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The purpose of this paper is to present an evaluation of a community-based arts programme for older people in Nottinghamshire.

The evaluation was conducted using a combination of pre- and post-initiative quantitative questionnaires and qualitative focus group interviews. This paper focuses upon the findings from the focus groups.

Participants reported feeling more positively about ageing and being more motivated to pursue new opportunities at the end of the programme. Five themes emerged from the focus group interviews, namely age and ageing, the finished product, new opportunities, aspirations and the future and personal benefits. These related to increased confidence, having greater creative expression, meaningful occupation and opportunities for socialisation.

The programme was found to be successful in helping individuals feel more positive about their age, to feel more confident and motivated, to engage with others through mutual creativity, as well as to challenge negative social stereotypes of older people.

The paper will be of relevance and value to those working with older people and those with an interest in the arts. This evaluation demonstrates the diversity of the older population with older citizen’s voices being at the heart of the programme.

This lesson uses Steel Town to explore the making of steel and life in a steel mill town during the Great Depression. Moving through four centers, students explore resources such as photographs, first-hand accounts, recipes, and songs from the era to learn what life was like at a steel mill, in a steelworker’s home and neighborhood, and throughout the town. Based on their analyses of the resources provided, students compare the benefits and drawbacks of technology to answer the ultimate question regarding steel production: “Is it worth it?” This lesson was created for use in a second or third grade classroom but can be adjusted for older students with the extensions provided.

The authors sought to examine how hegemonic masculinity and sexism functioned in a storied, historic corporation, a test of MAnne's (2017) claim that misogyny is a structural phenomenon rather than being about anger and hatred of individual men.

This study was an archaeological excavation of discourse in a well-documented employment relationship. The researchers were informed by feminist poststructuralism and drew on critical discourse analysis of labour arbitration and media from the case of a woman, twice wrongfully dismissed.

The authors concluded that the employer was the site of hegemonic masculinity, which led to a train conductor being repeatedly targeted and demeaned in a bad faith and discriminatory manner for disrupting the conductor’s employer's patriarchal strictures. The authors found that misogyny shaped the conductors’s experience as a repeated pattern of abuse, a gendered feature of a patriarchal organisation, and a coercive matter of maintaining the conductor’s subordination. The authors also found that the male arbitrator in the conductor’s second dismissal arbitration became complicit in misogyny by penalising the conductor for acts of resistance, giving the employer what the employer wanted, to purge the conductor for violating the patriarchal norms.

The authors traced how a historic corporation demonstrated vulnerability to the resistance of a lone female worker, who faced discriminatory, disturbing and bad faith managerial behaviour in the creation of the conductor’s own meaning and resistant identity. The authors concluded that evidence of the regulation of employee relations, such as the decisions of arbitrators, can reveal the processes and outcomes of work under hegemonic masculinity, sexism and misogyny.

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.

Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.

The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.

This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.

The purpose of this essay is to highlight the urgent need for antiracism resource generation in organizations today.

This essay weaves together popular press articles, academic writings and the authors' lived experiences to summarize, clarify and extend the work needed inside of organizations and academia to dismantle systemic racism.

We define antiracist resources as personal and material assets that counteract systemic racism through informing and equipping antiracist actions, and identify three resources—adopting a long-term view for learning the history of racism, embracing discomfort to acknowledge racist mistakes and systematically assess how organizational structures maintain white supremacy—for organizations to address systemic racism.

While there is a critical need for more antiracism research, there are standards and guidelines that should be followed to conduct that research responsibly with antiracism enacted in research design, methodology decisions and publication practices.

The authors call for organizations to directly counter-racism via antiracism resources and offer examples for how these resources can inform and equip companies to create equitable workplaces.

This essay offers: (a) an updated, timely perspective on effective responses to systemic racism (e.g. police brutality and COVID-19), (b) a detailed discussion of antiracism resources and (c) specific implications for antiracism work in organizational research.

