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Canada’s unique experience with formal knowledge networks over the last 20 years has brought together research and business partners in highly managed organizations. Describes the characteristics of these formal knowledge networks and indicates their success to date.

The birth of the African Capacity Building Foundation on February 9, 1991, was the culmination of intense efforts and groundbreaking commitment to capacity building in Africa by Africa Governors of the World Bank, the Bank itself and the cofounding Institutions ‐ the African Development Bank and the United Nations Development Program, as well as numerous other individuals. The successes chalked by ACBF towards attainment of its objectives have vindicated those who held the view that establishing an indigenous African institution, with focus on and commitment to the course of Africa’s development was the right course of action at the time. Twenty years on, ACBF has supported nearly 250 projects and programs in 44 African countries and committed more than US$400 million to build capacity on the continent. Projects and programs supported by the Foundation have drawn synergy with and complemented countless other activities of various development institutions operating on the Continent. ACBF’s support has been crucial in the building of development capacity in Africa, whether in ministries of finance and economic planning or central banks. For many among us who dedicated to this initiative and worked towards its realization, we remain humbled by the opportunity to witness the twentieth anniversary of ACBF.

This paper aims to expose techniques that telco vendors use for maximising revenue from their clients. Although the five-point strategy unearthed was based on the Canadian telco industry, it is interpreted as generic to the digital-age.

Findings are based on focus groups with telco vendors and client perception data. Inductive reasoning is used to generalise findings to other distinctively digital-age industries.

This paper finds five generic techniques that are used within the Canadian telecommunications (telco) industry to ensure that customers cannot control the cost of a smartphone. These techniques are described as an array of telco hybrid offerings, each with its own cost-structure and pricing strategy; the underestimation problem; devices are not geostationary; third-party agreements; and death-by-a-thousand-qualifications.

The research develops theory about modularity and platform technologies.

Findings and insights have implications for strengthening consumer protection arrangements in the teleco industry, as well as other distinctively digital-age industries.

This paper elaborates theory (particularly with respect to platform technologies and modularity). It interprets the flexibility that comes with modern technology as having a specific downside for consumers, namely, the removal of their capacity to control cost. As far as the authors have been able to ascertain, such an interpretation has not hitherto been presented. It is hoped that the classification of findings will become something of a public policy template for ensuring consumer protection.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Black women’s contributions to the struggle for educational equality and to the USA Civil Rights Movement have been deplorably under-examined and scarcely evident in educational literature. This historical, biographical account documents the life and challenges of one brilliant woman, Mamie Phipps Clark, PhD. The purpose of this paper is to consider how Mamie Phipps Clark encountered and connected with Thurgood Marshall to advance social justice and the historical outcomes in the Brown v. Board (1954) decision. More importantly, the ways in which young Black children perceived racial awareness and self-identity are examined, and the perniciously damaging effects frequently stated by children’s and their negatively held attitudes about skin color were revealed in her work (Clark and Clark, 1950).

This historiography examines Dr Mamie Phipps Clark’s scholarship. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s research agenda. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for just ideals for generations of children and women preparing the way for just educational integration.

Nevertheless, until women, and essentially Black women’s scholarship and civic contributions are valued as imperative to foundational educational, civic, social studies, history canons the entirety of history remains veiled. When women’s scholarship by which our country achieved civic ideals is fully accepted, multicultural educators for social justice and action will claim Mamie P. Clark’s merited inclusion in the social studies and educational canon. Without the position, knowledge and expertise of Judge Thurgood Marshall, the momentous 1954 movement toward educational equity and civic righteousness would not have occurred. It took his skill, but mostly his powerful Black maleness to bring about just passage of Brown v. Board. Further, without the influential testimony of Dr Kenneth Clark at Brown v. Board the crucial argument of the “pernicious effects of segregation” would have not influenced the court in the same fashion as that of a Black woman. In fact, in one account (Pohlman, 2005), Mamie, P. Clark’s work is not mentioned when referencing a court cases’ detailed circumstances of the doll studies. Interestingly, Dr Henry Garrett, Mamie’s racist doctoral advisor is mentioned in the preliminary Virginia segregation court case as a prominent witness in this integration case without note of Dr Mamie Phipps Clark.

Howard University’s motto, Veritas et Utilitas, Truth and Service was key to Charles Houston, Thurgood Marshall, Mamie P. Clark and Kenneth Clark’s moral code. They lived the possibility to intensify equitable, equal, and accessible education by enacting legal civil rights agency and action. Nevertheless, pending any woman scholar, essentially women civic scholars, Black women’s foundational social studies scholarship and contributions are wholly vital to our educational history and canons. It is only when women’s precedents are included into the literature by which our country achieved civic justice, then social studies educators and educational researchers may begin to achieve gender inclusive practice while transforming social studies scholarship to better all students’ worlds.

Dr Mamie Phipps Clark’s work endures, as does her history and advocacy for generations of children, especially children of color, as well as women scholars. Her equitable, historical place will be actualized as long as scholars continue to herald her scholarship and contributions to the civic and social studies canon of literature.

Dr Mamie Phipps Clark. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s scholarship. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for ideals for generations of children and women preparing the way for educational integration.

This issue is a selected bibliography covering the subject of leadership.

The global call to ‘leave-no-one behind’ cannot be achieved without tacking the intractable social issues faced by the most excluded people. There is increasing interest in using visual methodologies for participatory research in contexts of marginalisation, because they offer the potential to generate knowledge from people’s lived experience, which can reveal subjective, emotional, and contextual aspects missed by other methods; alongside the means for action through showing outputs to external audiences. The challenge is that the perspectives of those in highly inequitable and unaccountable contexts are – by definition – rarely articulated and often neglected. The author thus begins by assuming that there are unavoidable tensions in using visual methods; between perpetuating marginalisation by inaction, which is ethically questionable; and the necessary risks in bringing unheard views to public attention. Many experienced practitioners have called for a situated approach to visual methods ethics (Clark, Prosser, & Wiles, 2010; Gubrium, Hill, & Flicker 2014; Shaw, 2016). What is less clear is what this means for those wanting to apply this practically. In this chapter, the author addresses this gap through the exemplar of participatory video with marginalised groups. Drawing on cases from Kenya, India, Egypt, and South Africa, the author contributes a range of tried-and-tested strategies for navigating the biggest concerns such as informing consent; and the tensions between respecting autonomy and building inclusion, and between anonymity and supporting participant’s expressive agency. Through this, the author provides a resource for researchers, including prompts for critical reflection about how to generate solutions to visual ethical dilemmas in context.