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This article utilizes looks to punk rock pedagogy or the ways in which countercultural and decolonial ontologies are developed in punk subculture, to theorize Maori-Philippine relations in Aotearoa New Zealand. It uses an agential realist methodology to engage with the creative works of TOOMS, James Roque, and Marianne Infante (three New Zealand performing artists of Philippine ancestry). These works read through historiographic accounts of the Philippine diaspora to theorize how contemporary independent artists are reviving the ancestral bonds that once linked the Philippines and the Pacific. Theorizing Maori-Philippine relations through punk rock shows what Indigenous and immigrant peoples stand to gain when they decenter the colonizer and prioritize communing with one another.

DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in developing and encouraging the 'movement against and beyond boundaries' (hooks, 1994). However, this is not necessarily simple or straightforward to realise through one's own pedagogical practices, especially when one considers them through an intersectional lens. We argue that punk scholarship on DIY fails to account for its capacity to support ableist ideologies and structures - incorporating it into punk pedagogy in an uncritical manner risks further deepening asymmetrical power relations in regards to disability and the adversity that people with disability experience. We utilise collaborative auto-ethnography to unpack some of the complexities involved in pursuing punk pedagogical practices and unpacking the aforementioned critique of DIY further. We consider how DIY can/could potentially be a powerful, empowering pedagogical tool and consider the ways DIY purports a damaging, ableist narrative, which at times can even aid the neoliberal agenda within higher education. The necessity for punk pedagogies to be underpinned by considerations of intersectional issues, both from the viewpoint of the teacher and the students, is demonstrated through our use of critical disability theory as an analytical tool.

Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher's work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005).

The pervasive Eurocentric model of music education in the United States is hegemonic, pursuing a model of performance excellence in large ensembles that, by the time young people reach high school, excludes most from music making opportunities in school. Despite numerous efforts to challenge the dominant paradigm since the 1960s, little change has happened from within the music education profession. Since 2002, nonprofit organization Little Kids Rock (Music Will) has leveraged outsider perspectives and philanthropic resources to galvanize momentum nationally towards adoption of curricula and musicking practices that focus more on popular musics and lifelong learning. Through a programme of professional development, curriculum provision and instrument donations, Little Kids Rock has both engaged in active resistance against, and established strategic partnerships with, state governments, university departments, school districts, major industry players including the National Association of Music Merchants, and education brands such as Berklee College of Music. Little Kids Rock promotes a new stream of music making called "modern band" as a disruptive phenomenon that emphasizes creativity, cultural relevance and student-centred learning while reinforcing entrenched hegemonic structures. Drawing on the history of Little Kids Rock and the modern band movement, the authors use Kahn-Egan's (1998) five tenets of punk to frame a critical examination of the modern band phenomenon and the ways which Little Kids Rock operates at various points along punk's ideological spectrum in attempting to "transform lives through restoring, expanding and innovating music education" in US schools.

The field of education is in dire need of different ways of thinking about attracting, supporting, and retaining school leaders. We see the idea of punk as a space that may offer some leeway for thinking differently about professionalism for school leaders. In this paper, we draw on thinking about punk subcultures to recognise the ways in which leaders hold self-expression and identity as important, while also thinking about how leaders as a collective might push back against some of the narrow ideas of who or what a school leader can be and do. We present findings from a mixed-methods study of women school leaders from around the world. Drawing on an anonymous survey and interviews, and literatures from sociology, fashion studies, and cultural studies, we explore women's experiences and identities as school leaders. The paper contributes to our understanding of professionalism and identity and also how we can better attract, support, and retain school leaders.

The neatness of our referring to societies as units of encryption ignores the many real situations when boundaries and memberships may not be clear or recognized. Members may participate in several societies. The American society has been based on a set of common agreements, including the definition of who is a member. The American defining ideas are recently subject to revision and rejection. Some recent movies and shows have concerned American media stars and their subcultural origins. They are not merely travelogues. They are also ways of repairing the social identities of groups that are now sometimes regarded by Americans as dangerous aliens with suspect motivations. Media stars return to their origins to praise subcultural values.

