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In recent years, the topic of maternal imprisonment has experienced a significantly raised profile, generating new knowledge and understanding surrounding the impact of maternal imprisonment on mothers and their children (Baldwin, 2015, 2017, 2018; Baldwin & Epstein, 2017; Booth, 2017; Lockwood, 2017, 2018; Masson, 2019). However, the long-term impact of maternal imprisonment and subsequent resettlement, particularly in relation to maternal identity and emotion, is less well-researched or understood. This chapter, drawing on the authors research from across two projects with 46 post imprisoned mothers, highlights the significant impact, as described by the mothers, on their reintegration into their families and the persistent pains of maternal imprisonment. Mothers sometimes, decades post release, describe their ongoing trauma at being separated from their children, sometimes permanently. Those who remain in their children's lives describe how they feel ‘tainted’, ‘watched’, ‘judged’ and ‘permanently changed by their imprisonment’. For the mothers in the study who were also grandmothers, the effects appeared magnified, producing what grandmothers described as ‘layers of shame’. The chapter describes how this change, often negative perception of themselves as mothers, can interplay with mothers' ability to engage in rehabilitative processes and ultimately their desistance.

The chapter concludes with recommendations to avoid, wherever possible, the criminalisation of mothers, resulting in fewer imprisonments. In the event of imprisonment, greater consideration must be afforded to maternal experience and emotions. To maximise success, early resettlement work, starting within and continuing through the prison gates is essential. Failure to do so may impact negatively on mothers' themselves and their ability to engage in rehabilitative planning/supervision and therefore desistance, which will ultimately broaden the impact to their children and wider society.

Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

The purpose of this paper is to advance a conceptual analytical framework to help explain employment regulation as a dynamic process shaped by institutions and actors. The paper builds on and advances regulatory space theory.

The paper analyses the literature on regulatory theory and engages with its theoretical development.

The paper advances the case for a broader and more inclusive regulatory approach to better capture the complex reality of employment regulation. Further, the paper engages in debates about the complexity of employment regulation by adopting a multi-level perspective.

The research proposes an analytical framework and invites future empirical investigation.

The paper contends that existing literature affords too much attention to a (false) regulation vs deregulation dichotomy, with insufficient analysis of other “spaces” in which labour policy and regulation are formed and re-formed. In particular, the proposed framework analyses four different regulatory dimensions, combining the legal aspects of regulation with self-regulatory dimensions of employment regulation.

The purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.

This study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.

The authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.

In this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

This edited collection proposes an interdisciplinary and integrated approach to the study of reproductive technologies (RTs), which reflects the fact that many people use different technologies throughout their lifecourse and resists the disciplinary siloing of research on these technologies. The ever-expanding availability of RTs, the continued roll-out of ‘family planning’ and maternity services across low- and middle-income settings and the rapid development of the fertility industry mean that it is more likely than ever that individuals, especially women and trans* people, will engage with more than one RT at some point in their life. These multiple engagements with RTs will affect users' expectations and uptake, as well as the technologies' availability, commercial success, ethical status and social meanings. We offer this book as part of a wider movement in the study of reproduction and RTs, which takes inspiration from the reproductive justice framework to address forms of exclusion, discrimination and stratification that are perpetuated in the development and application of RTs and the ways in which they are studied and theorised. Here, we introduce the project and outline the structure of the book.

This paper aims to explore the process that undergraduates go through in selecting universities and courses in the context of an increasingly marketisated higher education (HE) where students may see themselves as consumers.

The process students go through is examined with reference to the services marketing literature and using a qualitative, phenomenological approach with students encouraged to focus on their lived experiences.

Notable was the reported inexperience of students who suggest an apparent focus on peripheral rather than core aspects of the HE service offering and therefore aim to quickly make “safe” choices. Also there is evidence of “satisficing” and of avoiding risks and choosing options which “feel right” rather than following a more systematic decision‐making process which might be expected for such an important decision. Also noted was a tendency to defer the decision to others, including the institutions themselves, and their increasingly seductive marketing approaches.

The study is based on a vocational university with a focus on subjects for the new professions (marketing, journalism and media production). Further studies might consider how far the findings hold true for other types of subjects and institutions.

The paper considers the implications of these findings for universities and their marketing activities, and invites them to both re‐evaluate assumptions that an informed and considered process has taken place, and to further consider the ethics of current practices.

The paper's focus on the stories provided by students provides new insights into the complexities and contradictions of decision making for HE and for services in general.

This chapter discusses an innovative teaching method using an avatar to engage young learners in United States geographic studies. While this technique does not call for a teacher to perform in character, it is directly related to storytelling. The educator successfully personifies an inanimate object for engagement and education, linking it to learning objectives. In the author's case, “Moffat the Traveling Rabbit” accompanies first-grade Colorado students in their study of all 50 states. By endowing such an object with human qualities, the teacher draws students in to standards-based instruction presented in a new way. The use of an icon or figure is familiar to video gamers in representing themselves and other players. In education, presenting nonvisual concepts in character form is a familiar strategy and has multiple benefits for young students. As chapter examples demonstrate, teaching history, geography, and writing skills through an avatar encourages creativity and a sense of accessibility to those subjects for the young child. As the author also points out, students who experience discomfort in some situations may feel supported by a nonthreatening “companion” accepted within the class, enabling them to participate. By teaching with an avatar, students are drawn into experiential learning while practicing grade-level skills across multiple curricula. Such experiential learning promotes meaningful curiosity and creates a foundational base from which to make further connections. The author outlines how she has used a stuffed rabbit in her classroom to make these connections, inspiring her students to write their own geography- and history-based stories.