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This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl’s embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized school expectations.

A contemporary approach to nexus analysis (Medina and Wohlwend, 2014; Wohlwend, 2021) unpacked two critical performative encounters (Medina and Perry, 2011) using concepts of historical bodies (Scollon and Scollon, 2004) informed by sociomaterial thing-power (Bennett, 2010).

Playing while painting pottery collides and converges with the tacitly desired and expected ways of embodying student in this after-school artspace. Emily’s outer-space alien persona ruptured expected discourses when her historical body and embodied performances threatened other children. While her embodied performances facilitated her becoming a fully present participant in the studio, she fractured the line between play and reality in violent ways.

As literacy researchers, the authors are in a moment of reckoning where student embodied performances and historical bodies can collide with all-too-real violent threats in daily lives and community locations. Situating these performances in the nexus of embodied literacies, unsanctioned play and thing-power can help educators respond to these moments as ruptures of tacit expectations for girlhoods in school-like spaces.

Birth and birthright, in relation to citizenship, are entangled in a complex politics of power and patriarchy as well as past and present notions of cultural and national identity in Nepal. The debates highlight how gender inequality intersects historically with social inequality in a highly stratified society based on religion, caste and ethnicity. The constitutional discussion that has been ongoing in Nepal since the end of the 10-year long civil war in 2004 highlights the need for a critical feminist approach that looks at the multi-faceted and intersecting relationship between citizenship, gender, political projects of imagined communities, social inequality and access to political power. Women have become responsible for the containment of attributes, values and identity within nation-state, regional boundaries, and communities or collectivities. They are constituted as both an asset and a threat to the nation-state should there be fluidity in borders or boundaries. With the struggle to produce and promulgate a new constitution in Nepal, we see how women’s interests and equality can be sacrificed in the name of protecting idealized social and political values as well as preserving the nation-state itself.

This chapter provides the introduction of the book and argues why gender and feminism matter in theory and praxis in the 21st century. It includes the conceptual interrogation of the meaning of gender and feminism and its practice in western and non-western contexts; global currents in feminist struggles; thematic organization of the book; and the future under ‘feminist eyes’. The thread of shared struggles among diverse groups of women based on selected themes — movements, spaces and rights; inclusion, equity and policies; reproductive labour, work and economy; health, culture and violence; and sports and bodies — situates Canada as a western society with avowed egalitarian ideals favouring gender equality and social justice, but with its own issues and concerns like women in other countries facing their own challenges.

The purpose of this paper is to provide insight into the effectiveness of cognitive and emotional appeals to mobilize resources in prosocial crowdfunding settings that combine the creation of economic and social value.

The authors quantitatively measure the effectiveness of cognitive and emotional appeals in the entrepreneurial narratives of 2,098 entrepreneurs from 55 countries shared via the Kiva platform by performing multiple regression analysis.

The findings suggest that using cognitive appeals can attract more resources than using emotional appeals. In fact, using affective language in general, and negative emotion words specifically, can be detrimental and attract fewer resources.

The authors contribute to the entrepreneurship and social entrepreneurship literature by linking insights from the Elaboration Likelihood Model (ELM) of persuasion and motivational framing to understand resource mobilization in prosocial settings. This study demonstrates that cognitive and emotional appeals could lead to different outcomes in contexts where entrepreneurial narratives are all framed as “doing good” and individuals allocating resources are highly socially motivated.

Extant literature on entrepreneurship highlights the importance of the entrepreneurs' social network in mobilizing resources for their ventures. Over the last few years, entrepreneurial crowdfunding opportunities have become a subject of growing research interest as it acts as a tool to mobilize financial resources. However, many of these studies are limited within the scope of new ventures, creative industries, and commercial entrepreneurship. In this study, we examine crowdfunding within the context of social entrepreneurship in order to gain a deeper understanding of the motivation and the characteristics of the pool of individuals that contribute to social entrepreneurial crowdfunding. Data for this study have been collected from four cases of social entrepreneurial crowdfunding campaigns. The campaigners, who raised the funds in France for social ventures based in India, shared their knowledge of 157 individuals that contributed to their crowdfunding campaign. The findings inform that crowdfunders mainly originate from the crowdfunding campaigner's helper network, such as family, friends, and colleagues. A small percentage were also acquaintances and strangers. This network of individuals was motivated to support the campaigner achieve her/his goal or was attracted to the social cause that triggered them in creating a social impact. Moreover, the crowdfunders were generally open-minded and well-traveled individuals accustomed to participating in social and voluntary activities. Our study reveals that some members of the helper network are likely to disappoint by not supporting the crowdfunding campaign, thus emphasizing a twist to the existing literature on entrepreneurship. This has practical implications that prompt social entrepreneurs to exercise their social capital, networking skills, and communication strategies to attract and expand their community of helpers in order to trigger individuals from both their helper network as well as individuals outside their current network toward crowdfunding.

MBA, advanced undergrad, entrepreneurship and technology commercialization classes.

Entrepreneurial diversity, equity and inclusion, medical device innovation, and models of business accelerators.

The first half of the case explores Kathryne Cooper’s professional and personal journey and the ways her life experiences inform the goals she helps set for The West Coast Consortium for Technology & Innovation in Pediatrics (CTIP). As an African-American woman codirector of a medical device accelerator focused on the pediatric market, Cooper was acutely aware of the lack of diversity in the tech industry. The second half of the case explores the medical device market and the need for organizations such as CTIP. Cooper implemented a revised application process and system to encourage applications from underrepresented minority founders. CTIP was in a unique position to support concept stage products and nontraditional founders. The case concludes with a description of seven companies that have applied to join CTIP’s portfolio. Students are instructed to consider, as Cooper, which companies to support and what type of support to offer.

Explore the ways personal backgrounds inform leadership positions. Analyze how ventures are evaluated from a grant-funded accelerator (in contrast to an investment-fund accelerator). Examine the wide range of support that nontraditional founders require in the underserved pediatric market.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

A model to support diversity of gender and race in entrepreneurship.

CSS 3: Entrepreneurship.

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to participate in interscholastic, intercollegiate, intramural, and club athletic programs” (East, 1978, p. 213). Since 1972, girls’ and women's sport participation has increased in high schools, colleges and universities, the Olympics, and professional sports. Researchers interested in the study of gender and sport have raised critical questions and conducted empirical research concerning the meanings of masculinity and femininity, the implications of sport participation, the meanings of heterosexuality and homosexuality, gender equity, and media coverage of sports (Dworkin & Messner, 2002). One persistent theme in the literature on girls’ and women's sport participation is the connection between athleticism and femininity. Historically, researchers have used the role conflict perspective or the apologetic defense strategy to examine girls’ sport participation. In this chapter, I analyze athleticism and femininity on a high school basketball team using a third framework.

A qualitative, feminist, case study methodology was used to research the feminist leadership of three women principals of coeducational secondary schools. Information was collected by interviewing and observing the three feminist principals, interviewing 24 staff, and collecting documents. Research indicated that being student focused was central to the practice of feminist educational leaders. This thesis explored how they were able to remain student focused in a New Zealand, neo‐liberal, education context with increased financial, accountability and marketing responsibilities. By resisting and appropriating the opportunities and demands created by the reforms, the feminist principals were, to some extent, able to resist the pressure to be less student focused. However, in doing so they worked very long hours. Their personal value systems and the school context were also important influences on their practice. There were both commonalities and diversity among the women’s leadership.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.