This paper investigates the fit for purpose of the flip model proposed by Max Planck Society and Plan S for the African environment. This flipped model is examined against the backdrop of African imperatives, which is much broader than just flipping a journal pricing model from subscription to open access. This paper also seeks a viable alternative model that supports the growth of African scholarship and the dissemination thereof.

This paper adopts a descriptive research methodology, which allows for an in-depth analysis of a phenomenon. By using this method, this paper describes a flip model proposed by global north entities, which do not augur well for the growth of the OA movement in Africa.

The findings demonstrate that the global north centric flipped model exacerbates the inequality in the publishing landscape by further marginalizing the research voices from the global south. Africa is in dire need of an alternative that denorthernizes the publishing landscape, promote equity and equality, and is more inclusive of the research voices from Africa. South African academic libraries have demonstrated their willingness to experiment with and roll-out library publishing services. This proof of concept has been extended into a continental platform for the publication and dissemination of African scholarship.

This paper will be of interest to those who are grappling with viable alternatives to the current flip models, which include, inter alia, university leadership. This paper will also be of interest to global north libraries who are embarking on library publishing without the social justice obligation but are committed to the OA movement.

This chapter connects colorblind ideology to organizational processes. Despite advances in our thinking about colorblindness as the current dominant racial ideology, scholars are reluctant to tie this ideology to organizational processes – creating the impression that colorblindness is an individual attribute rather than a structural phenomenon. Because the frames of colorblindness are usually interpreted through interviews – as opposed to organizational practices – focusing on the frames reinforces the sense that ideologies are free-floating prejudices unconnected to social structures. In this theoretical piece, we draw on the organizational literature, to tie Bonilla-Silva’s colorblind frames – abstract liberalism, cultural racism, the minimization of racism, and naturalization – to organizational processes, showing how mundane organizational procedures reinforce structural inequality. We argue that organizational policies and practices rely on normative Whiteness, devaluing the cultural norms of nonwhites, and passing those practices to successive administrations. Ostensibly nonracial procedures such as hiring, promotion, and performance reviews are rife with racialized meanings.

This chapter focusses on contradictions within existing legislation to develop an equitable and effective educational system for those with special educational needs and disabilities (SEND). It highlights tensions between the underlying aims of the legislation and the implementation of policies, specifically on admissions and exclusions with reference to the current government proposals for an increase in Alternative Provision (AP). It considers the response of Multi-Academy Trusts (MATs) to ensure an acceptable practice of inclusion while raising overall standards of attainment. It also considers the Government Green paper response to increasing pressure from parents for more appropriate levels of support for their children with SEND.

Research on racial inequality in organizations typically (1) assumes constraining effects of bureaucratic structure on the capacity of powerful actors to discriminate or (2) reverts to individualistic interpretations emphasizing implicit biases or self-expressed motivations of gatekeepers. Such orientations are theoretically problematic because they ignore how bureaucratic structures and practices are immersed within and permeated by culturally normative racial meanings and hierarchies. This decoupling ultimately provides a protective, legitimating umbrella for organizational practices and gatekeeping actors – an umbrella under which differential treatment is enabled and discursively portrayed as meritocratic or even organizationally good. In this chapter, we develop a race-centered conception of organizational practices by drawing from a sample of over 100 content-coded workplace discrimination cases and analyzing both discriminatory encounters and employer justifications for inequality-generating conduct. Results show three non-mutually exclusive patterns that highlight the fundamentally racial character of organizations: (1) the racialization of bureaucracies themselves via the organizational valuation and pursuit of “ideal workers,” (2) the ostensibly bureaucratic and neutral, yet inequitable, policing of minority worker performance, and; (3) the everyday enforcement of racial status boundaries through harassment on the job, protection afforded to perpetrators, and bureaucratically enforced retaliation aimed at victims. The permeation of race-laden presumptions into organizations, their activation relative to oversight and bureaucratic policing, and the invoking of colorblind bureaucratic discourses and policies to legitimate discriminatory conduct are crucial to understanding the organizational dimensions of racial inequality production. We end by discussing the implications of our argument and results for future theory and research.