Academic ballet is one of the iconic manifestations of High Culture. In Nineteenth-century Spain, it failed to take root in the form of stable companies, schools, and venues. There were various social, political, and cultural reasons for this, even though conditions at the time seemed propitious. Those reasons and conditions form the subject of this paper. The methodological approach employs Bourdieu's sociological "Field Theory," and neo-institutionalist theories to explain why Spain failed to consolidate a national academic ballet school. Drawing on the current situation of ballet in Spain in terms of the cultural and educational policy of dance, the present analysis seeks to both broaden and enrich the historiographic interpretation of the Spanish dance scene and education. Considering the effects of path dependence, this analysis tries to explain the antecedents of the configuration of the didactic programs of public dance conservatories, the development of private academies and the late articulation of an official ballet company in Spain, devoid of signs of identity due to the eclecticism of the training of Spanish dancers.

Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals' learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music.

This article results from the analysis of the phenomenon of "barras bravas" (violent supporter groups) in football and its influence in school coexistence at three public educational institutions in Bogotá. The methodology of the study was mixed with a concurrent triangulation design (DITRIAC), hence diverse instruments were employed to verify the findings and cross-validate quantitative and qualitative data. The information obtained from a survey applied to 300 students was complemented with life histories, field notes and a document review of the institutional reports on school coexistence. The study revealed that violence emerges as a consequence of the participation in "barras bravas," whose members attend the institutions where this research was conducted. The discussion reflects how important it is to vindicate the role of the school within the framework of public policies which both integrate youth dynamics and articulate programs and projects suitable for the Colombian context.

We consider game design as a sociocultural and knowledge modelling activity, engaging participants in the design of a scenario and a game universe based on a real or imaginary socio-historical context, where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who were working in groups to design game-based learning resources for rural school children. After the co-creativity activity, the students were invited to answer the co-creativity scale, an adapted version of the Assessment Scale of Creative Collaboration (ASCC), combining both the co-creativity factors and learners' experiences on their interests, and difficulties they faced during the co-creativity process. The preliminary results showed a high diversity on the participants' attitudes towards collaboration, especially related to their preferences towards individual or collaborative work.

The movie "Lansky" presents a version of the memoirs of Meyer Lansky, a central figure in the origin and management of the national crime syndicate. The development of the Syndicate accompanies the story of Lansky's life and career. The evolution from a traditional to a modern organization is discussed as an example of the use by criminal organizations and the immigrant subcultures they are based in. These movies are cited in discussing the treatment of immigrants and their subcultures by generations of moviemakers. The depiction of Jewish and Italian involvement in American criminal organizations is discussed. The processes of modernization and Americanization in immigrant criminal communities and the way they are shown in movies are described.

This article theorises punk rock's messages for the neoliberal university by exploring the contrasting approaches punk culture and higher education have taken to the influence of neoliberal discourse and ideology. Punk culture's foundational opposition to mainstream culture often enables it to function as an educative context in which participants formulate critiques of exploitative socioeconomic conditions. Although universities are contested spaces which are at-times receptive to grassroots and student-led activism, they face increasing pressure to prioritise economic development and generate revenue. The rise of the neoliberal university has, in some ways, enabled punk culture to assume the academy's responsibility as the critic and conscience of society. Should universities insist upon a role in the construction of ethical futures, they would do well look to certain corners of the punk underground which prioritise community-responsiveness, reflexivity, and solidarity with marginalised communities.

Movies have designated dance as a positive way for marginal and groups assigned a low status to cope with the enduring pain of inequality. A brief history of dance movies reveals the sentimental appeal of stories of coping with inequality by adopting dancer identities. The recent movie "Tango Shalom" offers an example of the use of dancing as a model for reconciling subcultural integrity with multicultural harmony and for substituting self-chosen identities as a relief from socially imposed identities of disadvantage.

This article responds to a trend of people pursuing academic careers after, or alongside, participation in popular music scenes and subcultures, applying scholarly perspectives on how identity can inform teaching and recognising the pedagogical benefits of teachers drawing on their multifaceted lives. The authors reflect critically on their pedagogical approach in teaching a youth studies sociology course and consider how their respective musical and subcultural backgrounds inform their professional lives as educators. Importantly, the article highlights the ways in which the authors' 'youth culture biographies' can become useful resources for exploring youth studies concepts with students. It is argued that identity-based teaching practices including 'insider teaching' can not only help to illustrate course ideas and make them more relatable for students, but more broadly empower students to practice reflexivity toward their own experiences, contrary to the depersonalising tendencies of neoliberal education.

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.

