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Within the context of forced migration, literacy can facilitate liberation and participation, though literacy often serves instead to exclude. Given the ongoing global refugee crisis, literacy researchers must work toward understanding how literacy shapes the livelihoods of those impacted by forced migration. The purpose of this study was to interrogate the ways in which certain literacies were valued or disregarded in the pursuit of a college degree and to uncover the ways that refugee-background students navigated these limitations. Using a multiple case study, this research explored the experiences of six students from refugee backgrounds as they navigated the literacy expectations of the college program. This chapter highlights two themes – our way versus their way and playing the game – that highlight the ways that participants pushed against the literacy constraints that they perceived in the program.

Purpose – In order to explore how gender and sexual politics are played out in everyday practice within both the extreme right and jihadi-Salafist movements online, this chapter analyzes the content of two women’s only forums: The Women’s Forum on Stormfront.org and Women Dawah, a Turkish language pro-IS group chat on Telegram.

Methodology – The Women’s Forum and the Women Dawah data sets were analyzed using structural topic modeling to uncover the differences and similarities in salient topics between White Nationalist and Islamic State women-only forums.

Findings – The cross-ideological and multi-linguistic thematic analysis suggests that the safety of online spaces enables women to be more active, and serves digital support network for like-minding individuals. It also highlights that religion and ideology, whilst interwoven throughout posts on both platforms, they were more explicitly discussed within Women Dawah data.

Originality/Value – This research uses a unique data set which was collected over one year to conduct a cross-ideological and multi-linguistic thematic analysis, a relatively uncommon approach.

In this chapter, we explore the multilevel nature of reputation from a shared value perspective. Building on a large body of literature surrounding corporate reputation, we discuss how the creation of reputational value at the firm level may also lead to value shared by the industries and countries in which a firm operates, and vice versa. In examining the recursive and dynamic relationships, strategic implications emerge with regard to managing reputations globally. We argue that the value of reputation is determined by the ability to meet the expectations of stakeholders with respect to what they as an audience perceive as important. Stakeholders’ expectations and perceptions of what is valuable fluctuate across different markets and the more heterogeneous the markets in which a firm diversifies internationally, the more difficult it will be to manage all these expectations. By building on our understanding of firm, industry, and country reputation, and the recursive relationships between them, we contend that creating shared value (CSV), as part of the global reputation management process (GRM), is likely to be easier when there is contextual similarity and limited product diversification. Building on previous frameworks, and employing signaling theory, we create a simplified model of GRM that highlights CSV in the form of multilevel reputation. Distinctions are drawn between being efficient and effective as part of the GRM process and a corresponding typology is created. The chapter concludes with a discussion of strategic implications, alongside a few recommendations, and possible directions for future research.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

This chapter wishes to reiterate the crucial distinction, made by Max Weber as early as 1922, between scientific research and political action, and to recall the principles of separation and mediation from which the comparative and international approach in education sometimes derives. The current policies of education in a globalized world, planned at an international level, tend to euphemize cultural differences, and finally impose a functional and normative approach of what is meaningful, in the education arena. As a matter of fact, the concepts that comprise a language, that are disseminated and become established in a social world, are culturally rooted, though they are borne of history through dynamic and linguistic uses. By neglecting the social and cultural provenance of words and meanings, there is a danger that one can end up with a comparability based on functional equivalencies alone. The purely instrumental rationality that favors the spread of such frameworks or interpretative models appears indifferent to questions of meaning and culture, apart from being irrational on an axiological level. In keeping with the researcher’s responsibility to mediate, one must promote clarification and mutual understanding, replacing the standardization of words with a strong and critical illumination of the semiotic variations generated by their use. For this to be realized, efforts to challenge and reconceptualize the field deserve sustained theoretical tools promoting the very hermeneutic task of comparative education, in ways that more pertinently bridge a diversity of intellectual, professional, and societal cultures, in the context of a global program of neutralization of differences and otherness.

To compare France and Germany, we will take a new approach to the discussion on lifestyles and social stratification. Instead of anchoring our definition of social stratification in predefined concepts, such as social class and status, we will empirically explore the latent patterns of social stratification and lifestyles. Our strategy allows us to investigate whether social stratification is best measured by one, two, or more dimensions; and then to map the associated patterns of lifestyles onto this/these dimension(s).

As indicators of social stratification, we use education, household income, and occupational status; and to measure lifestyles, we use data from two surveys on lifestyles and cultural consumption (Media og kulturforbruksundersøkelsen 2004, Norway; and module Pratiques culturelles et sportives, Enquête Permanente sur les Conditions de Vie 2003, France). We limit our analysis to occupationally active respondents, 20–64 years of age.

We would expect our findings to differ somewhat between the two countries; but given that social stratification is a pervasive element of all modern societies, we would also expect to find common empirical patterns that may be of relevance to the way we conceptualize lifestyles and social stratification.