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This research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.

The study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.

The results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.

The research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.

This research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.

In this chapter, the authors investigate the experiences of air passengers in the airside setting of commercial airports. Whilst the concept of liminality has found increased interest in tourism studies, only few studies have contextualized the airside experience as a liminal one. We investigate the role of food and beverage (F&B) consumption in this context as well as factors influencing F&B outlet patronage intentions. Using a European non-hub commercial airport as practical unit, we applied a mixed methods single case-study methodology to investigate F&B outlet choice in the airside setting. It becomes evident that perceptions of liminality play an important role in this context. Findings support the claim that the airport environment constitutes a special context, an encapsuled or protected space; not only for passengers, but also for employees alike. Whilst airports have a certain uniformity to regular travelers, infrequent travelers perceive air travel as an extraordinary activity, often paired with a certain uncertainty about related procedures. Evidence suggests that passengers’ emotional states play a key role in consumption decisions. Depending on travel purpose and direction, passengers showed differing consumption behaviors.

Understanding the airport airside area as a liminoid space and using the concept of boundary work for the transition between home and work realms (and back again) thus serves as a suitable frame of reference to help understand the phenomena that were observed and analyzed in this study. F&B consumption can then be understood to support the mental transition between home and work realms. Our findings thus allow linking the passenger clusters’ different consumption behavior to prevailing emotional states in their transgressions between work and home realm in the liminoid airside context.

Purpose: This chapter analyzes how the COVID-19 pandemic has been managed and strategies put in place to rejuvenate the tourism industry in Uganda.

Methodology: This chapter adopts an integrated approach involving questionnaire survey and rapid situational analysis of documents to synthesize information on management of past disease outbreaks, COVID-19 and their impacts on tourism.

Findings: Uganda's tourism industry is vulnerable and has been exposed to past disease outbreaks such as Ebola and Marburg with varying effects on its image and performance. With the outbreak of COVID-19, the industry has drawn lessons from the previous responses and management experiences to cope with the effects of the pandemic.

Research Limitations: The main limitation in this chapter is the low response rate due to stringent lockdown conditions and limited access to respondents and official documents.

Practical Implications: This chapter recommends the need to mainstream strategies for crisis management into the tourism policy and development planning frameworks.

Originality/Value: This chapter provides a robust approach to analyze tourism industry's response, recovery and sustainability after disease outbreaks, pandemics and related crises in future.

The chapter engages in womanist musings to critically examine the intertwining of race, class, and gender within the realm of motherhood. Employing the rhetorical tool of “snips” to “read” intersectional experiences, the author underscores the significance of the public library and motherhood as institutions of meaning-making in the realm of knowledge production, which is essential to womanist work. The chapter illuminates the ways in which the COVID-19 pandemic has laid bare the complexities of navigating public spaces within private realms and vice versa. Overall, this chapter offers an insightful examination of the interplay between race, class, and gender, within motherhood, emphasizing the pivotal role of public libraries in supporting mothers in pursuit of knowledge production, meaning-making, and empowerment.

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.

Reports the results of empirical research into the graduate recruitment and selection practices adopted by SMEs, and the skills being sought by employers in that sector. Describes in detail the research methods, which included interviews with large organisations to determine, alongside existing research, the extent of characteristics of SME graduate recruitment which might be particular to that sector. Findings and interpretations suggest that, in common with large organisations, SMEs value what are now termed transferable skills, although there are some differences of emphasis between the two sectors. There appears to be greater difference in the selection methods employed, though this is not as great or significant as might be expected or predicted. An important difference between the two sectors suggested by the research is the expectations placed on graduate recruits by employers in the two sectors. Unlike large employers which are more likely to provide graduate development programmes, SMEs expect an immediate contribution from graduate recruits. The implications of these similarities and differences will be explored in the final article of this series.

This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms.

This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities.

TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms.

Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning.

This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically Black Colleges and Universities (HBCUs) has never been greater. The role of Black women in higher education is indispensable as a means of addressing the social injustices faced by students of color with disabilities, diverse communities, families, and historically underserved groups by training Black educators. In this chapter, the author introduces her authentic self and academic journey as foundational to the proposed ideas expressed. The roles of novice special education faculty are discussed, including the challenges these emerging professionals face in obtaining tenure, promotion, and grant procurement. This is followed by suggestions for how to respond to the microaggressions (e.g., classism and colorism) encountered by both Black and White peers. Based on that groundwork, a series of best practices are proposed for creating safe spaces, nurturing and mentoring our future special education teachers. The chapter ends with a reinforcing and supporting summary of lessons learned to promote persistence and retention among Black special education teacher education faculty.