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The authors are two social work academics working in a UK Higher Education Institute. Social work is underpinned by principles of anti-oppressive practice which leads to challenge discrimination and stigmatisation. The authors explored experiences of deficit imposed by others' perceptions of the physical and ethnic appearance and mental health status. The authors consider how these features influence how the authors locate themselves within the wider contexts of academic spaces in higher education institutions (HEI).

Using duoethnography, a collaborative research methodology, the authors recorded reflections on their experiences for five months and met weekly to discuss their material. This process enabled them to engage in dialogic narrative through collaborative writing using both structured and unstructured reflections. The authors analysed the reflections using thematic data analysis.

Four themes were generated that led to understanding how the authors could challenge oppression. The oppression became visible as the authors reflected on the common experiences of deficit. The understanding of other's oppression as well as the authors’ own became clearer as the unconscious experiences became conscious. The authors began to locate the experiences of being both privileged and oppressed in the wider social context of the HE. Finally, the authors recognised how the “deficit” identities could transform into strengths.

This personal journey of two academics reflecting on how they are paradoxically both privileged and yet oppressed challenges other professionals to honestly explore how they themselves can occupy both roles and become allies in confronting discrimination in all its forms.

The increased practitioner and academic interest in negative brand phenomena highlight the need for the development of practical scales to be used for empirical investigations. Therefore, this paper aims to draw on existing conceptualisations to provide a theoretically grounded yet practically oriented scale for examining brand avoidance and its protocols.

The study uses a sample of 575 consumers from two developing countries to create a parsimonious brand avoidance scale. Partial least squares structural equation modelling is used to analyse the data through a systematic formative measurement approach

This paper finds brand avoidance to be a multidimensional, second-order construct with five first-order dimensions: moral avoidance, identity avoidance, deficit–value avoidance, experiential avoidance and advertising-related avoidance. The paper further validates this scale by testing with non-purchase intention and identifies its positive relationship with brand avoidance.

This study fulfils the calls in the literature to provide a measurable scale for studying negative brand phenomena in consumer–brand relationship research.

Marketing scholars have begun to look at negative emotions that young consumers could develop toward brands, such as brand hate. Brand hate has experienced exponential growth during the past decades in the cosmetic industry. In this frame, the purpose of this paper is to identify the weight of each of the five key drivers of brand hate and to analyze if these weights are the same (or not) for drugstore and luxury make-up brands regarding.

To carry on this paper, brand haters in the make-up industry were contacted with the help of cosmetic influencers. Participants of the online questionnaire (N = 162) were existing young makeup consumers. They were divided into drugstore and luxury makeup brand haters by classifying their identified hated brands into either group.

The authors’ results showed, first, that experiential, identity, moral, deficit-value and advertising avoidance all had a positive effect on brand hate, being identity avoidance the strongest one. Second, drugstore and luxury makeup brand haters do not differ, as far as no differences were identified in the strength of each avoidance type on brand hate.

There is a gap in the literature related to the absence of work investigating brand hate in the make-up industry; moreover, studies measure whether brand hate drivers are the same (or not) for luxury brands and drugstore brands that compete in the same arena. In this framework, this research will provide a specific industry context involving young consumer opinions. Research into consumer–brand relationships has been largely focused on the positive forms, while the negative forms are still a relatively newer area of academic interest. Even more, brand hate has been investigated from a multidimensional approach linking proposals from different authors has been tested.

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.

This essay aims to analyze the process of structural adjustment in developing countries. Its focus is on macroeconomic stabilization in the short‐term, but the analysis is situated in a wider context to consider how it relates to the implications of structural reform in the medium‐term and the prospects for economic growth in the long‐term.

The paper begins by setting out the contours of the orthodox, the Keynesian and the heterodox perspectives on stabilization and adjustment to highlight the differences. Such different perspectives on macroeconomic theory and policy, it suggests, are attributable to differences in objectives, assumptions and beliefs. These are made explicit.

The paper argues that the relationship between stabilization and growth is characterized by inter‐connections rather than trade‐offs and suggests that outcomes depend on modes of adjustment. It also provides a macroeconomic analysis of government deficits and public finances, which are critical in the process of adjustment. This highlights the macroeconomic significance of government deficits and points to the fallacies of deficit fetishism based on accounting frameworks. The intersection of economics and politics in the design and implementation of macroeconomic policies is also explored.

Going beyond a critique of orthodox stabilization programmes, it shows that there are alternatives in macro‐management for economies in crisis, for which it is necessary to shift the focus from the financial to the real economy, from the short‐term to the long‐term, and from equilibrium to development.

The paper develops a heterodox perspective on the macroeconomics of structural adjustment and public finances. And, it sets out an alternative framework which straddles time horizons, to understand the restructuring of economies over time.

This paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city.

For six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records.

Despite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate.

Findings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.

In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school settings. Likewise, little work has been done to explore the transformative perspectives of both the children and the people around them. This study aims to explore a Culturally Relevant Constructionist Design framework that emphasizes making as a way of building connections to ones’ community. The participants’ shifting perspectives and receptivity in engaging in maker activities that involve making inventions for their community, inspired by the nation’s most beloved figure, King Bhumibol are evaluated.

This study investigates fourth-grade students, a teacher and community members around a public school in Thailand. Using qualitative research methods, data collection includes interviews, field notes observation, photos and videos of the sessions. This paper presents three case studies that represent the shifting perspectives and receptivity of teachers, community members and students through engaging in making experience. The first case illustrates the ways in which building for others supports the students’ formation of an identity of a creator. The two cases describe a teacher and a community member who developed new-found perceptions of students as valuable contributors to the community.

The findings highlight making inventions for the community as ways to connect teachers, community members and students together. The study also identifies key perceptions and experiences that empower students’ as contributors to their community. Through the process of making, the teacher and the community members also developed new-found positive perspectives of the students. Particularly, they viewed the students beyond traditional school performance metrics, and considered their other latent abilities.

This study discusses these findings in light of previous research on maker education especially in low-income communities. It also showcases the role of making for the betterment of the community as a tool for engendering change in schools and empowering students to design and make personally and socially meaningful projects. The study also highlights how design-based research carried out in the international context, particularly in Thai locality and classrooms.

This study argues against the deficit lens that assumes a low sense of expectation for what students from lower-income schools can do. Students hold unique worldviews that lead them to create innovations relevant to their local and cultural needs. The study addresses this gap by designing a framework that emphasizes making relevant cultural connections to students’ communities. The study also showcases maker-centered experiences that enable students to express their ideas, to cultivate relationships, to help others and to see themselves in new ways. The perspectives of the participants hold implications beyond the predominant focus of maker education initiatives.