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It is currently fashionable to herald “managing diversity” as an approach which signals a new dawn for equal opportunities. Within the management of diversity is a new, more positive approach to employee “‘difference” which prescribes the valuation of individuality and the abandonment of group based equality initiatives. In principle the focus on individuals suggests this approach lends itself particularly well to disabled employees who constitute a more heterogeneous group than women and ethnic minorities. The article evaluates this in the light of debates traditionally located within gender literatures and applies them to survey data gathered from UK HRM managers which details the disability equality initiatives adopted by their organisations. It argues that differences between disabled groups and those constituted on the basis of gender or race, together with differences amongst disabled people renders the group based and the managing diversity approach to equality largely rhetorical.

Training, particularly in the form of comprehensive professional development, continues to be a need for paraeducators (also known as teacher assistants). Training needs begin with an initial set of knowledge and skills and is built based upon the paraeducator’s role with individual students and the educational settings. Standards or guidance documents are available from a few individual states within the United States, higher education systems, and professional organizations that serve individuals with exceptional needs and agencies. An international professional organization, Council for Exceptional Children [CEC] (2011), identified a common skill set that reinforces standards for defining curricula when providing training to paraeducators. Key to their ongoing professional development is the on-the-job coaching by the education professional (teacher), to support the application of skills into the inclusive setting. Various forms of professional development are available including online trainings in addition to face-to-face.

The purpose of this paper is to unpack the tenuous relationship between medical sociology and disability studies, particularly as it relates to the work of Irving Zola.

Many attribute the division between these disciplines to their starkly different and oft competing approaches to disability; however, I argue that a closer examination reveals a number of commonalities between the two.

I use Irving K. Zola’s extensive body of scholarship to demonstrate the connections between these divergent approaches to disability, and imagine what his legacy has to offer to the advancement of a diverse sociology of disability.

Neither focus is more correct than the other, as considering these bodies of work together presents a number of opportunities to advance a more comprehensive sociological theory – not just of disability – but of ableism and its intersections with other forms of oppression as well.

The purpose of this paper is to introduce an embodied approach to disability into the field of diversity management research.

The paper critically examines previous diversity management research and it draws on previous disability research in the social sciences to develop an embodied approach to disability for diversity management research.

The paper argues that an embodied approach is required because previous diversity management research on disability ignores important aspects of disability.

The embodied approach to disability proposed in this paper expands the understanding of disability in diversity management research, and it discusses implications for future research and for organizations.

The paper is unique in proposing an embodied approach to disability in diversity management research.

This paper examines three competing perspectives about appropriate positionings for disabled women in relation to abuse. It concludes that structural oppression must be challenged and proposes that the issue of disabled women and abuse is worthy of much greater attention and collaborative discussion.

This paper has been developed to explore and discuss aspects related to teaching social justice, equity and inclusive understandings to business students in an Australian university, in particular within the area of disability inclusion in business settings. This paper seeks to describe the author's journey of reflection and re‐definition of disability and to serve as a case study for other academics interested in pursuing a similar path in other areas of tertiary business education.

This paper has adopted a self‐study research approach that, through the use of reflection in and on practice, seeks to improve the practice of teachers by understanding themselves as teachers, the purpose of which is to ultimately assist in improving the education.

This paper identifies some positive outcomes of using thirdspace pedagogical teaching practices. These outcomes include the opportunity for international and local students to develop deeper understandings with respect to cultural influences concerning the conceptualisation of contested concepts as well as the opportunity for tertiary educators to further develop their knowledge and understanding of cultural diversity within specific course content.

This paper recommends the need to support and encourage thirdspace pedagogical teaching as a valued and useful educational approach; the need for academic teaching to proactively seek ways to include both non‐western and western perspectives in teaching material; and the need for teaching academics to share and disseminate tacit teaching experiences of international students to the broader academy.

This paper contributes to increasing the understanding of tertiary sector pedagogical teaching practices, particularly within an internationalised curriculum setting.

The purpose of this paper is to explore how a group of men relate to food celebrities in the contemporary Swedish food-media landscape, especially celebrity chefs on TV.

Semi-structured interviews were conducted with 31 men in Sweden (22–88 years of age), with different backgrounds and with a variety of interest in food.

The paper demonstrates different ways in which the men relate to food celebrities. The men produce cultural distinctions of taste and symbolic boundaries, primarily related to gender and age, but also class. Through this, a specific position of “just right” emerged. This position is about aversion to excess, such as exaggerated gendered performances or pretentious forms of cooking. One individual plays a particularly central role in the stories: Actor and Celebrity Chef Per Morberg. He comes across as a complex cultural figure: a symbol of slobbish and tasteless cooking and a symbol of excess. At the same time, he is mentioned as the sole example of the exact opposite – as a celebrity chef who represents authenticity.

Scholars and policy makers must be careful of assuming culinary or social influence on consumers from food celebrities simply based on their media representations. As shown here and in similar studies, people relate to them and interpret their performances in a variety of ways.

This is one of the few studies that target the role of food celebrities in contemporary Western consumer culture from the point of view of the consumers rather than analyses of media representations.

There is a dearth of studies exploring the intersection of gender and disability within entrepreneurship research. This is despite women’s entrepreneurship research encouraging an expansion of the research questions asked and approaches taken. As a contribution to this debate, the purpose of this paper is to develop an understanding of gender and disability as social categorizations which can shape entrepreneurial opportunities and experiences for disabled women entrepreneurs.

The paper offers an intersectional conceptual lens for the study of disabled women entrepreneurs to explore a concern for a particular social group – women – at a neglected point of intersection – disability – within the social setting of entrepreneurship. Guided by the research question (how can gender and feminist disability theory contribute to the development of an intersectional theoretical lens for future entrepreneurship research?), the potential for new theoretical insights to emerge in the entrepreneurship field is identified.

Through a gender and disability intersectional lens for entrepreneurship research, four theoretical synergies between gender and disability research are identified: the economic rationale; flexibility, individualism and meritocracy; and social and human capital. In addition to the theoretical synergies, the paper highlights three theoretical variances: the anomalous body and bodily variation; sexuality, beauty and appearance; and multiple experiences of care as potentially generative areas for women’s entrepreneurship research. The paper identifies new directions for future gender, disability and entrepreneurship research by outlining research questions for each synergy and variance which draw attention to disabled women entrepreneurs’ experiences of choice and control within and across different spaces and processes of entrepreneuring.

The conceptual intersectional lens offered to study disabled women’s entrepreneurship highlights new directions for exploring experiences of entrepreneuring at the intersection of disability and gender. The paper brings disability into view as a social category that should be of concern to feminist entrepreneurship researchers by surfacing different dimensions of experience to those currently explored. Through the new directions outlined, future research can further disrupt the prevailing discourse of individualism and meritocracy that perpetuates success as an individual’s responsibility, and instead offer the potential for richer understandings of entrepreneuring which has a gender and disability consciousness.