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Knowledge of how social movements move, diffuse, and expand collective action events is central to movement scholarship and activist practice. Our purpose is to extend sociological knowledge about how movements (sometimes) diffuse and amplify insurgent actions, that is, how movements move. We extend movement diffusion theory by drawing a conceptual analogue with military theory and practice applied to the case of the organized and highly disciplined nonviolent Nashville civil rights movement in the late 1950s and early 1960s. We emphasize emplacement in a base-mission extension model whereby a movement base is built in a community establishing a social movement school for inculcating discipline and performative training in cadre who engage in insurgent operations extended from that base to outlying events and campaigns. Our data are drawn from secondary sources and semi-structured interviews conducted with participants of the Nashville civil rights movement. The analytic strategy employs a variant of the “extended case method,” where extension is constituted by movement agents following paths from base to outlying campaigns or events. Evidence shows that the Nashville movement established an exemplary local movement base that led to important changes in that city but also spawned traveling movement cadre who moved movement actions in an extensive series of pathways linking the Nashville base to events and campaigns across the southern theater of the civil rights movement. We conclude with theoretical and practical implications.

This paper takes a contemplative analysis of non-violent activism in a hyperlocal context that is historically marked by violent clashes. It emphasizes the importance of placing nonviolent activities within leadership frameworks that prioritize collectivity, collaboration, adaptiveness, authenticity, and community interactions. It argues that non-violent activism can serve as a cornerstone of democratic practices, and plausible to a myriad of challenges in civic spaces. The assertion that violence is not a prerequisite for gaining the attention of authorities capable of enacting societal change is supported by several studies. This paper advocates for a reorientation of collaborative efforts between those in positions of authority and civil society leaders to foster progress. There is power in the decibel of voices of the people, to correct acts of omission and commission that is impacting negatively on the citizens. In context characterized by volatility and fragility, the paper suggests prioritizing the process of influencing, mobilizing and organizing responsive interventions rather than solely focusing on the ends or outcomes. Process-oriented approach creates containers for curiosity, relational, and experimental practices that interweave multi-dimensional perspectives. The social change actors navigated cultural and structural barriers to implement non-violent strategies, offering a compelling example of grassroots peace building. Overall, this paper findings underscores the significance of understanding both direct and structural violence in shaping citizen’s right within specific context. It highlights the efficacy of context-based leadership practices in promoting non-violent organizing for peace, particularly in hyperlocal settings. Moreover, it suggests that these findings could inform indigenous peace building that is inherently influenced by contextual factors.

Adopting a case study, I was able to elucidate a context-based leadership model advanced by local women that averted a probable political violence in Nigeria. A case study approach was adopted because it is a phenomenon that is bounded in time, context and advanced by a particular group of change agents. A case study with a constructivist approach was utilized to understand the context and sense making of the “why” and the “what”. In situatedness, the natural occurring data was cultivated, including one-on-one indepth interviews. Data was analyzed using a narrative analysis, which raised themes on resilience, collectivity, collaboration, risk and sustainability. The findings pivot a culturally based experience of leadership by women in a fragile context. First, I provided a contextual background, explaining the local context, including the socio-economic, cultural, political and historical factors that contributed to the emergence of the conflict. In addition, I explained the scope and nature of the conflict, describing the grievances and issues that led to the tensions within the community, and highlighting the key actors and stakeholders involved. Secondly, I analyzed the non-violent strategies and tactics employed by a group of social change actors to address the issue which involved non-violent protest, tactical community organizing, dialogic engagements and creative forms of interventions. Thirdly, I evaluated and explained the role of leadership in coordinating non-violent activities and actions, the effectiveness of their leadership style, relational and processual, that sustained the non -violent approach, and the challenges the group encountered. In addition, I explained the outcome from such leadership practice and lessons learned, with evidence of a dismantling of power dynamics, and shift in attitude to a non-violent disposition. Lastly, I explained how this approach may have broader implications for understanding nonviolent conflict resolution, social movements, and the promotion of peace and justice in local contexts and beyond.

A leadership practice that is relational and collective should have consideration for both the context where the leadership is exercised and deliberate on the processes necessary to hold containers for everyone to engage. This is gradually dismantling the hegemonic conceptualization of peace building, with a gradual shift of co-construction and sense making of peace building, with implication for more diversity and inclusion of persons and perspectives. It also underscores a system that deconstructs and departs form colonized thinking and contributes to conditions that enables and inspires alternative approaches to addressing oppressive power structures. (1) In unstable situations, leadership frequently arises from within communities, driven by individuals and groups intimately connected to their realities. The Nassarawan women embody this grassroots leadership, marked by wisdom, resilience, and a dedication to creating positive change despite significant obstacles. They embrace non-violent strategies, inspired by past successes, recognizing their potency in effecting change. (2) The leadership of these women illustrates the importance of mobilizing collective strength for justice and equality, showcasing how local leadership can catalyze transformative change for the better. (3) Indigenous styles of leadership possess the capacity to go beyond conventional concepts and embrace intricacy, flexibility, and inclusiveness. A multi-faceted leadership strategy becomes especially pertinent as it enables individuals to navigate complexity, confront challenges, and cultivate resilience within their communities, rather than depending solely on traditional methods.(4) The practice of peace leadership isn’t necessarily linked to official positions, titles, or authority. Rather, it appears as a continuous, intentional effort within community interactions, often arising from unexpected situations and sources.

