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Examines the relationship between “grief work” and “work life”. When, after a major personal loss, we re‐enter the world of work, we become involved in the complex process of trying to combine two types of role: our role as grievers, and our work role. The two are often found to be incompatible, and grief becomes disenfranchised, with important consequences for the organization and for the individual as a spiritual, physical and social being. Starts by discussing the conditions necessary for the normal resolution of grief, and what happens when the process of grief cannot be freely experienced, thus stunting the resolution process. Proposes a theoretical model which uses the analytical tools of role theory to understand the interplay of grief work and work life in organizations. Finally, discusses the implications of this study for theory and practice.

Focuses on the indirect participation of the more marginalized and disenfranchised voters in a political system where discrimination and segregation in the supply of public goods is a leading hallmark of political reality. Specifically, the non‐voters tend to be poorer, less well educated, younger and also disproportionately higher in minority and discriminated groups. There is instability in the political system and inevitably their detachment confers legitimacy to a political suborder, popularized by terrorism and paramilitary activity. Addresses the possibility of achieving equal control of the political agenda. The unelected representatives, referred to as the parapoliticians, of the marginalized and disenfranchised citizens, many of whom have had recourse to paramilitary activity, have to be included in the negotiations for a new political system. The accomplishment may be in electing a government but a greater accomplishment would be in revealing and unmasking who really governs. The parapoliticians are in a unique position to exercise agenda control which would restore stability to the political system.

This paper aims to disseminate previous street gang research by Hesketh (2018) and the ongoing practice of Box (2015) in countering network poverty as a precursor to gang membership through bridging/social mixing.

The findings draw attention to the considerable amount of research, media reports and government policy that has intensified and pathologised the issue of gang membership and its causes in the UK. Moreover, they identify the effects of marginalisation and limited opportunity as the main protagonists and highlight how young disenfranchised people some more resilient than others cope with growing up in areas void of legitimate life choices and positive networks. In particular, the study finds evidence that bridging and the resulting social mixing as a result of temporary migration was highly significant in the decision to conform, desist or abstain from gang membership.

Liverpool study involved males only (need to examine females within the Merseyside area) although London practice addresses both young men and women. The paper highlights the impact of bridging as an intervention in countering network poverty and friendship networks restricted to marginalised environments, leaving many young people vulnerable to gang involvement, knife and youth crime.

Impact of bridging on young people in the development of good social capital is as follows: it highlights actual practice of findings in deterring young people away from gangs and criminality; it highlights the need for more interventions aimed at bridging communities; and it identifies the need for interventions around young disenfranchised people (social intelligence).

The evidence suggests that interventions involving bridging both internally and externally can be instrumental in developing policy that aims to deter young people away from street crime.

The paper attempts to provide originality in highlighting a process that has not been fully implemented within current policy involving young disenfranchised people, gangs and violence.

Although women are obtaining and maintaining leadership positions in health, education, and social care services, women from Black, Asian and Minority Ethnic backgrounds remain a minority and on the margins. In particular, services working therapeutically with marginalised and oppressed communities often fail to represent the population they serve. In this chapter, the authors will outline the development of an innovative therapeutic service for disenfranchised young people with Black women as leaders. The authors will outline and reflect on how they developed a leadership style drawing on Afrocentric practice, social justice, emancipatory practice and community psychology as they attempted to bring about systems change. The authors will draw on ideas of ‘marginality’ (Collins, 1986) to make visible their experience of ‘be-coming’ leaders, and the challenges that they experienced on several different levels: personal, professional, institutional, political and cultural. It will also examine how race, gender and class intersect in Black women’s leadership experiences, and how they tackle stereotyping in the making of Black female leaders. The chapter will examine how Black female leaders make creative use of their marginal positions to influence and reflect a radical standpoint on self, children, young people, families and community.

The purpose of this paper is to examine the experiences of aspiring school leaders who utilized artmaking (in this case, photography, poetry, music, collage, and short films) through Microsoft MovieMaker as a means for addressing injustices within surrounding school communities. The paper aims to explore how aspiring school leaders understood contemporary curriculum issues within increasingly culturally diverse school communities in the USA.

This two‐year qualitative study embedded in grounded theory examined the experiences of aspiring school leaders who utilized artmaking (in this case short films through Microsoft MovieMaker) to examine contemporary curriculum issues within surrounding school communities. This study is conducted within the naturalistic tradition.

The significance of artmaking encourages participants to visually articulate the lived realities of disenfranchised populations. Participants engage in artmaking experience self‐transformation and a calling to encouraging human agency.

In the wake of addressing issues of social justice, the highly charged emotions associated with addressing such issues is evident in the range of emotions that surface including, anger, fear, intimidation, deep sorrow, resentment, joy, and others. Very little scholarship exists for aspiring school leaders who confront issues of social justice in relation to the intensity of emotions and their work.

The purpose of this paper is to disseminate street gang research by Hesketh (2018) that has identified a major aspect of young disenfranchised people’s attraction to street gangs as edgework risk-taking. The study which sought to identify differences between those who joined street gangs compared to those who abstained on Merseyside.

Two samples were taken from locations within the five boroughs of Merseyside, the first comprising of 22 participants (18–25) involved in street gangs as active and ex-members with a second sample consisting of 22 participants (18–25) who had completely abstained from street gang membership. Data were collected through adoption of biographic narrative interpretive method (BNIM) (Wengraf, 2001), with analysis taking the form of Strauss and Corbin’s (1990) version of grounded theory.

