Imagine a world where youth enter K-12 classrooms where critical consciousness, curiosity, and deep joy in learning are cultivated; have access to engaging, abolitionist-oriented, relevant curriculum and assessment systems that support their development as critical and creative thinkers and doers; and who have opportunities to embrace their own and others’ social, emotional, and identity development in brave spaces for the purpose of collaboratively tackling our most pressing personal, community, and world challenges. Imagine what could happen if students had access to teachers who not only stay in teaching in order to support student growth and achievement, but who are fiercely committed to deep flourishing for all youth, especially those who have had to bear the emotional and physical burdens of historical and contemporary racism, violence, and oppressive systems in schooling that mirror larger society; who “go for broke,” (Baldwin, 1963) even early in their careers in order to do what is right/just for youth; and who are effective, well, and thriving themselves.

This part of the handbook addresses community school partnerships as a vehicle for bringing together a variety of agencies to support students and families. Since their inception, community schools have served to interrupt cycles of inequity experienced by the most vulnerable and underserved student populations. They are intentionally designed to provide all students access to equitable learning opportunities, regardless of their life circumstances or obstacles associated with living in marginalized communities. The significant role community schools play was articulated by the Community Schools Forward project which offers the following definition: “The Community Schools strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development” (Community Schools Forward, 2023, para.1). With this definition in mind, authors framed their discussions around the ways in which SUPs engage with community schools to leverage both school and community resources and strengthen educational systems.

In these troubled times for our education system, we believe that school–university partnerships can provide shining examples to help alleviate these identified issues as well as meeting – and exceeding – policy discourse. This chapter provides embodied examples from four diverse school–university partnerships in Australia that showcase contextually sensitive resolutions to these identified problems. The cases demonstrate how school–university partnerships can enhance experiences for pre-service teachers, promote meaningful and relevant professional learning throughout a teacher’s career, deeply engage teachers and teacher educators in research and evidence-based practice, and encourage collaborative practices within and between institutions. Through these cases, connections between school-university partnerships and the recommendations from the QITE Report are explored in this chapter. School–university partnerships have far-reaching opportunities and implications for the teaching profession and can (and should) be an integral element of educational reform – not just for initial teacher education, but for the teaching profession as a whole.

The National Council for Accreditation of Teacher Education (NCATE) call to “turn teacher education upside down” was a catalyst in teacher candidate preparation to center clinical experiences and increase collaboration between schools and universities (NCATE, 2010). We argue that clinical practice can do more than prepare quality teachers; it has the potential to transform the systems of education that comprise the School–University partnership. In answering the question, what is the function of teacher candidate supervision in creating and sustaining School–University partnerships, we offer a reconceptualization of supervision as praxis, taking a knowledge-of-practice (Cochran-Smith & Lytle, 1999) approach supervision. To actualize this approach, supervisors of candidates must develop inquiry as stance (Cochran-Smith & Lytle, 1999) and support the development of an inquiry stance within the candidates, mentors, and other supervisors. Teacher candidate supervision could generate a simultaneous renewal of P-12 schools and institutions of higher education in School–University partnerships if actualized as praxis.

Since the terrorist attacks of 9/11, scholars, practitioners, and policymakers alike have become increasingly interested in understanding the factors that drive various forms of violent extremism. This heightened focus is anchored in broader trends of extremism. For instance, while the number of terrorist attacks has declined by approximately 25 percent since its zenith in 2015, the number of fatalities due to terrorism has reached its highest point since 2017 (Institute for Economics and Peace, 2024). The psychological factors and processes that underpin extremism and radicalization are particularly central to understanding the drivers of violent extremism and have been researched intensively over the past decades. Many high-impact journals have encouraged submission of manuscripts focused on understanding political violence and extremism, as the need to understand this phenomenon remains a pressing social issue. However, a comprehensive handbook that makes this broad knowledge accessible to various audiences was missing. Therefore, our ambition with this handbook was to create the number one go-to resource for researchers, practitioners, policymakers, and students interested in understanding the psychology of violent extremism.

