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Indigenous farmers have, for centuries, applied practices which maintained resilient and sustainable landscapes. Thus, understanding and preserving the agricultural knowledge of Indigenous farmers may enhance the knowledge base of sustainable agriculture. The purpose of this paper is to review current research in the fields of Indigenous knowledge and sustainability to present a research approach which enables a cohesive global way forward for future research projects seeking to understand and preserve Indigenous agricultural knowledge.

This study applied thematic analysis to review 57 research studies in the field of Indigenous knowledge and sustainability. Key themes were identified from four overarching criteria: research methodology, data input, output and outcomes.

The findings revealed a range of commonalities among the 57 research studies reviewed. This study proposes the research should continue to seek to understand and preserve Indigenous knowledge, however, research needs to go beyond simply documenting Indigenous knowledge. The way forward requires research of Indigenous agricultural knowledge to establish databases, digital repositories (including oral, video, visual) and online repositories with globally shared access, whilst acknowledging and acting in partnership with Indigenous farmers and their communities.

To the best of the authors’ knowledge, this is an original study which has practical implications for enhancing research outcomes with regard to preservation of Indigenous knowledge. The findings of this study may be used to influence research policy formulation and implementation.

This chapter focuses on the challenges and the possibilities that exist for College and University leadership, academic planners, instructional technologists, campus planners, architects, and others involved in building the transformative student experience that has been the underpinning of education since the Raphael’s School of Athens. Students need to engaged in the learning and have meaningful interactions with the faculty and classmates.

Economic and societal influences during the first decade of the 21st century have illuminated the demand for access to education through emerging technologies in both physical and virtual spaces. These new opportunities have not developed without painstaking disruptions to conventional models for academic and campus planning. The disruptions have led to opportunities to pilot new modalities for curriculum development that blend both online and on ground learning. Parallel opportunities exist for piloting learning spaces that support blended learning.

Academics and campus planners alike have realized that there is no one-size-fits-all solution to planning effective formal and informal learning spaces. What is clear is moving the student experience from one that is transactional to transformational requires adhering to grounded best practices in teaching, learning, and campus planning, establishing a team of informed and engaged stakeholders, and developing empathy and authenticity in the planning process for both the spaces and the pedagogies.

Gender is a defining feature of informal/precarious work in the twenty-first century, yet studies rarely adopt a gendered lens when examining collective efforts to challenge informality and precarity. This chapter foregrounds the gendered dimensions of informal/precarious workers’ struggles as a crucial starting point for re-theorizing the future of global labor movements. Drawing upon the findings of the volume’s six chapters spanning five countries (the United States, Canada, South Korea, Mexico, and India) and two gender-typed sectors (domestic work and construction), this chapter explores how gender is intertwined into informal/precarious workers’ movements, why gender is addressed, and to what end. Across countries and sectors, informal/precarious worker organizations are on the front lines of challenging the multiple forms of gendered inequalities that shape contemporary practices of accumulation and labor regulation. They expose the forgotten reality that class structures not only represent classification struggles around work, but also around social identities, such as gender, race, and migration status. However, these organizing efforts are not fighting to transform the gendered division of labor or embarking on revolutionary struggles to overturn private ownership and liberalized markets. Nonetheless, these struggles are making major transformations in terms of increasing women’s leadership and membership in labor movements and exposing how gender interacts with other ascriptive identities to shape work. They are also radicalizing hegemonic scripts of capitalist accumulation, development, and even gender to attain recognition for female-dominated occupations and reproductive needs for the first time ever. These outcomes are crucial as sources of emancipatory transformations at a time when state and public support for labor and social protection is facing a deep assault stemming from the pressures of transnational production and globalizing markets.

The purpose of this paper is to explore the hidden social worlds of competent clandestine users of drugs controlled within the confines of the UK Misuse of Drugs Act 1971, which now includes NPS substances. The authors explore how and in what way socially competent drug users differ from others who are visible to the authorities as criminals by criminal justice bureaucracies and known to treatment agencies as defined problem drug users.

This qualitative research utilises a bricoleur ethnographic methodology considered as a critical, multi-perspectival, multi-theoretical and multi-methodological approach to inquiry.

This paper challenges addiction discourses and, drawing upon empirical evidence, argues the user of controlled drugs should not be homogenised. Using several key strategies of identity management, drug takers employ a range of risk awareness and risk neutralisation techniques to protect self-esteem, avoid social affronts and in maintaining untainted identities. The authors present illicit drug use as one activity amongst other social activities that (some) people, conventionally, pursue. The findings from this study suggest that punitive drug policy, which links drug use with addiction, crime and antisocial behaviour, is inconsistent with the experience of the participants.

