citizenship through the rhetorical practice of writing. Authors were curious to know how a unit on advocacy writing would influence students’ understandings of using writing to solve social problems. This led to the research question examining how viable an advocacy unit for a first-year writing class is with influencing students’ perceptions of using their voices to advocate for self and for others. To study this question the authors conducted a qualitative classroom inquiry experiment where they collected a variety of data. They examined pre- and post-reflections on advocacy/active citizenship, self-advocacy writing samples, and community advocacy writing samples. Through analysis of these artifacts, this chapter describes how the sequence of writing assignments affected students’ perceptions of themselves as active citizens and the power they have to advocate for change through writing.

A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: “How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?” The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the experience of conducting dissertation research with a focus on racial and/or ethnic dynamics. Analysis of interview data pointed to the salience of “advocacy” in the experiences of participants. Advocacy connected to doctoral research by affording opportunities for personal advancement and by affording opportunities to promote social change. Further interpretation revealed differences in the importance of the two types of advocacy for White and Black participants, especially in consideration of their racial identity statuses. Despite such nuances, the experience of conducting dissertation research reinforced all participants’ previous commitments to social justice and advocacy, but it did not help them develop more wide-ranging and systematic strategies for working as advocates of social justice.

The objective of this paper is to compare the advocacy role of civil society organizations in the United States and Brazil. We conducted an exploratory case study of three peak organizations that engage in public policy advocacy as part of their strategies. We analyze how they advocate and the role this form of action plays within different democratic contexts that assume public discussion and deliberation, by citizens, about matters relevant to them, such as the formulation, execution, and monitoring of public policy. The study concludes that the policy advocacy role of civil society organizations strengthens internal and external democratic processes by bringing for the deliberation process in the public sphere organizations that represent different groups in society. However, this process also poses some risks and challenges that shall be taken into consideration.

The need for advocacy for autistic adults is emphasised in many government policy and good practice guidelines. The purpose of this paper is to investigate legislation and policy relevant to advocacy for autistic adults in England and explore whether this translates into practice. It also seeks to clarify which policies can be enforced under current legislation and highlight the gaps in legislative power to ensure implementation of good practice.

This paper aims to define what is meant by autism advocacy. Relevant legislation, including human rights, disability and autism-specific guidelines, are discussed in respect to autistic adults in England.

Implementation of autism advocacy policy appears to vary greatly according to local and individual resources.

Autistic adults, and services that support them, may be unaware of the policies and guidelines relevant to advocacy, they may also be confused by the plethora of different guidelines or unsure how to implement these. Further research is needed to review obstacles to the practical application of autism advocacy policy.

Using the stimulus-organism-response (SOR) theory, this study explores the effect of religiosity, resource sharing and environmental attitudes on minimalist behaviour in sharing economy-based services and its subsequent influence on customer citizenship behaviour.

This research employed a descriptive, quantitative and cross-sectional design, examining data from 530 Indian tourists who used sharing economy-based services. The proposed conceptual model was evaluated through partial least squares-structural equation modelling (PLS-SEM), and the impact of control variables was examined via PLS-multi-group analysis (PLS-MGA).

The study findings validated that religiosity, resource sharing and environmental attitudes significantly foster minimalist behaviour in sharing economy-based services. This minimalist behaviour, in turn, positively impacts customer citizenship behaviour, affecting aspects such as tolerance, feedback, advocacy and assistance to others. The model's outcomes also indicated the substantial moderating roles of age and gender.

This study is novel in its exploration of how religiosity, resource sharing and environmental attitudes as stimuli can shape minimalist behaviour within sharing economy-based services and further influence customer citizenship behaviour. By uncovering the significant roles of age and gender in this context, the research offers unique insights into understanding the dynamics of consumer behaviour within the burgeoning sharing economy. The findings provide valuable direction for stakeholders in the sharing economy and policymakers aiming to cultivate positive consumer behaviours and advance the sector's sustainability.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.

At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.

Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.

Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.

The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.

This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.

While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

This paper aims to explore challenges and opportunities associated with young carers' employment in Australia.

Using a multi-stakeholder approach, this study captures the reflections of stakeholders (n = 8) and young carers (n = 10) about opportunities for, and experiences of, paid employment for young carers.

Despite many organisations internationally increasingly pushing diversity agendas and suggesting a commitment to equal opportunity experiences, this study found that young carers' work opportunities are often disrupted by their caring role. For young carers to be successful in their careers, organisations need to provide further workplace flexibility, and other support is required to attract and retain young carers into organisations and harness their transferrable skills for meaningful careers.

The paper highlights important implications for human resource management practitioners given the need to maximise the participation of young carers as workers, with benefits for young carers themselves, employers and society.

The research adds to the human resource management and work–family conflict literature in examining young carers through drawing on Conservation of Resources theory to highlight resources invested in caring leads to loss of educational and work experience resources. This leads to loss cycles and spirals, which can potentially continue across a lifetime, further contributing to disadvantage and lack of workplace and societal inclusion for this group of young people.

This exploratory study focuses on perceptions of school counselors about their work, its relationship to subcultures within the school, and how counselors believe other professionals within the culture of the school perceive their work. Explores the existence of a possible school counselor subculture and counselors’ role within the culture of the school and attempts to identify cultural constraints that affect counselors’ work. Concludes that understanding the interrelationships of school counselors with teachers, students, and administrators may provide better understanding of school culture, values, and norms.