This study uses critical race theory as an interpretive lens to critique recent race related articles in the Journal of Marital and Family Therapy (JMFT). Our primary goal is to contribute to and inspire dialogue about the perspectives marriage and family therapists (MFTs) are taking in relationship to race. We situate our exploration within the broader context of continuing professional education. We describe the main themes of critical race theory and use them as the conceptual framework. Analyzing 127 articles, we found that only topics related to couples and divorce occurred more frequently than race and social justice. Within the articles on race, evidence suggests that issues of race and racism are emerging as key informants of MFT practice. We point to areas for consideration in future MFT research and practice.

Objective This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design The design employed in this study was participatory action research, an inductive approach. Setting The study took place during a semester-long, one-credit elective graduate seminar course. Method The study included five faculty members and eight graduate students from the fields of audiology, speech-language pathology, and rehabilitation counselling. Data gathering techniques used included observation, dialogue, and reflection. Results Three themes were identified as important in providing an environment conducive to collaboration between professionals and families, namely: 1 the need for acceptance of differing perspectives, 2 empowerment and its contribution to the process of inquiry, and 3 self-awareness in the learning process and the resultant increase in awareness of others.Conclusion While all participants confirmed the importance of trust, empowerment, low risk, and clear definition of process goals, both faculty and students found it extremely difficult to break out of their familiar routines. Given how difficult it was to surface and test assumptions in this context, these findings provided insight into the challenges at UNIV NEBRASKA LIBRARIES on April 10, 2015 hej.sagepub.com Downloaded from 6 interdisciplinary teams will face when they try to work with families as equals in the treatment decision-making process.

Although the financial and strategic aspects of mergers and acquisitions are well researched, little work has been done on the human resource development implications of this popular topic. The purpose of this case study research project was to explore the timing and scope of HRD involvement in four organizations recently involved in a merger or acquisition, by using three theoretical models as lenses. The results demonstrated that HRD normally was not involved in the initial decision-making to merge or acquire, even though post-deal HRD initiatives, particularly related to change management, were perceived as critical indicators of success.The strategic and financial performance implications of mergers and acquisitions are a popular and well-researched topic within the literatures specific to those interests. However, studies of the point at which strategic human resource development (HRD) issues enter into the decisions to merge, acquire, or be acquired, and the subsequent decisions are not often found in mainstream academic and practitioner journals. In a brief historical recap of merger and acquisition activity, Hitt, Harrison, Ireland and Best (1998) noted that, 'acquisition activity began to increase in 1992 and 1993 with more dollars invested in acquisitions during 1994, 1995, and 1996 than any previous year' (p. 91). Lipin (1997, found that in 1996 alone, over $1 trillion was spent on acquisitions globally with $660 billion in the USA. Thomson Financial Securities Data (KPMG, 1999) estimated the annual global merger and acquisitions transactions total at more that $2.2 trillion. These figures represent purchases and stock transfers but do not include the costs of displaced workers, training expenditures, reinvention or

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Adult educators employed in steel mill career development programs offer the field a unique glimpse into the relationship between context and career trajectories. This article explores the lives of these adult educators against the backdrop of contemporary theories of career development, situated learning, and continuing professional development as a function of career identity. In particular, this article reports on a study that examined how teachers reflected on their practice and the implications this may have for the development of their professional identity. The specific questions this research addressed included: How did the teachers acquire the knowledge they feel they need to teach in the classroom or work in an adult education setting? How do they come to see themselves as adult educators'? What does this mean to them? To what extent does reflection on practice lead to the development of identity as adult educators ? Evidence suggests that although the field of adult education has explored career paths of its members in numerous contexts and theorized about how these elements come together, it has yet to describe, much less theorize, the path of those who locate themselves within and contribute to the practice of adult education outside of the mainstream.