Due to the small sample size (n=24) employed, the possibility that findings can be generalised is rendered difficult. However, generalisation was never an objective of the research; the experiences of this hidden population are deeply subjective and generalising findings and applying them to other populations would be an unproductive endeavour. While the research attempted to recruit an equal number of males and females to this research, gendered analysis was not a primary objective of this research. However, it is acknowledged that future research would greatly benefit from such a gendered focus.

The insights from the study may be useful in helping to inform future policy discourse on issues of drug use. In particular, the insights suggest that a more nuanced perspective should be adopted. This perspective should recognise the non-deviant identities of many drug users in the contemporary era, and challenge the use of a universally stigmatising discourse and dominance of prohibition narratives.

It is envisaged that this paper will contribute to knowledge on how socially competent users of controlled drugs identify and manage the risks of moral, medical and legal censure.

The evidence in this paper indicates that drug use is an activity often associated with non-deviant, productive members of the population. However, the continuing dominance of stigmatising policy discourses often leads to drug users engaging in identity concealment within the context of a deeply capitalist Western landscape.

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by the Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for the articles rests with the British Library Board and opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription for 1984 to VINE is: £23 for UK subscribers, £26 to overseas subscribers (including airmail delivery). Second and subsequent copies to the same address are charged at £14 for UK and £16 for overseas. VINE is available in either paper or microfiche copy and all back issues are available on microfiche.

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

It seems fitting, in this particular issue of Technical Education at the present time, for a former editor of an educational monthly — New Education — whose magazine changed ownership last December in somewhat dramatically sudden circumstances, to seize a second chance of looking forward to try to make out future trends. Is the Black Paper an off beat isolated phenomenon, soon to fizzle out of the second lease of life which Ted Short gave it at Easter? Or is it the first of a series of attacks on the steady reform of educational institutions and curriculum which has been going on over the last twenty five years? Is Tom Howarth, with his new views on culture and anarchy, a second Matthew Arnold, come to pluck English Education from the slough of despond into which it has been steadily sinking for years? Or is his book the last gasp from a fading corner of the educational scene, which has only lasted so long because class attitudes and institutions are so deeply ingrained into English society? It may be still too early to say. But it looks as though this sort of debate — or one very like it — will go on in the educational world into the forseeable future.

The purpose of this paper is to examine attempts at jurisdictional expansion in the audit field. Specifically, the authors critically analyse the professional implications of “new audit spaces”, that is, novel auditing and assurance services that have emerged at intersections between audit and other fields such as the environment, the public sector, sport and education. The purpose is two-fold. First, to better understand the dynamics of new audit spaces, and second, to highlight the major challenges and adaptations prompted by these dynamics.

Drawing on Bourdieu’s theory of practice, the authors highlight and problematise four issues central to the construction of new audit spaces: independence; reporting; professional accreditation; and the nature of the audit role.

The audit profession has experienced mixed success in seeking to annex new audit spaces; in some instances, practices initially located at the margins of auditing have moved towards its centre, while elsewhere projects have been abandoned, colonised by others or remain in flux. In these ventures, the accounting profession is brought into competition with other bodies of expertise and modes of practice. In new audit spaces, core elements of auditing, as conventionally conceived, are transmogrified as they travel.

This analysis calls into question some of the “sacred cows” of auditing and challenges the transferability of the capitals and habitus of the accounting profession in other domains. Future research avenues are suggested.

This paper is premised on the understanding that professions remain central means of institutionalising expertise in society. A summary of major issues that are prominent in recent studies of the professions is presented in order to inform the paper’s central objective which is to scope out an agenda for future research in the area. The paper aims to discuss this issue.

This is a desk-based study informed by, but not limited to, the other papers appearing in this special issue.

This paper identifies and summarises a number of central themes: globalisation and neo-imperialism, the role of the state in professional projects, the rise of tax avoidance as a moral issue, the implications of tax professionals moving from the public to the private sector, the study of small-scale accounting firms, the rise of new expert groups and the emergence and implications of new audit spaces.

The value of this paper is in bringing together a number of important but eclectic themes to scope out an agenda for the future study of the accounting profession and expert labour more broadly. The paper questions whether the term profession is still meaningful in a context where many professions have been re-made in the image of commercialism; it suggests that a focus on experts might be more apposite.

In scoping out an agenda this paper calls for greater attention to be paid to: examining the role of experts and their role in some of the major crises of the times; exploring how professions have often undermined their own legitimacy; understanding better the relations between professions and the state; the extent to which the next generation of partners will behave very differently to the current incumbents; the way in which digitalisation opens up new vistas of expertise; and in investigating the position of different expert groups in relation to societal elites. The paper reiterates that major societal issues are framed through various forms of expert knowledge and as a corollary it is essential to engage with experts and the implications of their proposed solutions.