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This paper explores the literature on teacher leadership and servant leadership; identifying connections and similarities between the two. Using the ten characteristics of servant leaders developed by Spears (2010), the characteristics and behaviours of teacher leaders and servant leaders are compared. Through this exploration a number of implications are reviewed, which in turn lead to recommendations going forward. These include how servant leadership can strengthen and inform teacher leadership by its inclusion in teacher leadership educational programs thus pointing to the possibility of a synergistic partnership.

The purpose of the study is to analyze how the popular comic book series DC Graphic Novel for Young Adults depicts superhero, civilian and villains of color in the titles and address how the collection engages in or avoids discussions of racism.

This study uses a critical race content analysis to analyze how characters of color are represented in the DC Graphic Novel for Young Adults collection.

The findings demonstrate the series’ uneven attempts at writing about race and racism. The DC Graphic Novels for Young Adults illustrates more radical politics in some titles but reifies dominant beliefs in others. The analysis also shows how many titles approach discussions of oppression from a single axis approach rather than an intersectional one. The series strives for racial diversity and justice; sometimes achieving the goal, but not always.

The study demonstrates how the DC Graphic Novel for Young Adults constructs hegemonic ideas of “appropriateness” about race, racism and readership in some titles while offering explicit discussions about race and racism in others.

The authors outline potential ways English teachers can position titles in the DC Graphic Novel for Young Adults in English classrooms to develop students’ racial literacies.

This paper provides an analysis of superhero comics produced specifically for adolescent readers and written by an intentional racially diverse cohort of authors. The methodology can inform future studies of graphic novels for adolescent readers.

Based in a deprived inner city area in Nottingham, Art in Mind aims to improve individual health and well‐being and to raise mental health awareness by encouraging self‐expression through the arts and participation in community activities. Theo Stickley, Willow Merryweather and Paul Leighton describe the power of the arts to change minds and lives.

The purpose of this study was to explore the predictive validity of the revised Problem Identification Checklist (PIC‐R) in predicting inpatient and community violence using a retrospective design. The Historical Scale (H‐Scale) of the HCR‐20 was employed to control for static risk factors. The predictive accuracy between predictors and outcome measures was evaluated using Receiver Operating Characteristics (ROC) analysis. The PIC‐R significantly predicted inpatient violence (AUC range 0.77‐0.92) over a 12‐month follow‐up period but did not predict community violence. Conversely, the H‐Scale significantly predicted community violence (AUC 0.82) but did not predict inpatient violence over a 12‐month follow‐up period. The findings offer preliminary validation for the predictive accuracy of the PIC‐R for violence in a UK inpatient population. Additionally, the findings suggest that short‐term risk of violence within a psychiatric inpatient population may be more related to dynamic and clinical risk variables rather than to static ones.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

Purpose – Educating active citizens engaged in civic life is a critical goal of citizenship education. This study examines how citizenship education is practiced in three public high schools in the City of Ottawa, Canada, and how teachers through their instruction prepare their students for active citizenship.Design – This investigation draws on citizenship theories and an examination of citizenship pedagogy through observations of class instruction and interviews with teachers and students.Findings – The research shows that despite shared provincial guidelines, in practice, there are dramatic differences in the design and provision of citizenship instruction across classrooms, shaped largely by teachers’ understandings of what constitutes active citizenship. I detail three distinct understandings of active citizenship that are advanced through class instruction: the duty-based, the make-a-difference, and the politically oriented active citizenship.Value – The article discusses important implications that these differing understandings and pedagogical approaches have as they delineate different expectations and paths for youth citizenship participation in public life.

The transformation of the agricultural landscape is deemed as an essential nation-building priority in post-democratic South Africa. Part of the activity of transformation is affording disenfranchised groups opportunity to participate in careers where they were excluded. The purpose of the study is to investigate the motivational factors that influenced emerging Black farmers as entrepreneurs to choose agriculture as a career path in post-democratic South Africa.

This study adopted a qualitative study using a semi-structured interview technique. The sample comprised of 29 emerging Black entrepreneurs working within the agriculture context in the Eastern Cape Province of South Africa.

Upon analysis, the individual stories of Black emerging farmers as entrepreneurs showed the role of personal influences; the community; the quest for financial influence through economic sustenance; and socio-economic influences as playing a part in informing career entrance into agriculture amongst the Black emerging farmers.

A limitation, familiar with qualitative research, concerns the use of a small sample size. However, a strength of the study is the in-depth focus, especially through interviews lasting a minimum of 1 h.

This study answers the call for a contemporary understanding of career processes in professions such as agriculture that have not received attention. This can be a practical basis to encourage more recent entrants into occupations and entrepreneurial pursuits that have been restricted. This study thus offers a practical basis for career counselling interventions in the agricultural space. This includes farmer training and development opportunities and provision of financial support to Black farmers.

The findings offer insight into the role of a range of socially embedded factors and how they influence occupational aspirations and individuals fulfilling their entrepreneurial pursuits.

This study ignites focus into an under-researched area, especially on the African continent.

This chapter explores the impact of delivering culturally community family therapy with strength-based strategies, to transgenerational Black Haitian families living in Haiti and the Dominican Republic following the 2010 earthquake. A series of workshop intervention over several years, which were co-facilitated by community pastors and leaders provided a cultural-based intervention drawing on Black British and Caribbean culture, Haitian culture, Christian spiritual belief systems, in conjunction with some bi-cultural attachment and systemic methods and techniques. Community feedback through testimonies contributed to evaluation and outcomes in developing new strategies to manage stress, and family conflict and distress, together with developing new strategies in sharing a vision for the future across the community.

The purpose of this paper is to examine the rituals and communicative practices that simultaneously create community, out-groups and perceptions of stigma at a local comic book retail organization through autoethnography. As such this piece explores personal identity, comic book culture and how this comic book shop acts as important third place as defined by Oldenburg.

Autoethnography allows for the simultaneous research into self, organizations and culture. As a layered account, this autoethnography uses narrative vignettes to examine a local comic book retail organization from the first person perspective of a collector, a cultural participant and geek insider.

The term geek, once brandished as an insult to stigmatize, is now a sense of personal and cultural pride among members. Various rituals including the “white whale” moment and the specialized argot use help maintain community in the comic book shop creating a third place as categorized by Oldenburg. However, these shared communication practices and shared meanings reinforce the hegemonic masculinity of the store, leading the author to wonder if it can maintain its viability going forward.

This autoethnography was performed at a local comic book shop, connecting communicative and ritual practices to organizational culture, hegemonic masculinity, geek culture and personal identity. It also argues that one need not be an embedded organizational insider to perform organizational autoethnography.