Of the many findings that surrounded what was identified as the core category/central phenomena of “coping with limited opportunity” it emerged that marginalisation and austerity were contributing to increasing inequality and institutional constraint on young people on Merseyside. As a result, many of the 18–25 year young men felt powerless, lacking identity and aspirational drive. Joining a gang thus became not only a way in which control was seized back from such constraint through criminal risk-taking behaviour, what Lyng (1990) has termed “edgework”, but also a means in which many of the young men interviewed gained an identity of being “bad” from which intrinsically pleasurable seductive and criminally erotic sensations were derived (Katz, 1988). Moreover, a relatively new version of edgework was also identified, even though by way of male testimony. Called “vicarious edgework”, the phenomena sees young women drawn to male gang members (“bad boys”) to derive the excitement of risk indirectly while remaining law abiding. In sum, the paper highlights a concerning socio-psychological and key motivating driver triggered by marginalisation.

Study samples were all male. Thus, any observations on the vicarious edgework aspect of risk taking requires further research involving both young men and women.

The paper highlights the need for more understanding of the allure of risk-taking. The paper identifies a new form of female edgework. The paper draws attention to gang membership and non-membership on Merseyside, an area that has been greatly neglected by gangs’ studies in the UK. The paper describes a novel way of data collection using an adoption of BNIM.

In sum, the paper highlights a concerning socio-psychological and key motivating driver triggered by marginalisation. This, the author contends has been largely neglected by risk factor focussed interventions that largely concentrate on the idea of rational choice theory and sociological positivism.

The paper attempts to disseminate original street gang research by Hesketh (2018) that has identified a major aspect of young disenfranchised people’s attraction to street gangs as edgework risk-taking.

Purpose – This paper explores how the interactive dynamics of peer education models within independent youth media outlets facilitate and impede youth engagement in media activism and social change work, more broadly defined.Design/methodological approach – Ethnographic and participatory action research methods are used with the youth media hub, Youth Media Action (YMA), to examine the possibilities and challenges that peer media educators confront in cultivating a noncommercial space for the collective production of oppositional media. YMA specifically seeks to involve youth from marginalized communities.Findings – The results suggest that peer-to-peer education models do act as vehicles for political engagement as youth experience shared ownership, cultivate solidarity, and acquire community organizing skills through the collective production of oppositional media. At the same time, challenges can surface when peer educators juggle multiple roles and participating community youth groups espouse differing organizational values and pedagogical sensibilities.Research limitations/implications – This study offers a potential pathway for further research on how peer education and collective media making models influence youth citizenship and social change work.Originality/value – The focus on the organizational and social dynamics of peer education models is useful in understanding youth citizenship and digital access as a collective experience for youth living in disenfranchised communities that seek out these spaces for not only media making but also community building.

Nearly 200 Business Roundtable CEOs have recently pledged to run their companies for the long-term benefit of all of their stakeholders, including the communities where they operate. This article explores the central role of dynamic managerial capabilities in allowing organizations to fulfill their social mission, which involves fostering socioeconomic inclusion of disenfranchised members of society.

We draw on research in management, international business, and entrepreneurship to articulate why organizations need dynamic managerial capabilities to reconfigure organizational resources and practices for the pursuit of a social mission.

This article brings out how each dimension of dynamic managerial capabilities – human capital, social capital, and cognition may influence this pursuit. It also provides suggestions on how to develop these capabilities.

We contend that organizations need dynamic managerial capabilities to address the complex and dynamic interactions between the organizations and structural forces in the society perpetuating exclusion. Such capabilities are not built in but can be developed.

The purpose of this paper is to investigate the motivations, concerns, benefits and consequences associated with non-use of social media. In doing so, it extends Wyatt’s commonly used taxonomy of non-use by identifying new dimensions in which to understand non-use of social media. This framework encompasses a previously unidentified category of non-use that is critical to understand in today’s social media environment.

This is an exploratory interview study with 17 self-identified social media non-users distributed across age groups and socioeconomic backgrounds. A thematic analysis is conducted based on a novel extension of Wyatt’s framework and the risk-benefits framework. This is supplemented by open coding to allow for emerging themes.

This paper provides empirical insights into a formerly uninvestigated population of non-users who are prevented from using social media because of social engagement (rather than functional) barriers. It identifies how these individuals face social consequences both on and off social media, resulting in social disenfranchisement.

This is an initial exploration of the phenomenon using an interview study. For generalizability, future research should investigate non-use with a broader and random sample.

This paper includes design recommendations and implications for social media platform designers to mitigate the consequences experienced by socially disenfranchised non-users.

Addressing concerns of this newly identified class of non-users is of utmost importance. As others are increasingly connected, these non-users are left behind and even ostracized – showing the dark sides of social media use and non-use.

This work identifies types of non-use of social media previously unrecognized in the literature.

Although the civil rights movement in the United States occurred more than 50 years ago, voter suppression, as witnessed in the 2012 election, for diverse groups of people continues. The information presented in this article supports the teaching and learning of social studies within early childhood and elementary grades as teachers and students consider and examine issues and problems concerning those who have been disenfranchised as voters within the United States. The use of historic role models, artwork, musical lyrics, and primary documents are various ways to assist young learners as they analyze and confront controversial issues such as discrimination within a pluralistic society. Through research, young learners can construct narratives from the present to make meaning from historical figures, events, and places of the past. Children’s understandings of historical people and events that took action against discriminatory practices and opportunities to expand learning about the topic may enable them to take the lead to make our democracy a reality for life, liberty and happiness.