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Many feminist scholars have challenged West-centric epistemologies and offered concepts such as multiple modernities and decoloniality as appropriate frames for understanding and challenging knowledge hierarchies. Much of these challenges have come from the two-thirds world, though some emanated from scholars located in the one-third world. This chapter presents two related discussions. First, the challenge of moving beyond binaries such as the Global North and South, or one- and two-thirds worlds, even though every region, nation-state, and locale is marked by many discussions, debates, and challenges between the privileged and marginalized within the realms, currently and historically. Second, our scholarly ability to consider a broader knowledge production process, especially evident through the productions through virtual spaces. I examine efforts to include indigenous knowledge by feminists, and reflect on the continuing challenges of dismantling knowledge hierarchies.

The purpose of this paper is to locate, describe and analyze the differences between the way migrants from communal cultures and local communities in Western Europe resolve intra-communal and inter-communal conflicts, and to use the findings to propose a hybrid alternative model that may be able to bridge across identified differences. Such a hybrid model will facilitate enhanced integration and adaptation between host and migrant communities, contributing to improved conflict resolution outcomes.

This paper starts with an exploration, review and analysis of existing relevant literature describing refugee/migrant–host community interactions and their consequences. The second stage includes review and analysis of relevant alternative dispute resolution (ADR) literature. The third stage undertakes an examination and analysis of the practices identified in stage two, and the fourth stage proposes a method that uses potentially “bridging” practices by incorporating useful and relevant elements from host and refugee communities’ ADR mechanisms, in a way that may help resolve inter-communal disputes.

The paper demonstrates significant differences between host and migrant communities’ dispute resolution practices and the integrability of relevant ADR approaches toward creating a usable, hybrid, bridging approach to handle inter-communal conflicts.

The paper proposes a hybrid “bridging” host–refugee inter-communal conflict management model. The proposed model should be tested to prove feasibility and viability.

Should the proposed model prove useful, the practical implications may lead to the construction and use of different (hybrid) conflict management mechanisms in appropriate communities. Such mechanisms may lead to a reduction in the number and severity of inter-communal conflicts.

A reduction in inter-communal conflicts within the framework of a host–migrant interface may have strong positive outcome to inter (and intra) communal relations and may reduce friction, crime, marginalization, hostility and radicalization.

The paper highlights the challenges to both migrant and host communities when it comes to finding a common ground for resolving inter-communal disputes and offers a pragmatic hybrid model to bridge cultural and functional gaps and help promote mutually satisfactory outcomes.

This research investigated ideas regarding the concept of culture in contemporary New Zealand by critically evaluating the formal consultation processes surrounding the issue of genetic modification. Such analysis provides a basis for advising those who work within public relations on subtle forms of marginalisation and exclusion, which could be reduced with increased awareness of the dynamics of privilege.

The research design involved a multi‐sited ethnographic approach drawing on three bodies of empirical data: participant observation within the Royal Commission of inquiry into genetic modification, textual analysis of the written submissions by Interested Persons to the inquiry, and interview material from people who were involved in the inquiry to varying degrees.

The main findings indicate that “culture” is often used in bureaucratic structures to describe the knowledges and practices of minority groups, where “minority” refers to those with less power, rather than those of smaller number. Lack of acknowledgement of the implicit privileging of dominant rhetorics allows for the further marginalisation of less‐dominant viewpoints. Insofar as policymakers have a responsibility to incorporate moral legitimacy and social justice within legislation, the findings encourage alertness to the dynamics and implications of unintentional exclusion.

I aim to assist in providing a language with which to better articulate subtle dynamics of power and privilege, exclusion and marginalisation, both generally and within discussions of best practice in public relations.

By providing a critique of a particular consultative process, this research highlights some of the limitations of bureaucratic consultation and discusses these theoretically as well as descriptively. It is hoped that these critical observations (from within a consultation setting that was remarkably inclusive and egalitarian by most standards) will assist consultative and advisory bodies, as well as policymakers, to design more inclusive processes for democratic participation and deliberation, particularly in relation to controversial technologies.

The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.

The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?

We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.

These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.

Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).

Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.

