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The purpose of this paper is twofold: to explore how preservice teachers in a young adult literature course critically conceptualize discussions in school spaces about race and police/community relations; and to understand the constraints and affordances of using the young adult (YA) novel, All American Boys, as a critical literacy tool for discussing race and police/community relations.

This qualitative exploratory case study (Stake, 1995) investigated 24 pre-service teachers in two university YA literature courses as they read and discussed All American Boys. Thematic analysis consisted of open coding through the theoretical lenses of critical literacy and critical race theory.

Pre-service English language arts teachers largely thought that while race and police relations was important and the YA book was powerful, it was too political. Their fears about what might happen lead to privileging the role of neutrality as the desired goal for teachers when tackling difficult conversations about racial injustice in America. Although students made some shifts in terms of moving from neutral to more critical stances, three sub-themes of neutrality were predominant: a need for both sides of the story, the view that all beliefs are valid and the belief that we are all humans therefore all lives matter equally.

A search at the time of this study yielded few research tackling racial injustice and community/police relations through YA literature in the classroom. This study is important as stories of police brutality and racism are all too common and adolescents are too often the victims.

Believes that green accounting should be rendered open and accountable and be properly subject to a democratic process to avoid shrouding it in a mystifying expertise. Offers a timely and substantive contribution to the debate about how green accounting might be regulated. Believes the accounting profession will stop some distance short of recommending a substantive interventionist regulation. Feels that a voluntarist and market‐based stance is likely to be advocated or preferred. Makes out the case for a substantive interventionist form of regulation and points to the need in practice for something better than the status quo. Seeks to justify an interventionist stance in terms consistent with critical theory.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

The purpose of this paper is to contribute to research on information sharing by drawing on the reader-response theory developed by Louise Rosenblatt. To this end, information sharing is approached by examining how bloggers communicate their reading experiences of fiction and non-fiction books.

The conceptual framework is based on the differentiation between efferent and aesthetic reading stances specified by Rosenblatt. The efferent stance directs attention to what is to be extracted from reading for instrumental purposes such as task performance. The aesthetic stance focuses on what is being lived through during the reading event. Rosenblatt’s framework was elaborated by specifying eight categories of efferent reading and six categories of aesthetic reading. The ways in which bloggers communicate their responses to such readings were examined by scrutinising a sample of 300 posts from two book blogs.

The bloggers mainly articulated responses to efferent reading by sharing information about the content of the reviewed books, as well as their strengths and weaknesses. Responses to aesthetic reading were mainly articulated by describing how the bloggers experienced the narrative, what kind immersive experiences they had and what kind of emotions were felt during the reading process.

As the study is explorative in nature and focusses on a sample of blog posts, the findings cannot be generalised to depict how people share their responses to efferent and aesthetic reading in social media forums.

The paper pioneers by examining the potential of Rosenblatt’s theory in the study of sharing information about reading experiences in book blogs. The findings demonstrate that the categories of efferent and aesthetic reading can be elaborated further for the needs of information behaviour research.

This paper seeks to consider whether academic writing should be regarded as knowledge in the making and why all such writing should be continuously challenged.

The approach is that of a reflective discussion which considers academic writing in context, knowledge, reflectiveness and helping others to contest academic writing.

The paper concludes with the view that all academic writing and concept‐mongering are properly open to rigorous challenge.

The paper is limited by its presentation of one writer's stance or point of view. Some may also consider this a strength.

Academic developers and those interested in helping train academic writers especially, but not exclusively, at the postgraduate level should find the ideas presented useful sources for further conversations.

The main value of the paper is that it summarizes a view of academic writing not as objective or neutral but as personal stance and counter‐stance.

The purpose of this paper is to identify the challenges in adding a critical realist epistemological perspective to a positivist approach in research on listed companies by equity researchers and other financial services professionals.

A purposive sample of publicly available equity research reports was examined to assess the dominant epistemological approach to investment analysis.

It was found that there is an absence of a critical realist epistemological approach to investment analysis, confirming the dominance of a positivist approach to obtaining and analysing investment information.

This research drew on a small, purposive sample, and could be followed by more wide‐scale research. Taking a critical realist approach may create a clash of “institutional logics” which will need to be considered by a range of stakeholders.

Equity research reports are examined through the lens of critical realism. This exploration allows for an additional epistemological perspective on analysis of firm value.

The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.

This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.

The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.

This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.

One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.

This paper aims to address the relationship between critical and mainstream international business (IB) research and discuss the ways forward for the former.

The paper empirically maps critical IB scholarship by analysing more than 250 academic articles published in critical perspectives on international business (cpoib) from 2005 to 2017. The paper also includes a citation analysis that uncovers how critical IB research is recognized and discussed in mainstream IB studies.

The extant critical IB research can be broken into five main topical clusters: positioning critical IB research, postcolonial IB studies, effects of international business activities, financialization and the global financial crisis and “Black IB” and corporate social responsibility. The citation analysis demonstrates that critical IB research is rarely recognized in mainstream IB academic outlets.

This paper is the first to empirically map critical IB research and to measure its impact on mainstream IB research. Based on these insights, as well as discussions of the more critical voices within mainstream IB studies and the debate over critical performativity in critical management studies, ways of developing critical IB research are examined.

The problem this essay addresses is the IS‐OUGHT problem as it is related to science, economics and ethics. The problem is especially provocative in ethics, for though ethics would seem to concern the OUGHT most directly, not a few thinkers have despaired of ever finding a way to ground ethics in an IS of some sort. Parallel to this is the dual challenge confronting economics: to ground economics is the IS, in reality, and at the same time warrant and ground economically prescriptive statements, that is, to justify OUGHT statements in economics.

Universalizing approaches to knowledge when combined with a dominating cultural discourse is problematic for management research paradigms as “West meets East”. This study aims to examine the case of the rapidly expanding, mainstream strategic management research in and on emerging economies through a critical perspective.

The authors analyze the strategic management society’s special conferences and workshops on “Emerging India” that aimed to write a fresh chapter of research on India as an emerging economy, using the methodology of critical discourse analysis (CDA). The authors treat this conference as representative of several such conferences and workshops being organized in emerging economies.

The results detect some troubling undercurrents of privilege and marginalization. The authors find support for a dominating cultural discourse embedded in the rapidly expanding, universalizing strategic management research perspectives in and on emerging economies.

The implications for indigenous knowledge creation is discussed with a concluding call for academic reflexivity through revisiting different philosophies of science in management research and studying the social mechanisms of international knowledge exchange.

The theoretical framework combining the process of universalizing knowledge (Bourdieu and Wacquant, 1999) with a dominating cultural discourse sustained through a system of pressures and constraints (Said, 1978, 1993) is an original contribution. The choice of an emerging economy site is not very common, and the use of CDA on an event like a conference is valuable to research methodology.