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Starting school is major educational transition for all children as it requires the forming of fresh relationships, settling into a new classroom environment, and engaging in more formal learning activities. For children on the autism spectrum, starting school is a stressful period due to the substantially changed conditions. With appropriate and flexible supports, however, these children can overcome their desire for sameness, belong to a community of active learners, and experience academic and social success. This chapter presents a practice model to support teachers seeking to successfully include and educate children on the spectrum in the early years of schooling. This Model of Practice comprises 23 practices aligned with the organizers of Belonging, Being, and Becoming from the Australian Early Years Learning Framework. The practices are foundational in nature and enable teachers to identify and use them in their planning and instruction in order to respond effectively to specific children's needs. The model has been field tested by early years teachers from 23 schools across three Australian states. Perspectives provided by these teachers about the model and how they used it in their classrooms are woven into the chapter. Their perspectives highlight the usefulness of the model as a classroom resource for teaching not only children on the spectrum but also those with diverse learning needs. Reported perspectives also indicate that using the model may enhance teachers' autism-specific knowledge and confidence in working with children on the spectrum. The chapter concludes with recommendations made by teachers for using the practice model.

Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable Development Goal 4 of the Education 2030 Agenda. The analysis presented in this chapter highlights Australia's patchy endeavours to provide inclusive and equitable programmes at all levels of education and vocational training, particularly in relation to diverse learners and those with Indigenous backgrounds. Findings point to the need for Australian federal and state governments to collaborate, legislatively and financially, to better support policy enactment around the Education 2030 Agenda in partnerships with stakeholders at national, state and local levels.

Interdisciplinary research allows us to broaden our sights and expand our theories. Yet, such research surfaces a number of challenges. We highlight three issues – superficiality, lack of focus, and consilience - and discuss how they can be addressed in interdisciplinary research. In particular, we focus on the implications for interdisciplinary work with paradox scholarship. We explore how these issues can be navigated as scholars bring together different epistemologies, ontologies and methodologies within interdisciplinary research, and illustrate our key points by drawing on extant work in paradox theory and on examples from this double volume. Our paper contributes to paradox scholarship, and to organizational theory more broadly, by offering practices about how to implement interdisciplinary research while also advancing our understanding about available research methods.

Social entrepreneurs are leaders who aspire to build more just societies through the mechanisms of the market. The concept of social enterprise has grown increasingly popular, but it continues to be a nebulous notion. This chapter explores the meaning of social enterprise and the attributes and characteristics of social entrepreneurial leaders whose enterprises have become the vehicles of social, economic, and even political transformations. The transformative potential of social entrepreneurial leaders is illustrated with brief, but prominent, examples that are aimed to inspire further research. It is shown that social entrepreneurship is not confined to an exclusive arena, but actually flourishes in diverse sectors. It is also posited that educational institutions and organizations can promote greater interest and investment in social entrepreneurship as a progressive model for a positive social change.

The exponential growth of digital technologies and their increased importance in both organizational and everyday life poses new challenges to paradox research within management studies. Management scholars taking a paradoxical lens have predominantly focused on social paradoxes within the confines of the organization. Technological change has often been treated as an exogenous force bringing previously latent tensions to the fore. Such newly salient paradoxes are viewed as instigating managerial sensemaking and exploration of strategic responses that will re-establish equilibrium. Our investigation of how digital innovations disrupted London taxiwork and global music distribution shows something different. The paradoxical tensions raised by emerging digital technologies inevitably play out at industry and societal levels. Concomitant changes in boundaries, categories, and potentials for action that shape and channel ongoing industry transformation call for organizational responses and adaptation. Critically, such tensions must be interpreted within the context of industry arrangements absent a centrally controlling actor. Rather than episodes of exogenous change, the nature of the digital, along with interactions across multiple sources of agency, continually surface complex dynamic and systemic tensions within and across industries. Our findings highlight the importance of explicitly accounting for the inter-relatedness and mutual dependence of the social and technical elements of change. As digital innovation expands and starts to impact all aspects of human experience it is critical for management scholars to reflect how the paradoxical perspective can be expanded to better understand these contemporary large-scale changes.

Organizational scholars have long been interested in how jazz musicians manage tensions between structure and freedom, plans and action, and familiarity and novelty. Although improvisation has been conceptualized as a way of managing such paradoxes, the process of improvisation itself contains paradoxes. In this essay, we return to jazz improvisation to identify a new paradox of interest to organizational scholars: the paradox of intentionality. To improvise creatively, jazz musicians report that they must “try not to try,” or risk undermining the very spontaneity that is prized in jazz. Jazz improvisers must therefore control their ability to relinquish deliberate control of their actions. To accomplish this, they engage in three interdependent practices. Jazz musicians intentionally surrender their sense of active control (“letting go”) while creating a passive externalized role for this sense of active control (using a “third ear”). Letting go allows new and unexpected ideas to emerge, while the metaphorical third ear can identify promising ideas or problematic execution and, in doing so, re-engage active agency (“grabbing hold”). Examining the practices within creative improvisation reveals the complexity of the lived experience of the paradox, which we argue suggests further integration among organizational research on improvisation, creativity, and paradox.

This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian scholars – whether Canadian by birth or naturalization or just as a result of their geographic location – who have contributed to the vibrant and robust academic discipline that is the sociology of sport in Canadian institutions coast-to-coast, and who have advanced the socio-cultural study of sport globally in substantial ways. This chapter does not provide an exhaustive description and analysis of the past and present states of the sociology of sport in Canada; in fact, it is important to note that an in-depth, critical and comprehensive analysis of our field in Canada is sorely lacking. Rather, this chapter aims to highlight the major historical drivers (both in terms of people and trends) of the field in Canada; provide a snapshot of the sociology of sport in Canada currently; and put forth some ideas as to future opportunities and challenges for the field in Canada.