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Black fathers, and specifically fathers who identify as African American, represent a group of parents who are at once not well understood and pervasively stereotyped in negative ways. In this chapter, we describe the risks and resilience of Black fathers and their children, with a special focus on mental health and coping with stress. We emphasize a cultural practices approach that takes into account both the risks specific to Black fathers’ capacity to parent their children and a theoretical foundation for understanding the inherent strengths of Black men and their families. Finally, we address the need for early childhood educators to partner with Black fathers as a means to best support children and their families.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

This chapter examines the conundrum of juvenile immigration law and policy and argues that it is a present-day manifestation of “child-saving” in rhetoric, disposition, and human capital harm. In support of this thesis, the chapter reviews the pertinent human rights, law, and social science evidence, and it concludes that the maintenance of the nation’s existing immigration policy only makes sense within the context of the intentions of the 19th century child-saving movement. To substantiate this view, the political-economic drivers of contemporary US immigration policy (i.e., its child-saving dynamics) are explored. The chapter concludes by speculatively addressing the character (i.e., the form and quality) of modern-day juvenile immigration policy as child-saving informed by the philosophy and criticism of Psychological Jurisprudence (PJ).

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

This paper explores how management controls of a clustered apparel firm in Sri Lanka (Stitch-It) is shaped by institutional field and societal logics, firm's head office prescriptions, clusters' own attributes and strategic behavior of cluster managers.

It follows the research philosophy of interpretivism and embedded case study approach within the qualitative research design, while institutional complexity within the institutional logics perspective and paradoxical tensions, organizational attributes and strategic responses to institutional processes provide the theoretical underpinning.

The findings suggest that market, profession and state logics in the apparel field, alongside community logic at the societal level, develop a state of complexity in Stitch-It and its clusters. At the cluster level, such complexity is further intensified by head office guidelines (on controls), which gets filtered by the organizational attributes of the particular clusters. At this state, paradoxical tensions are developed within clusters, and to mitigate such tensions, key organizational members employ different strategies, which in turn shape management controls of the clusters.

This paper highlights that practicing managers need to be mindful of different logics in the field, organizational attributes, resulting tensions, complexities, strategies to deal with them and their ramifications on controls.

The paper asserts that management controls is a dynamic and a situational phenomenon, which continuously evolves in light of organizational attributes, multiple logics and head office prescriptions. It conceptualizes the “tensions” evident in the design and implementation of management controls, arising due to multiplicity of pressures as “paradoxical tensions.” Although important and relevant to management control arena, “paradoxical tensions” has been scantly explored by prior researchers.

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.

Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.

Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.

Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.

Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.

Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.

Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.

Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.

To identify the Obama administration’s policy responsiveness to the (African) American LGBT communities.

Theory development and content analysis.

Civic universalism, as a theory, can explain President Obama’s evolution on his support for marriage rights for same-sex couples. Obama employed the concept of e pluribus unum in his many approaches to LGBT responsive politics.

To date, theoretical development within the social sciences of LGBT policy responsiveness is limited.

Very little is written on the subject of LGBT (Lesbian, Gay, Bisexual, and Transgendered) politics in the 21st century. The study of the LGBT experience generally has been devoid of political variables because of a lack of attention toward LGBT issues, until recently, in national political party agendas. In this chapter, we review some of the contours of the LGBT community’s fight for political recognition in the United States as a precursor to the election and reelection of President Obama. Drawing parallels with presidential responsiveness toward Blacks in their quest for rights, we examine the Obama administration’s LGBT public policy initiatives as administrative policy and programs. We conclude by identifying new areas of research to explore on LGBT politics.

In the United States, welfare-to-work workers are under scrutiny from everyone and must defend the program if they want to defend themselves as good workers and good people. I build on past research that has examined how workers manage their emotions to cope with dilemmas in their jobs in a number of settings including hospitals, nursing homes, restaurants, and airplanes.

In this chapter, I draw on data from an in-depth case study of a rural North Carolina (USA) welfare office using data primarily from observations and interviews with 19 welfare-to-work workers.

Within this highly constrained and contradictory work environment, workers recreate and redefine themselves as good workers and good people while simultaneously punishing program participants. To achieve this difficult task, workers manage their emotions through two key strategies, using institutionalized rhetoric and tough love paternalism, to justify their actions toward participants.

I add to the existing literature by examining how welfare-to-work workers cope with the emotional and moral dilemmas of their jobs.

The purpose of this study is to investigate the relationship between employee values and knowledge management (KM) in sport organizations.

Data (N = 234) were collected online through a structured questionnaire from employees of 33 sport organizations in Iran. To test the hypotheses, Pearson correlation test and a regression analysis was conducted.

The results from the study revealed that there were significant relationships between employee values and KM. Both instrumental and terminal values significantly influenced KM.

One limitation of this study is related to the generalizability of the results. Therefore, the current study is required to be replicated with other sport organizations in various sectors (public or private) to improve external validity of the results.

Based on this study, employees of sport organizations in developing countries tend to store knowledge more than sharing and applying it. The findings can be used by human resources and KM practitioners who are interested in developing organizational knowledge through employees’ values.

Through this study, the positive roles of employee instrumental and terminal values, as the key drivers in determining intangible assets in organizations, were found.