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Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English education might (not) contribute to queer and trans liberation – the purpose of this article is to feature the experiences of queer and trans youth as knowers in classroom lessons with LGBTQ+-inclusive curriculum.

Drawing from a yearlong literacy ethnography at a Midwestern high school in which the author explored youth and adults reading, writing and talking about sexual and gender diversity, in this article the author focuses on one literacy learning context at the high school, a co-taught sophomore humanities that combined English language arts and social studies.

Engaging theories of epistemic (in) justice, the findings of this article highlight the experiences of queer and trans youth – especially two queer youth of Color, Camden and Imani – as knowers in the context of an LGBTQ+-inclusive classroom curriculum. The author describes epistemic harms with respect to distortions of credibility and homonormative assimilationist requirements and reflects on alternative possibilities that youth gestured toward through their small resistances.

By centering the experiences of LGBTQ+ youth, this article contributes to research about LGBTQ+-inclusive curriculum in English teaching. Previous research, when empirical rather than conceptual, has tended to focus on the perspectives of teachers.

Although allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented.

We draw from developmental, contextual, and identity theories to review the existing literature and focus squarely on the ally experience, resulting in a synthesized process-based conceptualization of ally identity development.

At each stage, we discuss intrapersonal experiences individuals are likely to have internally, interpersonal experiences that are likely to occur with others, and catalysts for progression to subsequent stages. In doing so, we outline the multilevel factors that influence and are influenced by ally development in hopes of identifying what motivates or dissuades individuals from becoming more active allies.

We provide practitioners and scholars with a deeper understanding of the organizational and societal benefits associated with allyship behaviors, as well as tools for increasing their presence within organizations.

This paper aims to investigate how narrative is constructed to create connections with fat readers, how books function to envision spaces of fat liberation for young readers and to highlight the incredible importance of providing bigger mirrors (Bishop, 1990) for fat representation in children’s literature.

This paper analyzes and reflects on two texts that contain counternarratives of fatness: The (Other) F Word: A celebration of the fat and fierce edited by Angie Manfredi (2019) and Big by Vashti Harrison (2023) to interrogate how these two narratives intentionally disrupt anti-fat bias.

Body size and fatness are identities that need to be included in diversity efforts within education. Books like The (Other) F Word: A celebration of the fat and fierce (Manfredi, 2019) and Big (Harrison, 2023) offer positive representations of fatness, disrupt biases around body size and provide spaces that allow fat students to find joy, hope, connection and, more than anything, imagine a way toward liberation.

This paper highlights the need to include more narratives of positive fat representation within children’s literature and calls for educators to interrogate their own anti-fat biases and practices.

There is a lack of research on fat representation specifically within children and young adult literature. This paper provides an analysis of two pieces of literature with fat representation that brings attention to the need for this type of future research.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

Changing language ideology and the decreased popularity of overt feminism suggest that aspiring female managers may be less influenced than senior women managers by the gender of the speaker in evaluating whether specific communication strategies are effective and probable. The purpose of this paper is to investigate this issue.

A total of 255 second‐year female management students evaluate strategies for the same workplace dilemmas as senior women managers (Barrett).

For short‐ and medium‐term dilemmas students, like senior women managers, regard masculine communication strategies with a feminine element as effective. They are less influenced by the speaker's gender than senior women managers in evaluating the strategies' probability. But when seeking promotion, students avoid some strategies they consider effective, and believe men would use. Students' confidence as communicators affects their personal choice of strategy.

The paper investigates a limited number of dilemmas and sought information about a limited number of demographic factors, limiting the results' generalizability. Nevertheless, it suggests future women managers could learn from their senior counterparts if they want to advance at work. Future research should investigate whether future male managers' reactions to these dilemmas are similar to women students and senior managers, and whether scenarios using female dyads yield similar results. Cross‐cultural extensions of the research are also possible.

This is the first study comparing aspiring and senior women managers' reactions to classic workplace communication problems. The findings show similarities between aspiring managers and their senior sisters, but also differences which could affect aspiring managers' career success.

The purpose of this study is to analyse the impact of corporate attributes like a company’s profitability, size, age, leverage and board size on companies’ sustainability reporting as measured through India’s new business responsibility and sustainability reporting (BRSR) framework.

A random sample of 130 companies was taken from the top 1,000 listed companies on the National Stock Exchange. Sequential mixed methods research approach was used to prepare a sustainability quality index. Then, a hierarchical multiple regression analysis was performed to examine the impact on the quality of reporting by Indian companies.

Interestingly, the analysis revealed that traditional metrics like age, profitability, board size and leverage did not have significant associations with reporting quality. Rather, the size of a company in terms of market capitalisation was found to have a strong positive impact on sustainability reporting.

This was a cross-sectional study, as time series data for BRSR reporting is not yet available. Also, only five parameters were taken for analysis. Lastly, subjective judgment in content analysis may be involved.

This suggests that only larger companies in India are prioritising sustainability reporting over smaller ones. It affirms the legitimacy and stakeholder theory in the Indian context.

To the best of the authors’ knowledge, this study is one of the first endeavours to assess the efficacy of the new Indian BRSR framework and test its primary objectives. Furthermore, significant implications have been given for managers to catalyse and reinforce the sustainability momentum down the lane across companies of all sizes in India.