This book offers a new vision for teaching literacy to adolescents that moves beyond reading for its own sake and toward reading as a way to motivate students to connect with their world. The authors draw on the voices of adolescent readers to discover how teachers can encourage their students to explore their identities, face injustices, and contribute to their communities. Readers learn how to incorporate the core issues of a socially responsible pedagogy into their own curricula to support strong literacy skills across the content areas. Each chapter includes reflection questions that move the reader toward personal and professional development, along with classroom applications that provide specific strategies and ideas for engaging literacy projects. This dynamic book: Outlines a socially responsible pedagogy that will assist teachers in creating meaningful experiences to motivate even the most disengaged students, takes a critical approach to teaching and learning that recognizes the importance of explicitly addressing issues of power and identity, examines effective school-wide models that promote a climate of responsibility toward the larger society.

Listen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.

This book explores the theoretical underpinnings and interventions of CSR practised by universities across the globe and the role their leadership plays in promoting this. It provides international examples from the US, Africa, Europe and Asia, with implications and insights for university leadership, staff, and students.

This volume examines the practice of embedding corporate social responsibility into academic curricula.

The editors of this text contend that there is a lack of leadership in existence for deciding global and national problems. Colleges and universities are generally expected to produce national, political, scientific and corporate leaders. Most institutions maintain that their graduates are leaders, yet few institutions explicitly address the isssue of leadership and social responsibility in a systematic and comprehensive way. Often academic approaches consist of unfocused courses of leadership, looking at leadership styles and managerial decision-making within a business context. Basing their work on research, the editors discuss what they consider to be an important programme for the development of leadership and social responsibility in schools and institutions of higher education.

This book provides empirical evidence on how universities have considered social responsibilities as their prime focus, and engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through experience, interventions and narratives.

This book provides a combination of case studies and current action research describing how businesses and civil society organizations are working to alleviate poverty in local and global communities. It intends to provide conceptual and research rationales for why management education and management institutions must address the issue of poverty. The book responds to one of the major findings from the research of the PRME Working Group on Poverty that the topic of poverty still lacks a strong business case for management educators and program/institutional administrators. The distinctive features of this book are that it: (1) includes examples of small and medium-sized (SME) businesses; (2) deals with the issue of poverty as a human rights violation; (3) explores the issue of absolute versus relative poverty; (4) deals with leadership challenges in organizations committed to poverty alleviation; and (5) discusses the issues in terms of management education’s responsibility for setting new management, research institutional and intellectual agendas. The first of two books to be produced by the PRME Working Group on Poverty, Socially Responsive Organizations and The Challenge of Poverty aims to provide both researchers and practitioners with the most wide-ranging coverage yet published on how business can be a positive force in alleviating poverty and how management education needs to adapt to this increasingly crucial prerogative.

Corporate Social Responsibility in the Arctic considers the new trends and frontiers of Corporate Social Responsibility (CSR) studies that are shaping the future of global business strategy and ethics. This book systematically approaches the CSR framework of internal and external factors and their impact on the social responsibility of businesses within the sensitive environment of the Arctic. It presents traditional and contemporary models of CSR through case studies of the eight Arctic nations and explores the debates concerning social responsibility and ethical dilemmas related to social and environmental aspects of business operations, society, and ecosystems. Arruda and Johannsdottir also review approaches for engaging stakeholders in social responsibility, socio-environmental standards, and sustainability, according to frameworks like the UN Sustainable Development Goals, the UN Global Compact, the OECD Guidelines for Multinational Enterprises and the Global Reporting Initiative, but also according to the new CSR strategy in the Arctic based on circular economy, blue economy, smart specialization, knowledge-intensive entrepreneurship, and new parameters of education. Overall, this book examines the ways in which the changing climate and rich natural resources of the Arctic provide unique opportunities and challenges for businesses and societies. This book will be of great interest to students and scholars of CSR, sustainable business, and business ethics.

Teaching Social and Emotional Learning in Physical Education is the ideal resource for understanding and integrating social and emotional learning (SEL) competencies into the structure of a physical education program, alongside physical activity and skill development goals. This text should be incorporated as a key resource to guide physical education teacher education courses specifically focused on social and emotional learning while also providing supplemental readings for courses related to physical education curriculum, instruction, assessment, and/or models-based practice. Similarly, practicing physical education teachers who are interested in developing a stronger focus on SEL in their teaching will find that the book provides a comprehensive resource to guide their professional learning and practice.