Most of the women engaged in this leadership activity are located in remote areas, and this research had access to only a few who storied their experiences in ways they understood how to.

With the rapid shift and call for more non-violent activism, we must be open to sample the different textures relevant for varied conditions. This holds a huge implication for understanding the psychology of communities expressing the full human agency in exercising leadership that is contextually driven. The connection between local struggles and global movements for social justice and human rights is profound and multifaceted. Firstly, there’s a shared value across movements for equity, equality, justice, dignity, and human rights, spanning issues like environmental protection, gender equality, racial justice, and indigenous rights. Local movements increasingly emphasize building solidarity across borders, collaborating with similar movements worldwide through actions like protests and social media campaigns. This amplifies local voices on a global stage and underscores the interconnectedness of struggles. The leadership of the women’s group holds significant implications for global movements, offering insights into grassroots perspectives on social issues. Their localized knowledge enriches global discourse on social change, providing tangible examples of challenges faced by marginalized groups and culturally relevant solutions. Additionally, their commitment to nonviolent methods establishes a platform for marginalized voices and fosters solidarity across diverse communities. The group’s innovative approaches, drawing upon local resources and grassroots networks, demonstrate the power of community-driven solutions to address social problems. Moreover, their grassroots empowerment shifts power dynamics within communities and influences broader systemic transformations, all while advocating for justice through peaceful means. These practices not only spark global solidarity but also shape public discourse and policy agendas at state and national levels, highlighting the human rights implications of local issues like political corruption. Overall, the women’s group exemplifies the transformative potential of grassroots activism in effecting lasting change on a global scale.

The power for everyday peace leadership rests with the people and it is translated into meaningful outcomes when everyone has the opportunity to lead.

Research has been done on many women led movement in Nigeria, but this is unique, as it changed the narrative for an approach that was successful in shifting cultural boundaries in very fragile and uncertain context.

Recent scholarship has called for researchers to recognize the urgency of place-based education as a critical component of social studies pedagogy. This study seeks to understand better the relationship between place-based education, sacrificial listening and difficult history.

In this qualitative, arts-based research study, collaging is used to investigate how students use the theory of sacrificial listening while trying to make sense of difficult histories during a place-based history education experience. Students enrolled in a PBE experience received instruction about the theory of sacrificial listening at the beginning of a two-week course on the lasting impact of the civil rights movement. Students created a collage and responded to a reflection prompt about the course after engaging in course experiences, including travel to Oklahoma, Arkansas, Tennessee and Alabama.

Findings in the study demonstrate how sacrificial listening appeared, both explicitly and implicitly, in the ways students processed difficult history during a place-based education experience. Ultimately, the study found, though students organized their thoughts in distinct ways, they all leaned on the theory of sacrificial listening to make sense of what they learned.

Few studies have applied the theory of sacrificial listening as a pedagogical framework. Future research should build on this work, further investigating the theory as a pedagogical framework in conjunction with both place-based history education as well as other instructional settings.

This chapter provides an overview of prominent theories about areas in which college students develop and how they do so, as well as factors that hinder students’ growth. Although there are a multitude of theories about college student development, such as those that describe students’ moral or cognitive growth, this chapter will focus on theories that are most closely related to students’ mental health and wellbeing. The seven domains in which college students grow, according to Chickering, are reviewed first, followed by Sanford’s theory that posits that college students need a proper balance of challenge and support to develop. Next, the chapter explores Baxter Magolda’s theory of self-authorship, which proposes that college students are responsible for becoming adults by actively narrating their own beliefs, identities and relationships. The chapter concludes by examining various models of cultural identity development. Although these models are not specific to college students, virtually all students will develop their identities along one or more cultural dimensions before they graduate. Models of ethnic identity development, White racial consciousness and faith development are presented in detail.