Informed by a cultural understanding of human sense-making, the mathematical identities of Grades 7-12 learners, teachers, and conventional curricula are explored. Due to a clash of values between mathematics and the humanities, a majority of learners do not achieve their mathematical potential. This frustrates both these learners and their teachers. A resolution to the conflict emerges from scrutinizing the conventional Plato-based (Platonist) mathematics' ontology, epistemology, and axiology that convey anti-humanistic images of school mathematics, the antithesis to the majority of learners' humanistic-oriented self-identities. Platonist mathematics is philosophically critiqued, revealing a choice amongst it being cultural, spiritual, or simply opportunistic. Its nineteenth-century anti-humanist façade is replaced by evidence-based humanistic features that the original façade was meant to hide from learners and the general public for politically inspired reasons. These humanistic-oriented features of mathematics are transposed into a proposal for a humanistic school mathematics program that will engage a large proportion of learners (Grades 7-12) in the Western mathematics actually used by adults not employed in occupations requiring advanced Platonist mathematics with its highly hypothetical and abstract reasoning. A Platonist school mathematics program, however, will play an even a greater role in preparing the minority of learners for the advanced mathematics employment sector, some of whom may enrol in both programs. The article concludes with examples of humanistic mathematics lessons and modules.

Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify the social and sociomathematical norms that belong to different mathematics learning environments within this framework as a multiple-case study based on the qualitative design. The data has been collected through observations of two different classrooms in a mathematics teacher education program at a state university in Turkey. The constant comparative method was used for data analysis. This study, with prospective teachers as participants, identifies the social and sociomathematical norms that regulate the classroom microcultures. The findings show how norms with different qualities can be established and sustained in two different courses within the same teacher training program, and their possible effects on learning and teaching are discussed in the context of teacher education.

In "Good God but You Smart!" Nichole E. Stanford provides an account of how attitudes toward Cajun English (CE) perpetuate and are perpetuated by an economic system designed to maintain unequal power relations. While non-Cajun Americans are interested in what they see as Cajun culture, Stanford explains that most misunderstand what "Cajun" means, conflating the terms "Cajun, Creole, Louisiana, and New Orleans." While Cajuns themselves are an ethnically diverse group determined primarily by cultural identification, modern-day Cajun culture was established by the descendants of Acadians who settled in South Louisiana. Despite increasing interest in certain aspects of Cajun culture, Cajuns themselves are still subjected to stereotyping, misunderstanding, and discrimination. As explained in Stanford's introduction, this stereotyping extends to bias against speakers of CE, leading many Cajuns to censor CE features from their speech to achieve professional success. Throughout her book, Stanford skillfully combines memoir, family history, archival research, and survey data to explain to a general audience how Louisiana's history of linguistic and cultural discrimination has led to current attitudes toward Cajun culture and CE. The first chapter examines stereotypes surrounding Cajun culture and language. Though CE emerged as an identity marker during the "Cajun Renaissance" of the 1970s, most speakers still censor Cajun features from their speech due to widespread public perceptions of the dialect.

The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher's experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation.

Imprisonment pains often accompany confinement to correctional institutions. Less is known about how related discomforts and deprivations might specifically impact the administration and receipt of postsecondary correctional education. This paper will show how encounters between incarcerated college students, other prisoners, prison educators and corrections officers can influence higher learning in correctional settings. It is based on a qualitative study and inductive analysis of data collected from interviews with 34 formerly incarcerated individuals who were also past and present members of a higher education program in the United States post-release. This research has important policy implications given that incarcerated persons who engage in productive activities such as higher education are better positioned to cope with carceral strains in legitimate ways. It can also help educators and correctional staff develop programs that account for the specific educational challenges of the prison sub-culture.

