Co-management is in essence about collaboration and participation. In this chapter, definitions are provided for each, with recurring themes identified from definitions of collaboration and collaborative governance. The chapter explores these key themes in relation to the ‘what, who, how and why’ of collaboration, moving to distinguish between cooperation, coordination and collaboration, the nature of leadership in collaboration and the relevance of scale. The chapter then moves on to review the meaning and practice of participation, reflecting on the ‘why, who, how and when’ of participation. Challenges to meaningful participation are identified, noting critique of the adoption of a mechanical, technical approach rather than recognising the political and empowering potential of participation.

In today’s evolving educational landscape, collaboration and networking are essential for creating an inclusive and engaging learning environment. This chapter invites you to explore how building strong connections with colleagues, your school community, and wider networks can enhance your teaching and professional growth. By collaborating proactively, you can co-develop plans, adapt strategies, assess student progress, and draw on the strengths of others.

At the heart of effective inclusive education lies a shared understanding among all stakeholders. When early childhood communities develop collective commitment to inclusive philosophies, they establish the essential groundwork for sustainable change. This shared vision recognises that inclusion extends beyond physical placement to encompass full participation, valued contribution and authentic belonging. The It takes a village approach acknowledges that inclusion cannot be the responsibility of individual educators working in isolation; rather, it requires coordinated effort across the entire early childhood community. When staff, families and community co-design inclusive principles together, they develop ownership and commitment that withstands the inevitable challenges of implementation.

Working with others is at the heart of inclusive practice. In early childhood education and care, no single professional can meet the full range of strengths, needs and identities that children bring with them. Inclusion becomes possible when educators, families and external professionals think, plan and act together with shared intent. This chapter explores what it means to build strong, respectful and coordinated partnerships across a service and beyond the gate. It positions early childhood education settings as relational spaces where collaboration supports participation, wellbeing and belonging for children with disabilities, developmental differences and neurodivergence, as well as for children and families navigating complex circumstances. Drawing on Australian frameworks and research, the chapter offers practical ways educators can participate confidently in cross-sector collaboration while holding children’s rights, agency, and cultural identities at the centre.

Collaboration is essential to inclusive practice, ensuring that children with disabilities, developmental differences and neurodivergence receive holistic, coordinated and high-quality support. A collaborative, team-based approach allows children to experience inclusive, responsive learning environments where interventions are seamlessly integrated into their everyday experiences. Research has demonstrated that when educators, allied health professionals, and families work together, children’s learning and development are enhanced, leading to greater participation, engagement and wellbeing.

This chapter examines William Burroughs’ extensive and experimental visual art practice, which spanned over four decades and included paintings, collages, photography, and sculpture – most notably his “shotgun paintings.” Often created privately and with utilitarian, even esoteric, intent, Burroughs’ art parallels his literary work in its disruption of conventional forms. The chapter traces the evolution of his practice, from early ink drawings and photo experiments to later works shaped by magic, science, and collaboration with an impressive range of artists. It situates Burroughs within key artistic movements and scenes – from Dada in Paris and Pop Art in New York to outsider art in Kansas – while highlighting the limited critical attention his visual work has received. Despite numerous late-life and posthumous exhibitions, Burroughs remains an underexplored figure in contemporary art history. This study calls for deeper scholarly engagement with his unique and enigmatic body of work, which continues to resist categorization and invites new interpretations.

This chapter contains an overview of William Burroughs’ collaborative work over the course of a half-decade career, including literary collaborations (with Kells Elvins, Jack Kerouac, Allen Ginsberg, Brion Gysin, and James Grauerholz) and interactions with filmmakers, musicians, and artists. The discussion is situated within the context of other literary collaborations, considerations of geography (who meets whom and where), mutual affinities that inspire and sustain joint projects, and contemporary theoretical work on authorship (e.g., Barthes, Foucault, Derrida, Deleuze and Guattari). In so doing, the chapter invites a reconsideration of notions of single authorship, and a fresh, expanded perspective on Burroughs’ oeuvre. Ultimately, the chapter reflects on the essential ingredients for successful collaborations, as well as various perils and challenges that accompany any collaborative endeavor.

This chapter explores the complexities and responsibilities of allyship in planning and placemaking, emphasising the critical importance of adopting a Country-centred approach. Reflecting on personal experiences as a non-Indigenous planner, the author highlights the necessity of confronting the colonial roots of land-use planning in Australia and embracing a more inclusive, two-way model of planning that incorporates Indigenous perspectives and values. Drawing on collaborative experiences with Indigenous colleagues and communities, the chapter identifies practical strategies for systemic change, including building team capacity, developing Country-informed principles, and addressing power imbalances in project governance. The author argues for a courageous and humble approach to allyship, urging non-Indigenous Australians to actively participate in truth-telling, reconciliation, and the healing of Country. Ultimately, the chapter advocates for a transformative shift towards inter-cultural practice, promoting a sustainable and equitable future grounded in mutual respect and shared responsibility for Country.

