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A collaborative autoethnography (CAE) conducted by six Belizean educators in a US-based PhD program in Language, Literacy, and Culture Education and one of their faculty members is presented in a creative, dialogic format in this chapter. The group of educators embarked on this reflective self-study to explore how their programmatic language and literacy education knowledge was taken up, remixed, rejected, indigenized, or transformed into local Belizean pedagogies and curricula. Using CAE methods of narrative data generation and dialogic analysis and reflection, the educator-researchers examined the degree to which their program met the expectations of Tierney's (2018) global meaning making endeavor. They found that being vulnerable learners and building their own disciplinary confidence and competence enabled them to take up the new ideas they were encountering, and that new learning led to transformative shifts in their pedagogical philosophies that included culturally relevant and proactive pedagogies. They also innovated and remixed pedagogies in their teaching contexts while wobbling with how to create sustainable changes. This work indicates that Western, US-based universities and programs can, with intentional macro- and micro-curriculum design and ongoing critical reflection, facilitate cross-cultural, international language and literacy programs that enact decolonizing and emancipatory curricula and practices.

Executives at biotechnology firm Genzyme are debating funding a clinical trial for a new version of a medical device called Synvisc. The trial is expensive and the odds of success are not high, but the upside is substantial. The case presents a common business question: invest or not? The case forces students to think about customer insights, wrestle with a number of complex issues, and evaluate the financials of the decision.

The case is ideal for teaching financial analysis and decision making. It can also be used to teach marketing, new product strategy, and healthcare industry management.

We conducted a narrative analysis of a collective narrative comprising inscriptions left on the locally famed “Apology Wall,” written by thousands of community members in the immediate aftermath of the 2011 Vancouver Stanley Cup Riot. In considering the Apology Wall as an “evocative object,” this study emphasized the significance of material objects as meaning-making devices. Interpretation of themes was conducted through a constructivist lens, specifically guided by literature concerning meaning-making following negative life events. Results bolstered the significance of the Wall as a sense-making device that provided a forum for the community to collectively share positive emotional expression, construct solidarity and collective identity, and express desires for restoration. By studying this collective narrative, the study not only illuminated how those affected constructed meaning after the Vancouver sports riot, but it also contributes to the literature on how communities, in general, make early sense of and respond to destructive events.

This paper aims to present findings from 440 responses regarding the experiences of supervision, coping and well-being of 83 service providers and policymakers from eight countries working to support children’s well-being during the COVID-19 pandemic.

A smartphone survey hosted on a custom-built app was used. The data were analysed using qualitative content analysis. The data were gathered in the last quarter of 2020.

While most respondents described the supervision they received as “useful” – both personally and professionally – and reported several characteristics of effective supervision practices, concerns about not receiving optimal support were also voiced. Respondents shared a range of stress management and other self-care practices they used but also revealed their difficulties optimally managing the stresses and anxieties during the COVID-19 pandemic. As a result, some respondents shared they were feeling helpless, unmotivated and unproductive. Yet, overall, responses were imbued with messages about hope, perseverance and self-compassion.

Using a bespoke smartphone app, rich and intimate insights were generated in real time from a wide range of professionals across high- and low- and middle-income countries – indicating the need to better support their well-being and service delivery.

Parent-focused interventions (PFIs) are a promising method for supporting parents and promoting children’s well-being. Few PFIs in the USA, however, include physical health promotion content and are universal programs. The purpose of this paper is to describe a universal health-promoting PFI for parents of elementary school-aged children and demonstrate proof of concept.

The program emphasizes positive parenting practices, stress management skills and physical health promotion strategies and recommendations, and is part of a larger initiative that includes a continuum of universal, developmentally appropriate, health-promoting PFIs for civilian and military parents. The program was implemented at two community sites in rural Pennsylvania with 20 civilian parents completing pretests and posttests. Study measures assessed parenting, stress and stress management and physical health promotion related outcomes.

Parents reported decreases in suboptimal discipline and feeding practices, stress and child internalizing behavior. They also reported increases in their sense of control in managing child behavior, coping socialization, child’s outdoor playtime and health recommendations met.

While these preliminary findings may not be generalizable, they serve as proof of concept, which suggests that more rigorous research on the program is warranted.

Implementing a universal, health-promoting PFI within the USA is viable and has the potential to impact multiple short-term outcomes.

Parents are among their child’s earliest and most influential educators, and this study lends further support to their role as health educators. Given the significant public health benefits of holistically promoting child health, the time has come for universal PFIs to begin including physical health promotion content.

This study considers an under-explored pathway of immigrant business expansion beyond contemporary models of ethnic entrepreneurship.

We push against dominant theories of immigrant adaptation and small business, such as assimilation theory, to explain a rise of franchised small businesses among Indian Americans. We combine two cases on Indian American small business ownership, based on years of qualitative fieldwork each.

Indian Americans have forged a new path of immigrant business growth beyond either enclave or middleman minority businesses. The growth of franchised stores by immigrants remains underexplored in the immigration and work literature. Their growth in the industry signals a type of mobility, by moving more into corporate models of business ownership and performance. Yet, their success has depended on many of the same mechanisms that define lower end, informal ethnic businesses, such as a reliance on ethnic social capital for information and financing, strategies to avoid racism, co-ethnic labor, and the like.

Like any qualitative study, it is limited by its lack of breadth. But, given that it combines two cases, it compensates for this challenge more than otherwise.

This chapter furthers the argument that immigrant mobility does not necessarily mean assimilation and in fact can represent a collective response against assimilationist tendencies. This continued collective strategy to mobility is all the more necessary in the face of neoliberal economic models that place greater burdens on individuals.

Society’s relations to animals pose possible blind spots in sociological theory that may be revealed and illuminated by studying systems of human‐animal interaction. By investigating whether and how animals enter into key processes that shape self and society we may determine the ways in which animals might be included in the core subject matter of sociology. An earlier discussion of the role of animals in sociology initiated by Weber is reviewed. Issues that debate raised about the extent of linguistically‐mediated human‐animal intersubjectivity are updated. It is in principle difficult to rule out animal languages, and some animals have acquired human language. But sociology may follow a more fecund empirical route by examining successful human‐animal performances produced by enduring interspecies relationships. Following this route, this paper specifically argues that the human self should be seen to take root in the available mixed species community. To show this, the work of G.H. Mead is revisited and corrected in light of recent work on early human development, and conceptual analyses of language, the body, and the self. The formation of the self is not dependent on only linguistic exchanges; a nonverbal nonhuman other can contribute to the self‐reflective sense of being a human self. Based on this reasoning, examples of studies of humans with wild and domestic animals illustrate the potential for a human‐animal sociology.