Background: Prior efforts to understand faculty culture have largely described monoliths where individuals are differentiated by their productivity. Little prior work provides rich faculty subcultural descriptions and their connections to specific activities, including disposition to change. Purpose/Hypothesis: This article describes the goals, assumptions, methods, and inferences made about faculty culture within an engineering department at a large university with very high research activity, with the potential to enrich future discussions about change among the target audience of engineering faculty, administrators, and researchers. Design/Method: We employ cultural consensus theory (CCT) to characterize faculty culture, based upon a detailed survey, analysis, and member checking. We use the academic ratchet--as a theoretical framework to interpret CCT results, and extend our understanding using previously published change theories. Results: We discovered two faculty subcultures of roughly equal membership: (1) change-oriented; and (2) continuity-embracing. Members of each subculture agree on the primacy of research but differ in their views of change, leadership, and trust. Members of the change-oriented subculture seek large-scale changes but feel disempowered to pursue them, while members of the continuity-embracing subculture seek modest changes and feel empowered to enact them. Conclusions: We introduce a scalable, person-centered culture characterization approach (CCT) to the engineering education research community. This approach deepens our understanding of faculty culture, and our results reinforce the central role of the academic ratchet in shaping faculty activities. This analysis illustrates the potential roles of each subculture in enacting change of various types and magnitudes.

Communities develop social languages in which utterances take on culturally specific situated meanings. As physics students interact in their classroom, they can learn the broader physics community's social language by co-constructing meanings with their instructors. We provide an exposition of a systematic and productive use of idiosyncratic, socially acquired language in two classroom communities that we consider to be subcultures of the broader community of physicists. We perform a discourse analysis on twelve quantum mechanics students, two instructors, and the course text related to statements about basis and change of basis within a spin-½ probability problem. We classify the utterances' grammatical constructions and situated meanings. Results show that students and instructors' utterances referred to a person, calculation, vector being in, or vector written in a basis. Utterances in these categories had similar situated meanings and were used similarly by the students and instructors. Utterances referred to change of basis as changing the form of a vector, writing the vector in another way, changing the vector into another vector, or switching bases. Utterances in these categories had varying situated meanings and were used similarly by the students and instructors. The students and instructors often switched between different discourse types in quick succession. We found similar utterance types, situated meanings, and grammatical constructions across students and instructors. The textbook's discourse sometimes differed from the discourse of the students and instructors. Within this study, the students and instructors were from two universities, yet they spoke similar utterances when referring to basis and change of basis. This gives evidence to their shared social language with a broader community of physicists. Integrating and leveraging social languages in the classroom could facilitate students' enculturation into the classroom and broader professional community.

Religious identity development is highly influenced by contexts. This influence is even more powerful for young people who grew up in strict religious contexts because of the prominence of orthodox beliefs and practices in everyday life. This article presents which contextual factors were influential on the religious identity development of 18 emerging adults who grew up in strict Reformed contexts in the Netherlands. Moreover, it presents characteristics that led the participants to consider the influence as positive or negative. In the study, the perspective of the emerging adults was central, and through in-depth life story interviews, contextual influence was explored.

This article positions punk rock pedagogy, or the educative dimensions of punk rock subculture, as an exemplar for combatting hate speech. This analysis contrast institutional efforts to protect free speech (which are rooted in free speech absolutism) with the ways by which punks protect one another from bigotry. This paper argues that the punk approach more closely reflects how free speech protections are framed in international human rights law.

"The Undoing," a miniseries on the cable channel HBO, is a crime melodrama that presents unannounced background content reflecting the changing multicultural situation in the United States. A dominant white Euro-American group is becoming merely another group in a crowded field of American subcultures. Although multicultural issues are not explicitly referred to, details of the series invoke current controversies about the white European culture that has been dominant in America. Recent political events highlight the status anxiety of white people and their alarming responses to the prospect of an America where they are not automatically seen as the proprietors of the nation's identity. White people now face the same challenges as subordinate subcultural groups do.

This article analyses how Heinz von Foerster's Biological Computer Laboratory (BCL) translated cybernetic concepts into an experimental pedagogy tailored to the interests of the youth of the American intellectual counterculture. The existing research literature assumes that the opening of BCL to the counterculture in the early 1970s was the result of a radical shift from first- to second-order cybernetic theory; in other words, the result of a new epistemological position. This article instead attempts to identify similarities between the design of cybernetic 'learning machines' in the early 1960s and Foerster's teaching methods that characterised BCL between 1968 and 1976. The article will show that Foerster's pedagogy was inspired by a specific style of thinking that can already be found in earlier cybernetic research practices. Concerning both the early and the late phase of the BCL, oral history sources, as well as original publications and archival material, were used.

Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen's (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.