Painful as it is for a Remain campaigner like me to admit, the EU has always been dire when it comes to policies for supporting innovation and technology. Even more painfully, things have worsened over the past ten years. Longstanding structural weaknesses in EU innovation policy date from well before the Brexit referendum in 2016. The European Union had dismally failed to create a regulatory environment conducive to technological innovation. As I found whenever I visited to Brussels as a No. 10 adviser under David Cameron, the policy instincts of European Commission officials were overwhelmingly rooted in market stability and risk avoidance – values that, while defensible in themselves, often produced unintended consequences for fast-moving sectors such as digital technology and life sciences. Take the EU’s data privacy rules, which were debated and developed for years before being finally implemented in 2018. As Cameron’s team repeatedly warned at the time, the compliance costs fell disproportionately on small and early-stage firms. Even before fines or litigation, the administrative burden for smaller organisations typically ran into tens of thousands of pounds.

Chapter 5 explores women’s substantive representation in the MENA. Whereas most previous studies have focused predominantly on what portfolios female politicians have been offered, the analysis here centres on which policy areas female parliamentarians in the MENA have pursued with a view to uncover the factors behind such choices. In other words, do female parliamentarians pursue portfolio areas based on their own gender and the presumed gendering of the portfolio area? According to their own experiences, does the number of women in parliament, women’s status in politics and women in central positions within the party leadership play a role in what policy areas they themselves pursue and are offered? Do they think the electoral system plays a role and, if yes, how? Are they attracted to the climate (or environment) portfolio? And what role do factors such as geography, qualifications and expertise play?

Chapter 3 focuses on a small number of letters from Keats to his poet-friend John Hamilton Reynolds written in the first few months of their friendship, in late 1817 and early 1818. As aspiring young poets, Reynolds and Keats developed a close, competitive-collaborative friendship in which the exchange of letters played an important part. The chapter examines the ways in which some of the main tenets of Keats’s conceptual or theoretical sense of both letter-writing and literary criticism arose out of the interchange of letters with a poet with whom he actively collaborated. Through a reading of Keats’s commentary on the power of Shakespeare’s poems and plays, the chapter argues that letter-writing is intrinsically collaborative, and that in his letters to Reynolds, Keats also emphasizes the collaborative or corresponding quality of both literature and literary criticism.

Concerned with Emerson’s aging and the authorial integrity of his later works, critics traditionally discounted the compositions Emerson delivered or published after 1860. Important editorial scholarship, however, has opened new prospects for reconsidering the intellectual vitality of late Emerson, now accessible in The Later Lectures and in the publication of the final volumes of the Collected Works, including Society and Solitude (1870) and Letters and Social Aims (1875). Building upon the critical reconsideration of Emerson’s considerable engagement in aesthetic, cultural, and philosophical matters beyond the 1850s, this chapter identifies Emerson’s rhetoric as a significant concept in, and creative context for, the sometimes collaborative and often iterative “recomposition” of the later work. Three rhetorical figurations of Emerson’s late styles – metonymy, analogy, and translation – are traced across works such as “Eloquence,” “Poetry and Imagination,” “Quotation and Originality,” and the unfinished Natural History of Intellect.

This response describes the development of a comprehensive approach to sustainability education that is embedded in the curriculum and school culture and involves all actors in a school working together. The authors use their school in Mexico City, a city that is directly impacted by the climate and environmental crises, as an example. The school’s efforts include arts projects on topics such as ‘La Tierra Es Mi Amiga’ (The Earth Is My Friend), themed days and weeks focused on sustainability, curriculum design that incorporates direct engagement with the natural world and outreach to experts. They also utilise philosophy for children and debating to encourage critical thinking and empathy and support student-led social enterprise projects focused on sustainability.

This chapter extends our neo-Aristotelian theory of the firm by examining the role of financial markets and corporate governance in promoting eudaimonic efficiency. Financial markets promote efficient capital allocation primarily by aggregating information about relevant risks and opportunity costs. Yet the “uniqueness paradox” and the “investment dilemma” reveal the limits of the standard agency-based theory of corporate governance. Members of the board of directors must go beyond minimizing opportunism in order to mediate competing stakeholder interests in ways that foster stakeholder collaboration and firm-specific investment. This demands that directors and financial market actors exercise a range of role-differentiated virtues, including justice, courage, honesty, and trustworthiness. Our virtue-based model offers a more complete account of the moral responsibilities of relevant market actors in the governance and allocation of capital for firms, challenging the MFA’s sole focus on agency problems.