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In this chapter, we purport that “excessive entitlement” is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the correctness of their actions. Through a critical examination of personal stories, theoretical literature, and common school practices, we create a collage of thoughts that highlight some of the complex factors that intersect with excessive entitlement, albeit considering what may be determined “excessive” and by whom.

We use a dialogic format, in this chapter, but do not engage in an actual duoethnography. We address the following questions: How does one (a) create an ethical habitus, constantly being aware of one's responsibility toward the Other, (b) reflexively and humbly practice self-accountability in a manner that recognizes one's positionality and status that is grounded in historical privileged, personal power dynamics, and systems of oppression, (c) develop dialogic ways of being in a neoliberal ethos of systemic accountability within prescriptive curricula, and (d) as teacher educators, assist students in understanding and practicing such dispositions.

We discuss how developing dialogic ways of being, treating others with respect, practicing humility in the face of other people, and learning to respect and build on difference disrupt excessive entitlement. We also explore complexities around the attempt to create “safe spaces” for students, given risks of self-deception and appropriation of students' meaning-making.

In this study, I use currere to examine excessive entitlement in my own high school education. By “excessive entitlement,” I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for granted, for example, the correctness of their actions, closing self-awareness, and more equitable relations with others (especially students). On a structural level, it includes, for example, societal norms, school policies, educational traditions, and often laws. Specifically, I present findings examining three levels of curriculum – the formal or explicit, the implicit or hidden, and the null or present/absent. I offer my own story as a case study of how schools and teachers may silence and erase student identity and culture as well as how more inclusive and dialogic teaching approaches (and methods of inquiry) can counteract and offer alternatives to such oppressive forces. My framework includes professional ethics, moral ethics, and social justice ethics. Looking back at my history as a gay high school student, I discovered that my school's explicit curriculum provided teachers with a safe haven for bigotry and hostility toward LGBTQ students (as well as female students and students of color), and its hidden curriculum projected messages that privileged such a curriculum (and denigrated epistemologies more on the margin). It was only in the null curriculum that I began to experience a sense of liberation and inclusion and an awareness of the multiplicity of epistemology and ontology.

The hospitality and tourism industry is strongly influenced by new and immersive technologies, such as augmented reality (AR), to enhance customer experiences across a diverse set of touchpoints throughout the visitor journey. This paper aims to provide a holistic understanding of AR marketing for this industry context, present a number of fundamental premises of AR marketing within it and establish an agenda for future AR research.

This study reviews current literature on AR marketing, hospitality and tourism and industry use cases for the creation of a proposed conceptual framework to guide scholars and managers. Based on that, the authors propose fundamental premises.

The three fundamental premises of AR marketing presented are the need to clearly differentiate between AR and virtual reality within hospitality and tourism; the use of AR for the on-trip experience; and the combined focus on content, context, customer and computing devices for a successful strategic implementation of AR.

This study serves as a first point of reference for the strategic integration of AR into hospitality and tourism marketing, both from an industry and academic point of view.

The authors provide a number of managerial recommendations based on our three fundamental premises.

To the best of the authors’ knowledge, this study is one of the first to holistically characterize AR marketing in the hospitality and tourism context. It also highlights the fundamental premises of successful AR marketing and future directions of AR research today and in a spatial computing future.

The study aims to explore how young adults perceive cooking contents on social media and their interaction with it.

Qualitative study using semi structured interviews with Brazilian young adults who cook (19–24 years old, n = 31) was the method employed. Interview audio recordings were transcribed and submitted to inductive and reflexive thematic analysis.

Data analysis generated six different themes. Young adults valued the profiles’ aesthetics and quality in terms of straightforwardness, trustworthiness, novelty and authenticity of information; they also identified with the profiles’ authors. When pressed for time, aesthetics was less valued than straightforwardness. Participants felt overwhelmed by the excessive information on social media and developed coping strategies to deal with this issue.

The lack of cooking and food skills is a recognized barrier for healthy eating in the young adult population. Social media can play a prominent role in delivering cooking-related information to the younger generation, but research on people’s perceptions of the cooking content available online is scarce and does not focus on how actual engagement with the available content happens. This qualitative exploration revealed which features young adults prefer when using social media to access cooking content, which can inform future interventions to promote cooking and improve health.

Resilience of long-lived family businesses has been widely acknowledged but the mechanisms enabling longevity need to be further investigated. This can be done by examining how narratives about crisis situations are processed in family firms.

Based on narrative interviews, this qualitative study examines how crisis situations have been dealt with and narrated by long-lived German family firms.

Narratives of survival can have a strengthening effect so they become also narratives for survival. The analysis reveals how the constructive management of crises contributes to emotional attachment, identification and commitment and also strengthens resilience and longevity.

The study contributes to narrative identity theory by answering calls for narrative analysis and capturing the influence of narratives on family firms and business families. The discussion of the findings leads to the narrative processing model showing how past crises are processes to gain identity and resilience in the future and how the business family can influence this process.