To discern trends in violent extremism research, we present a machine-learning analysis of over 34,000 articles published since the early 1900s. We identify two primary waves of research and, different to previous reviews, a clear diversification in studied groups, contexts, and topics. Less than 20% of articles employ methodologies that are conducive to drawing causal inferences. While more studies are using experimental and longitudinal methods, this increase is outpaced by the rise of methods that preclude the assessment of causality. Nuancing previous reviews, at the broader field level, violent extremism research is profoundly multidisciplinary, with political science, international relations, psychology, history, and law emerging as the “Big Five” contributors. At the study level, contributions from single disciplines remain the norm. While single-author contributions have rapidly declined in favor of team-based research, one-time contributing authors remain consistently high over time. To enhance future violent extremism research, we make five recommendations: (1) prioritizing methodologies that allow for causal inferences; (2) incorporating state-based violent extremism perspectives also in individual-level research; (3) increasing the utilization of big data by interdisciplinary teams; (4) increasing the focus on developmental research to understand early life influences; and (5) initiating more interdisciplinary work at the study level.

Foreword from a preeminent retired High Court of Australia judge

The global resurgence of violent extremism punctuated by recent acts of politically motivated violence necessitates a detailed examination of the factors that contribute to the radicalization process. Here, we argue that relative deprivation, or the perception that one’s in-group is unfairly deprived of material or symbolic goods relative to other groups, often elicits support for violent extremism. Because relative deprivation theory emphasizes perceived, rather than actual, experiences of injustice, the concept helps explain why members of both structurally disadvantaged and advantaged groups sometimes turn to violent extremism – especially when they believe that their in-group cannot redress their perceived grievances through normative mechanisms (i.e., when group efficacy is low). After demonstrating that relative deprivation can foster support for extremist violence and introducing an integrative model of group-based relative deprivation and violent extremism, we propose solutions to the growing threat of radicalization including the need to (a) reduce inequality, (b) develop productive ways for the disenfranchised to establish meaning in their life, (c) foster belongingness, and (d) build inclusive democracies that provide legal means to redress real or perceived grievances. By taking such proactive measures, practitioners and policymakers can mitigate the threat of violent extremism and make the world a safer place.

Grounded in the belief that teachers are central to the task of educating young people, the chapters in this part posit that the improvement of any system of education will necessitate attention to the role, position, and training of teachers. Though emanating from a unified position, the chapters in this part offer a variety of lenses through which it is possible to view the work of teaching and learning to teach within partnership settings.

The first two chapters in this part focus on the preparation of future teachers with an explicit emphasis on developing teachers who are connected to the communities they serve and committed to a stance of social justice and equity. Cross and colleagues use a critical lens to explore the foundations and evolution of teacher residencies as a form of teacher preparation. Their chapter summarizes four reports about teacher residencies published between 2008 and 2022 and exposes the underlying structures that contributed to some teacher residencies perpetuating the very inequities they were designed to alleviate. This emphasis on critical pedagogies and justice-oriented education highlights the importance of classroom teaching that is progressing towards equity, contextually grounded, and responsive to the local community.

This chapter examines the transformative effects of generative AI (GenAI) on competition law, exploring how GenAI challenges traditional business models and antitrust regulations. The evolving digital economy, characterised by advances in deep learning and foundation models, presents unique regulatory challenges due to market power concentration and data control. This chapter analyses the approaches adopted by the European Union, United States, and United Kingdom to regulate the GenAI ecosystem, including recent legislation such as the EU Digital Markets Act, the AI Act, and the US Executive Order on AI. It also considers foundational models’ reliance on key resources, such as data, computing power, and human expertise, which shape competitive dynamics across the AI market. Challenges at different levels—including infrastructure, data, and applications—are investigated, with a focus on their implications for fair competition and market access. The chapter concludes by offering insights into the balance needed between fostering innovation and mitigating the risks of monopolisation, ensuring that GenAI contributes to a competitive and inclusive market environment.