Social movement organizations are concerned and cognizant of their public image and typically need to maintain positive public perception to gain and sustain support. White supremacist organizations believe that they are highly stigmatized, reviled, and surveilled groups and go to great lengths to protect their desired self-representation. Through a qualitative analysis of close to 2 million Discord chat messages from white supremacist organizations, I find that white nationalist groups attempt to cater their public appearances through three primary axes: organizational, activism, and individual/membership. This chapter uses concepts from Goffmanian sociology, such as Stigma, Impression Management, and Frontstage/Backstage, to highlight how political movements discuss, argue, and debate the public image they wish to deploy. Studies on right-wing movements tend to be “externalist” in the sense that they look at publicly available documents which privilege the views of leadership. This chapter uses a dataset which delves into the social movement “backstage,” enabling us to view white supremacists' private conversations, their impression management strategies, and how they wish to appear on the “frontstage.”

This paper aims to introduce, unpack, explore, make sense and share Hiraya Foresight via the Engaged Foresight approach as a futures concept, framework and methodology to reconceptualize foresight and reframe anticipatory processes to enable the self and communities to reimagine visions of the future. This indigenous foresight process offers to strip the husk and break the shell of conscious, colonial anticipation and reveal and liberate unconscious imagination that enables ethical aspirations to emerge.

This paper introduces and examines the context, purpose and process of the four waves of the Hiraya Foresight Framework via the Engaged Foresight approach. These were constructed through the use of the Engaged Foresight approach, through workshops, a literature review and an action–learning approach. The first wave, lawak, looks into the breadth of foresight. The second wave, lalim, looks into the depth of foresight. Tayog, the third wave, looks into the peak of foresight. Finally, the fourth wave of foresight kababaang-loob contemplates the nature, values and wisdom of foresight.

This paper shares the processes, experiences and impacts through five case studies where the Hiraya Foresight Framework via the Engaged Foresight approach was applied. This paper shares the impacts of Hiraya Foresight in democratizing and indigenizing futures literacy.

This paper describes and offers Hiraya Foresight via the Engaged Foresight approach as an indigenous approach to decolonize futures studies and foresight practice.

Since 2011, the Extremism Risk Guidance (ERG 22+) has been the primary risk assessment framework used for terrorist and violent extremist offenders in England and Wales. The aim of this study was to conduct a rapid evidence assessment to examine the research literature on the ERG22+ factors and to identify possible significant new and emerging knowledge around potential new factors.

Searches were conducted of the Google Scholar database to identify relevant literature published between 2012 and 2020. In total, 29 documents were identified, which examined new radicalisation models and frameworks, 339 were identified, which explored to some extent one or more of the current ERG factors, and a further 138 articles were identified, which focused on potentially relevant additional issues/factors.

Most of the ERG factors were the focus of substantial research activity between 2012 and 2020. Six factors, however, received very little research attention. Potential implications of these trends are considered. Ten research themes were identified with the potential to either form new factors or which could play a significant role in the updating or revision of some existing factors.

This paper is the first rapid evidence assessment on the ERG22+ risk factors. It provides an important picture of the published scientific research of potential relevance in this area and helps to inform the review process for the ERG22+.

The study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings?

A total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration.

The study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone.

Despite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.

The paper redefines workplace spirituality (WS/WPS) by transcending the existential vacuum (in psychiatric terms a sense of lack of meaning of human existence and thus of work), leading to the development of workplace creativity, productivity and satisfaction, targeting operational profitability and organizational optimization.

Spirituality is analyzed philosophically, following the Nietzschean definition in response to Schopenhauer’s primordial suffering. Philosophical syncretism yields a viable organizational culture change model of spiritualizing the workplace. For this purpose, specific techniques are proposed which are combined with those already applied to various large companies and organizations.

Spirituality in the workplace acts as a catalyst for developing beneficial qualities by increasing employee job satisfaction, organizational efficiency and business profitability, when equally responding to stakeholders’ needs.

The suggested change model holistically fosters organizational, operational, individual and collective effectiveness through work place spirituality redefined.

For the first time spirituality in the workplace is discussed under a brand new perspective, resulting in an interdisciplinary emerging model, contributing to the field by providing guidance to academics and practitioners to its auspicious implementation through organizational culture change.

Higher education institutions (HEIs) are increasingly aware of their role in developing and implementing a sustainable paradigm, with the potential to accelerate progress toward sustainable development (SD). Therefore, this study aims to investigate the environmental, social and governance (ESG) and sustainable development goals (SDGs) practices of the University of Southern Santa Catarina (UNISUL) and, based on this analysis, indicate how HEIs in general can contribute to the promotion of these concepts.

The study was based on the authors' experiences and participant observations made during the establishment of sustainability practices at UNISUL. Additional data collected from documentary research and literature review were analyzed qualitatively.

The results show that sustainability is present in UNISUL’s educational and management processes as actions related to all SDGs and, thus, to all ESG dimensions. On the other hand, it was noted that many actions identified in the literature are not present, with governance being the dimension with fewer practices, thus indicating possibilities for improvement. In this way, new practices were suggested.

New actions linked to SDGs and ESG at UNISUL were identified that can be adopted by other HEIs.