The transformation of the developmental process from animal rationale, through homo communicans into the (un)aware homo symbolicum and the man receiving and distributing media information today, available through multimedia tools in his everyday life, encourages thought on the contemporary man, as well as the purpose, point and sense in contemporary education. The fact is that an individual's life today cannot function deprived of virtual communication. It is possible to state that the world of mass and new media, changed the perception of reality in an essential way. Given the ontic nature of new media being based on technology i.e. the matrix of technical mediation of the real, fiction becomes reality and facts are (re)interpreted as media information. They not only aren't the measure or the guide in a theoretical context, they can also lead to an uncontrolled and unpredictable course of media information, due to their truthfulness not being questioned. That is how the global presence of media sets the forms of social life and sometimes relativizes the unquestionable nature of information, thus hiding the fundamental questions of the survival of humane values. In such a context, ontology and ontological relativity provide a landmark in the review of the truthfulness of facts, theories and scientific theoretical settings, especially when (re)defining the notion of contemporary education in the so-called "cyber" world. For those reasons precisely, taking into consideration the causality of the relationship between contemporary media and the multimedia reality in which an individual is located, and in the context of ontological relativity, this paper attempts to search for the understanding of contemporary education of man and of the true, without which true education as such is not possible.

This research examines the emerging academic subculture of international students from East Asia in U.S. academics from the cultural hybridization perspective. In a knowledge-based economy, international education plays a pivotal role in the global educational environment. Advocacy of international student mobility is essential; international student mobility fundamentally increases academic culture flows and the transmission and incorporation of different global cultural identity, while simultaneously leading to the breakdown of individual cultural identity in a new cultural context. In addition, the international students can be a catalyst and may generate new academic subcultures in new academic environments. This process contributes to the cultural hybridization process worldwide. The purpose of this article is to provide a qualitative research study on specific features of the international students' academic subculture. The research study findings display that East Asian international students cope in a vastly different academic culture by forming their own peer academic subculture and limiting interactions with faculty members and domestic students. The study recommends further research in this area and also promoting an effective relationship between faculty and international students as well as international students with domestic students.

The urgency of the problem under investigation is due to the danger and at the same time the prevalence of corruption, so special attention is given to the need to supplement the repressive state and awareness-raising measures forming, especially in educational institutions of special subculture, raising a categorical rejection of corruption. The article is aimed at drawing attention to the consistency of the scientific-cultural formation of the anti-corruption subculture. The leading method to the study of this problem is a philosophical and cultural analysis of the origins (premises) and the grounds of corruption, which allows proving the scientific soundness of the proposed ideas. The paper presents the evaluation of existing approaches to the corruption revealed conceptual bases implemented in the practice of education pedagogical models, reveals the reason for their low efficiency and effectiveness, justifies recourse to the alternative with respect to potential corruption culture. Article Submissions may be useful for teachers and education sector leaders, analysts in the sphere of culture and mass consciousness.

The aim of this article is to discuss the dynamics of gang involvement by considering the social reproduction perspective and resistance theory literature and by examining general perceptions of learners and adults who regularly experience gang violence. In a study utilising quantitative and qualitative design, a questionnaire was administered to 360 Grade 6 learners in low socio-economic areas in Western Cape, South Africa. Interviews with educators and two experts in the field of gang involvement were conducted. In contrast with the current trend in literature, the participants made no distinction between gangs as marginalised individuals and gangs as deviant subcultures. This may be ascribed to the current high prevalence of violence which is associated with gangs in Western Cape. It was found that, while learners express their fear of gangs, some identify with and idealise gang life.

The predictive utility of previous studies of organizational culture has been limited by an over-emphasis on the integration perspective. Much less attention has been his been paid to subcultural differentiation and fragmentation. This case study bridges that divide by employing methods of cultural analysis designed to explore the relationship between organizational culture, the culture of leadership, and employee engagement in an academic institution through the lens of integration, differentiation and fragmentation. Adopting a complexity approach to cultural analysis as a theoretical framework, methodological innovations utilizing survey data and quantitative inferential statistics establish the predictive utility of organizational culture with respect to three dimensions of engagement: vigor, dedication and absorption. Analyses based on cultural uniformity, subcultural variation and ambiguity were found to illuminate different aspects of the culture of leadership and engagement, differentiated by employee status and years of service. Results of the differentiation and fragmentation analyses yield insights masked by the integration approach: Analysis of cultural differentiation revealed dedication and absorption were more affected by cultural and leadership dynamics than vigor, while analysis of cultural fragmentation uncovered minority perspectives on bullying, leader accountability and employee misbehavior that represent important targets for improvement masked in the analysis of organizational culture as a whole.