Research spanning the globe including samples of current terrorists, former terrorists, individuals at risk of radicalization, and combatants against terrorism has shown that identity fusion – that is, a visceral feeling of commitment to a group, leader, or set of convictions – propels individuals to engage in extreme behaviors on behalf of the fusion target across cultural and ideological boundaries. From jihadist radicals to ethnonationalist terrorists and neo-Nazis, the behavior of violent extremists is permeated by the effects of identity fusion, underscoring the need to understand this construct for the development of enlightened measures to counter violent extremism. In the present chapter, we provide a comprehensive review. We introduce the concept of identity fusion and explain its nature, antecedents, and behavioral consequences. We also summarize how it can be assessed, the mechanisms that amplify or reduce its effects, and the processes responsible for its behavioral impact. After that, we provide an overview of existing identity fusion research with individuals at different stages of the radicalization process and fighters and highlight its implications for the development of tools to assess the risk of radicalization and measures to prevent violent radicalization and promote disengagement from violence.

This chapter explores the transformative potential of pre-service teachers (PSTs) partnering with community activist organizations (CAOs) as part of their teacher preparation program. Through summer internships with CAOs, PSTs gain insights into community cultural wealth, systemic oppression, and issues facing marginalized communities. This engagement enables PSTs to develop a racial and social justice lens and understand their future students’ strengths and challenges. The chapter presents how these experiences inform curriculum development, leading to community-responsive pedagogy. It highlights enduring understandings PSTs gain from CAO partnerships, emphasizing the wisdom of local communities, collective action, diverse forms of activism, the joy of community engagement, and integration of community issues in curriculum. Policymakers are encouraged to support such partnerships to equip educators for socially just teaching. Further research is suggested to explore long-term impacts and best practices in CAO engagement.

Several criminal offences can originate from or culminate with the creation of content. Sexual abuse can be perpetrated by producing intimate material without the subject’s consent, while incitement to criminal activity can begin with a simple conversation. When the task of generating content is entrusted to artificial agents, it becomes necessary to delve into the associated risks posed by this technology. Generative AI changes criminal affordances because it simplifies access to harmful or dangerous content, amplifies the range of recipients, creates new kinds of harmful content, and can exploit cognitive vulnerabilities to manipulate user behaviour. Given this evolving landscape, the question that arises is whether criminal law should be involved in the policies aimed at fighting and preventing Generative AI-related harms. The bulk of criminal law scholarship to date would not criminalise AI harms on the theory that AI lacks moral agency. However, when a serious harm occurs, responsibility needs to be distributed considering the guilt of the agents involved, and, if it is lacking, it needs to fall back because of their innocence. Legal systems need to start exploring whether and how guilt can be preserved when the actus reus is completely or partially delegated to Generative AI.

This chapter deals with the use of Large Language Models (LLMs) in the legal sector from a comparative law perspective, exploring their advantages and risks, the pertinent question as to whether the deployment of LLMs by non-lawyers can be classified as an unauthorized practice of law in the US and Germany, what lawyers, law firms and legal departments need to consider when using LLMs under professional rules of conduct - especially the American Bar Association Model Rules of Professional Conduct and the Charter of Core Principles of the European Legal Profession of the Council of Bars and Law Societies of Europe, and, finally, how the recently published AI Act will affect the legal tech market – specifically, the use of LLMs. A concluding section summarizes the main findings and points out open questions.

In contemporary education, the role of teachers as leaders has gained prominence, particularly within school–university partnerships (SUPs) and professional development schools (PDSs). Teacher leaders play a critical role in improving teaching and learning in schools and in establishing and maintaining partnerships. In this chapter, we explore the multifaceted dimensions of teacher leadership within the context of SUPs and PDSs, including its historical underpinnings and evolving nature. We acknowledge the challenges associated with teacher leadership and assert that teacher leaders in a SUP are essential to a partnership’s success. We discuss the ways in which teacher leadership should, and can, be supported as a professional, impactful and important role in schools. In addition, issues of diversifying the teacher leader workforce and why that is important are also addressed.