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This study aims to examine the question “How can we understand the dynamics that give rise to multiplicities of overlapping controls (MoOCs)?” and explore the role of local politics in the emergence of such multiplicities.

Building on assemblage theory, we use an in-depth case study of local government in France where a Socialist and Green coalition (the “Coalition”) replaced a long-standing Communist administration. The Coalition introduced a comprehensive set of new management control systems (MCSs), layered onto pre-existing systems.

The proliferation of new MCSs, together with the persistence of legacy MCSs, gave rise to a MoOC. Linkages between controls constituted potential points of rupture around which the assemblage changed and shifted the nexus of control. Whereas densely populated areas of the assemblage provided sites for conflict in the battle to influence the allocation of resources, some MCSs became isolated or were reterritorialized by political groups seeking autonomy from the new management.

We highlight the material consequences of political contentions around MoOCs that obfuscate, and at times frustrate, the implementation of a programme for government.

We contribute a set of concepts pertaining to the dynamics of MoOCs. We offer an alternative perspective on the disappointment associated with the adoption of new management tools in the public sector, showing how MCSs can become battlegrounds for political contention rather than tools for management improvement. We contribute to literature utilizing assemblage theory for analysing management accounting change.

In this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.

Using an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.

Examining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.

Educators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.

This study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.

This qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.

The spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.

This research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.

To conduct a cross-border transaction, participants need an exchange object (goods) and at least two direct parties (the seller and the buyer), forming the foundation of a significant exchange mechanism. Beyond the primary buyer and seller, the transaction involves intermediaries, representatives of actors, carriers, insurers, state officials, and other individuals. These stakeholders engage at various levels, ranging from international and national to regional and local communities. The authors propose a novel way to classify stakeholders based on their involvement in value-added distribution. Trading operations enable actors to gain a trading margin; many stakeholders participate in this process. One group of stakeholders contributes to shaping the “rules of the game,” establishing framework conditions and limitations for cross-border commodity exchange. Another larger group experiences the direct or indirect impact of export–import operations on their activities. This distinction among stakeholders leads the authors to develop a two-tier model for trade relations in border regions. The model differentiates between exogenous and endogenous factors influencing the dynamics of the resulting features, making it possible to examine border regions' development under the influence of cross-border trade dynamics.