Subcultures can appear in multicultural societies not only by the contact of existing cultures but also by cultures that remain constant while the larger society changes. A recent movie, "Dark Waters," is an example of this process. "Parasite" and "Joker," two other recent movies, both Academy Award winners, differ from the first in the ways they present the process of subcultural development. "Dark Waters" shows a marginal community getting effective assistance from an established law firm, while "Parasite" and "Joker" show marginal subcultures that develop their own illegitimate methods of responding to marginalization, with disastrous results. The people with legal help remain bitter and pessimistic, while the people resorting to deviant resistance become cheerful and amused, untroubled by the mass homicide their comic attitude brings.

The disruption of ordinary life by a deadly pandemic, an outrageous display of police violence, and a tumbling economy have left Americans isolated, frozen, and terrified. For many, the television screen has become the only contact with the outside world and the only source of entertainment. In recent years, cable television networks have drawn our attention by deep content and expert presentation. At this time, two cable series have debuted that are novel and far from our usual preferences for content. The two series are "The Plot Against America" and "Penny Dreadful: City of Angels." The plots of the two series are notably similar in time period and focus on subcultural groups. The possible reasons for their timeliness and for their relevance to today's issues are explored.

Lad culture is pervasive in UK higher education, fuelling misogyny and violence towards women. Lad culture is commonly described as mix of boorish socialising, drinking, sport and pack behaviour. This study reports on the attitudes and experiences of laddish students from a UK university. Laddish behaviours were ubiquitous in their university lives. They were well aware of the harm lad culture causes but struggled to manage their behaviour. Being a lad is an important part of their identity. With their lad friends they relaxed their performance of assertive masculinity. Interviewees identified banter within their friendship group as an essential social currency but were explicit that banter aimed at other people was bullying. Academic success was important and was gained in part by making a distinct break from anti-academic lads. Their self-awareness and willingness to engage with the issue offers opportunities for more effective interventions to combat misogyny.

To date there is limited research on organisation-based self-esteem within the higher education environment. This quantitative study addresses that gap by investigating the differences in organisation-based self-esteem between two subgroups: academic teaching staff ('faculty' in the United States) and administrative staff, excluding senior managers, ('staff' in the United States). Through analysis of variance and factor analyses of 233 survey respondents across five small liberal arts institutions in North Eastern United States, this study suggests self-esteem imbalances between the two subgroups. Results point towards subgroup inequities in perceived value that can lead to reduced engagement, commitment and positive organisational behaviours. The study offers organisation-based self-esteem as a new data point for institutions striving to provide the best outcomes for students and the employee groups that support them. It provides targeted interventions and challenges academic organisations to reflect on processes and cultural norms that may be negatively affecting students and employees.

This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the "Journal of Literacy Research" to date, and it offers recommendations for advancing research, practice, and policy.

The category of hate crime is a recent legislative response to the increasing levels of antisocial, criminal and discriminatory behaviours and practices that target a wide spectrum of individuals on the basis of their identification within certain minority sociological subcultures. People with intellectual disability are often targeted for this kind of behaviour. Here, we report on an evaluation of one English city's efforts to instigate a street-based scheme to offer some security and protection to its intellectually disabled citizens. The physical location of the premises and the engagement of the staff employed therein have some bearing on their potential to be effective in offering shelter and support to distressed individuals. But even where premises are well situated with positive staffing, the absence of local records to list the uptake of the scheme leaves room for doubt about its overall effectiveness.

In the last decade, the interest in the study of organizational culture and effectiveness has increased; however, few studies have been done in the educational field. The objective of this research is to deepen the knowledge of the relationship between organizational culture and effectiveness in institutions of higher education, and to try to respond the following research question: How are effectiveness indicators interpreted in a higher education institution with differentiated culture? This research used the organization ethnography approach; the sample was made up of 23 informants; and the tools used were interviews, observation, and documentary information. The data analysis was done following the Spradley methodology (1979) and the results of the study seem to indicate that the educational institution studied has a differentiated culture and that the main cultural groups maintain a series of shared values with which they interpret a series of effectiveness indicators in a similar way. Nevertheless, this research also shows that there are some indicators that are not acknowledged by the cultural subgroups, and it is also observed that a series of indicators is interpreted differently by each subculture. Based on these results, it is possible to consider that the acknowledgement of the existence of a differentiated culture in a higher education institution allows its leaders to send the right messages to its members and to leverage from its culture to develop more effective higher education institutions.