Examines the exercise of market power in vertical channels. Reviews the development of food systems over the past century. Presents neoclassical models arising from the work of Adam Smith, George Stigler, Harold Demsetz and John Spengler that are in juxtaposition to the more commonly advanced agency theoretic explanation of vertical organization and performance. Develops a structural model of price transmission in a channel that has differentiated product oligopolies at two stages. Increasing concentration at successive stages creates a problem of double marginalization. Vertical trading partners reduce it by avoiding vertical Nash (arms length) pricing via the use of trade promotions and other coordination methods such as private label. Finally, the rise in retail‐buyer concentration (six supermarket chains now control 52.6 percent of supermarket sales in the USA) portends a possible shift to the European model in which food retailers develop and promote their own brands.

The purpose of this study is to describe practical, generalizable competencies for reference librarians to promote civic engagement and social justice while assisting with politicized queries.

Working through an example of tension between land development and protection of an indigenous sacred place illustrates reference strategies that model an ideally inclusive community dialogue.

To promote civic engagement, librarians have a role to teach basic civics and to help identify opportunities for public comments and other “leverage points” in a system. An information trail for civic engagement is generated though an interaction between government planning, industry lobbying and citizen activism; it is supported by online and gray literature sources that typically fall outside of typical library collections and databases. A way to grapple with contentious and distorting political claims is to model ideal stakeholder inclusivity, a strategy that also helps to bring marginalized voices into the civic dialogue. Sources from the humanities express cultural and spiritual considerations that are absent from typical political discourse.

Strategies are based on experience as a staff writer for a community magazine.

Specific strategies and competencies promote civic engagement during the time period allowed by a typical extended reference dialogue.

An overly sunny view of community problem-solving glosses over some messy realities. To promote civic engagement, librarians must develop competencies to help citizens grapple with marginalization and distorting claims.

Calls to promote civic engagement and social justice in libraries require librarians to develop new competencies. Working through a case study illustrates specific knowledge and reference practices that support strong democracy.

Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies.

Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes.

The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies.

In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies.

Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.

The objective of this study is to understand how Arab entrepreneurs in Israel redress the disadvantage of the intersectionality of place and race by setting up their businesses in markets beyond their ethnic enclaves as well as by pursuing opportunity entrepreneurship and the role human values play in this process.

Using the portrait value questionnaire, a survey of Arab entrepreneurs in Israel was conducted. Multiple linear regressions were run to generate the findings.

The authors find that educated and non-conforming Arab men in Israel, driven by stimulation and universalism, successfully neutralise the intersectional disadvantage of place and race through entrepreneurship.

Care is advised in the generalisation of findings of this research to other intersectional communities as they emerge from the unique context of Arab entrepreneurs in Israel.

Education, stimulation and universalism facilitate entrepreneurial success beyond Arab ethnic enclaves whereas conformity suppresses it.

With the right attributes and values, marginalised individuals can emerge from the disadvantage of the intersectionality of place and race.

The study advances the intersectionality discourse from “what it is” and “what it does” to “what can be done about it”. It identifies the attributes and values that help Arab entrepreneurs in Israel to remedy their intersectional disadvantage.

This chapter defines and provides examples of activist criminology methods (ACM). Although many examples of ACM studies are provided, to date, no publications use this identification. The authors begin by questioning not only the feasibility but also the desirability of the ‘neutral scientist’. The authors then summarise the predecessors and contributors to ACM: ‘activist research’, participatory action research, and public criminology. The components of ACM are (1) including the public; (2) using reflexivity; and (3) ensuring the findings are relayed to the public and ideally, used to create change. Including the public has two subsections, the victims/survivors and the activists resisting the injustice studied. The authors discuss some of the challenges in conducting ACM, including academic marginalisation of this scholarship (and thus the difficulty of pursuing it, particularly if untenured), securing collaboration with activists and/or survivors, reflexivity on the power differences when collaborating with marginalised communities, and the near impossibility of achieving all the goals of ACM in one study. Although unnamed until now, ACM, as we describe them, has been conducted for hundreds of years around the world. The growing number of scholars historically kept out of academia due to race, gender, sexuality, class, and criminal history is no doubt related to the vastly increasing frequency of studies employing ACMs, as well as discussions and advancement of these methods.

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.