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I have played basketball for almost three quarters of my life. It is a sport I love and it taught me young that sexism exists and feminism matters. By paying close attention to the local and particular — playing basketball for almost 30 years in various gyms in Ontario, Newfoundland and Manitoba — I demonstrate in this piece how politics of gender, race and sexuality infuse our everyday lives and connect to larger themes of societal inclusions and exclusions. The piece is written as a series of fictionalized diary entries, beginning in 1987 when I was 10 and first started to play basketball, and ending in 2014 when I wrote the chapter. Learning to play the game came along with navigating life as a girl on a team of boys who passed the ball to one another but not to me. The tone and content of the diary entries change as I grow up and understand the world better, but the theme of passing the ball, and what it might mean to live in a world where we passed the ball more often and differently, remains central to the story. I chose to write a short story rather than an essay because form matters for how content is delivered and received. One thing I have learned from my students is that academic writing often communicates that the ‘we’ who produce it want merely to sound clever and not actually to communicate with the ‘you’ who try to make sense of it. Here I take seriously students’ concerns by writing in an engaging and accessible way, thus following a feminist politics of inclusion rather than alienation.

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.

Minnesota’s rural communities are becoming increasingly more racially, ethnically, and culturally diverse. The state shares territory with 11 Sovereign Nations and one in five Minnesotans identifies as Black, Indigenous, People of Color (BIPOC) today, compared with just 1% in 1960. In collaboration with communities, University of Minnesota’s Extension Department of Community Development works to develop leadership capacity for residents to address inclusiveness, belonging, community climate and culture. The Welcoming and Inclusive Communities Program (WICP) focuses on measurement of community readiness within seven sectors combined with an educational stakeholder cohort experience leading to identification of challenges and best practices happening across a community. Curriculum includes exploring concepts of race and intersectionality and emphasizes the growth of leadership as participants work to promote equity and inclusion. Growing Local, another program in our community toolkit, is an intentional cohort series for BIPOC growth into leadership, more specifically, into decision-making arenas and positions of leadership, like their town/city/county committees, boards, and commissions. From learning the language of the oppressor (e.g., Robert’s Rules of Order) to understanding the dynamics and nuances of power-mapping and social capital, participants address the barriers facing BIPOC. This chapter highlights program design elements, assessments and evaluation, and lessons learned from program implementation to date. Scholars, researchers, practitioners, and leaders will find globally relevant and replicable tools to support the development of leaders who can shape their communities through the lens of inclusive leadership, increase and strengthen capacity to lead, build networks, and facilitate community-owned change.

THE recruitment, training and payment of librarians are matters of import, not only to the youngest entrant into this work, but also to established librarians and to the public. Although training was initiated forty years ago by the then chief librarians of libraries, it has in recent years become a very intimate concern of library assistants and of parents and others in charge of young folk who are considering librarianship as their possible career. After thirty years of experiment, with minor changes, the Library Association syllabus has now been completely remodelled. We have also reached a stage when we can consider to some extent, although not adequately, the effect upon the profession of our whole‐time library school of university rank. The various phases of the work must therefore be of great interest to every reader of The Library World; and this is sufficient justification for the special attention which the subject receives in this number. The first question must always be the economic and human one. Is the profession sufficiently large, and of enough importance, to justify parents in allowing lads or girls, who have gone through a secondary or even university training, to devote themselves to the somewhat protracted study which is prescribed for the work? Then, again, is the training now placed before the would‐be aspirant to library work a wise training? Is it too special, too technical, too scholarly; indeed, is the library authority, whoever and wherever it may be, asking too much for what most people regard as the very simple work of managing and distributing and exploiting books?

AFTER more than thirty‐three years THE LIBRARY WORLD appears in a new and, we hope our readers will agree, more attractive form. In making such a change the oldest of the independent British library journals is only following the precedent of practically all its contemporaries. The new age is impatient with long‐standing patterns in typography and in page sizes, and all crafts progress by such experiments as we are making. Our new form lends itself better than the old to illustration; we have selected a paper designed for that purpose, and illustrated articles will therefore be a feature of our issues. We shall continue as in the past to urge progress in every department of the library field by the admission of any matter which seems to have living interest for the body of librarians.

This article examines personal performances of vicarious trauma (VT) related to the Ocean Ranger Disaster. It investigates the extent to which the self is at stake in passionate storytelling about tragic consequences of extreme work.

Dramaturgical concepts of self-presentation and impression management are used as a qualitative lens to provide an alternative view of published trauma stories arising from emotional research interviews.

The catastrophic disaster created secondary traumatization for families and friends of extreme workers lost at sea. This article shows that research interviews of these disaster survivors are opportunities for participants to engage in dramatic storytelling. The paper also reflects on related (problematic) storytelling by the trauma researcher.

The article provides a theory illustration using dramaturgy as an alternative theoretical perspective to document previously under-appreciated aspects of the Ocean Ranger case. The discussion causes us to think about research interviews in a way that past research would not normally suggest.

The Ocean Ranger Disaster continues to be a remarkable source of sorrow for the people of Newfoundland. This research provides a needed contrast to the numerous positivist, and overwhelmingly technological, studies of the disaster.

The research tradition of dramaturgy is a useful lens to apply to the expanding field of trauma studies. VT is rarely a subject of direct discussion in the management and organization studies (MOS) literature. This paper is among the first to consider storytelling interviews from a VT perspective.