Satirical news is a type of humorous media that mixes parody and satire to critique contemporary figures, events, and situations (Ermida, 2012; McClennen & Maisel, 2014; Peters, 2013). In addition to satirical television news programs like The Daily Show, satirical news websites such as "The Daily Mash," "The Onion," and "The Shovel" are extremely popular in the United Kingdom, the United States, and Australia, respectively. There are also satirical websites for a number of subcultures, including foreign English-speaking residents in Japan ("Rising Wasabi"), sports fans ("Sports Pickle"), and evangelical Christians ("Babylon Bee"). Although satirical news is sometimes criticized as fake, scholars have contended that satirical news stimulates critical thinking about media, politics, and social issues through fun and intelligent coverage of current events (Fife, 2016; Peters, 2013).

The article analyzes accounts of the regimented aspects of life at summer pioneer camps (daily routine, lining up, and marching in formation) as well as the informal aspects of children's subculture. Our main source of information were publications in the Soviet children's press and specialized periodicals in education from between the late 1950s and early 1980s. At that time, articles were regularly published on this topic, and magazine editors devoted special issues to how leisure activities should be organized at summer recreational camps. Our analysis of the periodical literature helps better understand the everyday life of Soviet children during the late 1950s to the early 1980s. [Translated by Kenneth Cargill.]

For street children in Mumbai, gambling is mostly a social and recreational activity. This study is based on data gathered from a survey of 70 youths aged 12 to 24, two focus groups, and participant observation. It offers glimpses into various facets of their gambling, including age patterns, games played, venues, and how group and street subculture strongly influence participation. Street children perceive gambling as a "game of chance," implying it is a form of recreation, not to be taken seriously. Given the pervasiveness of gambling and the absence of other recreational and money-saving opportunities, there is a need to design educational and preventive interventions for street children.

The old adage "no news is good news" is particularly true of the portrayal of Travellers in the media in general. The quality of otherness is relevant to the status of Travellers. For example, when a member of the Traveller community becomes seriously ill, their extended community rallies round. This has been known to cause alarm among health professionals when a large number of Travellers flood a waiting room in a hospital. That a group of individuals who are trying to be supportive can be perceived as a threat can be explained in the context of "othering." It is not uncommon for those who have been identified as "Other" e.g. women, Travellers, people with disabilities, gay people and all marginalised people to suffer from internalised oppression. Internalised oppression is based on real fear. It is not surprising that individual Travellers fear negative treatment. This article looks at the bases of those fears, and explores where the negativity comes from. The author outlines the stereotyping that is perpetuated in the media in general, and how education has a central role in challenging these myths and stereotypes. The author's positioning to discuss this issue is located in her own experience as "The Other." In this article, she explores the concept of otherness or alterity and discusses the potentiality of the concept in challenging stereotypical norms and the ways in which this positioning provides her with a singular vantage point. She looks at examples of educational approaches, from the back to education and training programme underpinned by adult education principles derived from Freire (1972) and Noddings, (1984) and the UL initiative, on the integrated framework. She considers the possibilities of otherness, and finally, on her own experience of alterity, which has enabled her to reflect on why she does what she does and how the notion of embracing otherness has been a personal motivation. (Contains 1 figure and 1 footnote.)

Over the last decade, HEIs (higher education institutions) around the world have undergone transformation for a number of reasons, including mergers and acquisitions. The reasons for this vary from remaining competitive in an ever-increasingly competitive academic environment to being forced to do so. With deeply ingrained traditions, long tenures and substantial professional autonomy on the one hand and fragmentation, subcultures and a sense of territory and boundary on the other, the consequences of merging such cultures are significant. The BBS (Budapest Business School) has had to deal with this merging of cultures and subcultures whilst at the same time deal with a greater market-orientation as it strives to move further away from the budget-commanded regime towards a market-oriented operation. To investigate the make-up of the organisational culture of the BBS and consider its orientation, a multi-method approach was considered using the Competing Values Framework for quantitative analysis and cognitive mapping with focus groups and one-to-one interviews for a qualitative analysis. Potential difficulties are considered within this context. (Contains 2 tables, 5 figures, and 2 footnotes.)