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This chapter of exploratory nature aims to provide an account of the reviewed literature and presents some empirical cases to come to conceptualize dogs as social actors with different legitimate roles in the working, social, private, economic, and family life of human beings.

This chapter is the product of a research inspired by the great interest of the authors on rising awareness of the importance of dogs in human working lives. For this, a purposive literature review took place; we consulted scientific studies databases, and also gathered information from market research agencies, and other general media resources. To have a more comprehensive view, and to respond to a specific question on dogs at the workplace, a selection of cases is used to illustrate. For the case studies, secondary data research was used, and individual, structured interviews were conducted and analyzed.

This chapter reviews the relationship between humans and animals. It identifies attitudes and perception toward animals, highlighting the evolution of the intimate bond and the deep relationship between dogs and humans. It describes some cases of dogs as working beings at the service of human functions and dimensions of the pet care markets. Finally, it presents some cases of pet-friendly work environments.

The novel contribution of this chapter is putting dogs in the management of diversity academic literature. In this study, we find that the role, meaning, and purpose of dogs in people’s lives (and in many cases in organizations) are being underestimated. Including and making visible the presence of dogs in the personal, work, and well-being of people represents challenges to be addressed by managers. Additionally, it represents challenges to think about and investigate the welfare of dogs that interact with human beings in productive environments.

The purpose of this paper is to explore the concept of a whole‐person approach to educating for sustainability (EfS), with a focus on persons' identity, motivation and higher order dispositions. To propose that approach as an alternative to the prevalent focus on specific capabilities and competencies in higher education for sustainability. The paper brings to bear psychological research on the development of critical moral consciousness, research on dispositions for learning in higher education, and field research on spiritually inspired service‐learning.

In this paper, critical analysis is undertaken on the discourses that represent two fields of study in order to explore the application of the theory of the ontogenesis of “critical moral consciousness”. The model is applied to two discrete areas to consider implications for higher education – field research on grass‐root Baha'i‐inspired service‐learning and EfS, and students involved in design education.

The findings suggest that a whole‐person approach to EfS may yield more fruitful societal and personal benefits than traditional, and predominantly, behavioural approaches.

The paper only refers to two case studies. One case study is of a faith based organisation used to represent a whole‐person approach to EfS in a social context. It could be that the findings of this case are influenced by perceptions of religious activity (for both authors and readers). The second case study is of a particulate discipline area – design. Whilst the findings represent learners in the design context, it may be that learners in different contexts have different (or similar) results.

Sustainability has now become a common orientation for learning. The paper contributes conceptual understanding of the types of dispositions higher education needs to foster, as well as congruent pedagogies, in order to nurture human motivations necessary to advance sustainability. In particular, there is a need for EfS to focus on the cultivation of critical moral consciousness and higher order dispositions as a specific orientation towards studies, work, and social interactions.

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to relational family engagement, a new approach to engaging families in their children’s early learning. Relational family engagement is discussed as central to effectively engaging culturally and linguistically diverse families as active contributors to their children’s lifelong success as learners. The authors delineate three principles fundamental to relational family engagement, supported by an interdisciplinary review of research. Reflective practice is explored as a pathway to relational family engagement. The authors assert that the integration of reflective practice holds promise as a way to facilitate and deepen relationships among staff in early childhood programs, between the early childhood education program staff and families, and between families and children, such that children’s early learning experiences are enhanced across both home and preschool contexts while drawing upon their families’ cultural and linguistic assets.

Family involvement is traditionally conceptualized as the role parents assume in formal early childhood education (ECE) settings, such as preschool. However, family involvement in early learning is not limited to formal, school-like experiences. For many children, much of their early learning occurs with parents, family members, and other informal caregivers within the home and during outings into their local communities. Therefore, finding innovative ways for communities to engage families in their young children’s early learning process is very important. Public libraries are well-established community resources that are recognized by families as reliable institutions with trustworthy information. This chapter suggests that public libraries hold great potential to provide early education experiences that naturally encourage family involvement in early learning. First, we review how public libraries are well positioned to support family involvement in children’s early learning. We also highlight recent library-based efforts to reach families with research-informed learning experiences that support children’s school readiness. A case study of one public library’s partnership with university researchers to deliver library-based interactive parent-child programming is presented. Finally, we address national efforts to include public libraries within statewide early childhood comprehensive systems and important considerations for building upon the potential of public libraries to support families with young children.

We discuss adoption as a diverse family structure in America. Adoption has existed in some form throughout the history with the portrayal varying by historical epoch. Adoption has been both disparaged and idealized to perpetuate the interest of elite players. This chapter discusses adoption in terms of the changing demographic which 21st century families face. In this manuscript, we first discuss the history of adoption in the United States including its impact as social control of premarital sex. Then the three players in the adoption triad are discussed and analyzed. Finally, we highlight how demographics of race, class, gender, and sexuality impact the adoption experience by 21st century families. Specifically, we explore the recent National Survey of Adoptive Parents from the United States Center for Disease Control and look at the modern adoption experience

This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic minorities. It focuses on the accommodation of children’s diverse backgrounds within the s 31(2) threshold and s1 “best interests” stages of intervention under the Children Act 1989. First, it introduces the ethnic child protection penalty as a new tool for capturing the complex nature of overrepresentation of these children. Second, it proposes a framework for understanding the judicial approach in higher court decisions on the current extent and nature of accommodation. Third, it employs the penalty concept to help explain why case law analysis reveals difficulties with the current factor-based approach, whereas empirical research suggests generally satisfactory accommodation in practice. It concludes by proposing a contextualized framework for decision-making in relation to child protection.