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Leadership educators must decide upon the theoretical paradigms and curricular approaches in which to locate their leadership programs and inform their practice. This application article features the mosaic approach adopted by Bradley University which places many and divergent pieces together to allow students to experience different conceptual frames and curricular or co-curricular elements. While this approach provides varied leadership opportunities for students to mix and match, the authors acknowledge the critical challenge which is to confirm whether they are indeed achieving a shared purpose.

The purpose of this paper is to critically engage with societal origins of public (dis)trust and public credibility of nutrition science and offer suggestions for addressing its public dismissal.

This viewpoint presents a conceptual analysis of public dismissal of nutrition science, drawing together perspectives on the relationships between science and society from the history, sociology and philosophy of science.

The origin of trust amongst scientists relies is actively tied to their social and moral status and science as a cultural activity is inextricably linked to institutions of power. Accordingly, trust in science relies heavily on public perceptions of those institutions, the ways in which citizens feel represented by them, and to what extent citizens consider these institutions to be held accountable. Ignoring this origin leads to expectations of science and scientists they cannot live up to and inevitable disappointment in those holding such expectations.

Managing responsible expectations asks that we first dismiss dominant portrayals of science as pure, neutral, value-free and fuelled by curiosity. Second, we should pursue a reorganisation of science, favouring social inclusiveness over scientific exceptionalism.

Post-truth dynamics are a source of concern in the dissemination of nutrition science. Rather than dismissing it as a consequence of public ignorance, a comprehensive engagement with post-truth arguments allows a constructive repositioning of nutrition science organisation and communication. It asks that we design research programmes and studies differently, incorporate different voices. Above all else, it asks humility of researchers and tolerant approaches to other perspectives.

The aim of the paper is to ethnographically detail the poverty-shame nexus in contemporary Spain, and to highlight the contradictions of the newly adopted consumption-based models of inclusion led by charities.

Drawing on 39 cases out of a sample of 78 gathered through two long-term research projects, the paper employs a mixed-methods approach that mainly draws on a multi-sited ethnographic approach and interviews.

The paper ethnographically documents major contradictions that shed light on the complex relationships between poverty, shame, work and consumption in modern societies.

This paper analyses the sources of shame in the experience of poverty and downward mobility, but also it opens new ground for understanding the complex poverty–shame nexus and lets some questions unanswered.

The contradictions highlighted shed light on the complex relationships between poverty, shame, work and consumption that may inform modern policies to fight poverty. Ethnography gives voice to these individuals that currently experience an increasingly precarious and unequal modern world.

The paper contributes to a better understanding of the processes that underlie modern poverty and downward social mobility and points out the contradictions generated by consumption-based models of inclusion.

While the poverty-shame nexus has been already analyzed from the point of view of stigma and exclusion from the labor market, the links between a growing consumerism and the neo-liberal values that underlie our modern societies are largely unexplored. The ethnographic contribution and the detailed case studies are also original in the case of Spain.

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

The purpose of this paper is to present a degendered organizational resilience model challenging current and dominant conceptualizations of organizational resilience by exploring how gendered organizational power structures, language and practices of everyday organizational life interplay and limit inclusive constructions of organizational resilience.

The degendered organizational resilience model was developed using Acker’s (1990) model of gendered organizations, Martin’s (2003) gendering practices, Lorber’s (2000) degendering and other feminist research on gendered organizations. The purpose of the model is to explore power structures, practices and language within the organizational context during conditions requiring organizational resilience.

A conceptual model for analyzing the theoretical development of organizational resilience is presented. The model analyzes the following three different aspects of organizations: power structure, to identify which resilient practices receive status based on established gendered organizational hierarchies and roles; actions, to identify how resilience is enacted through practices and practicing of gender; and language, to identify how and what people speak reinforces collective practices of gendering that become embedded in the organization’s story and culture.

The degendered organizational resilience model offers a process for researchers, managers and organizational leaders to analyze and reveal power imbalances that hinder inclusive theoretical development and practices of organizational resilience.

The degendered organizational resilience model can be used to reveal power structures, gendered practices and language favoring normative masculine organizational practices, which restrict the systemic implementation of inclusive democratic practices that incorporate and benefit women, men and other groups subject to organizational subordination.

This paper offers an original perspective on the theoretical development of organizational resilience by proposing a degendering model for analysis. A feminist perspective is used to reveal the gendered power structures, practices and language suppressing the full range of resilient qualities by restricting what is valued and who gives voice to resilient processes that lead to resilient organizations.