Eazidi women's practices of empowerment and capital formation following enslavement by ISIS

This chapter begins by surveying the historical context of rape in Iraq through the narrative of Eazidi women who escaped enslavement by ISIS. It then discusses the theology of rape in Islam, which has motivated ISIS to commit rape and legitimized the rape of Eazidi women. The chapter then theorizes the social capital of Middle Eastern women. The chapter argues that, for the first time, the Eazidi community in Iraq is altering the social consequences of rape by developing empowerment methods that amount to a social revolution within the Eazidi community. This empowerment not only protects Eazidi women survivors from experiencing common post-rape consequences but also increases their capital, in all its Bourdieusian forms

Authentic Leadership in Immersive Learning Environments: Teachers as Affective, Cognitive, and Pedagogical Enablers

Immersive learning environments require effective facilitators to enable student learning. In currentliterature on immersive learning, there is limited insight on the role that teacher behaviors have onfostering learning. Despite this, there is considerable literature on the role of the teacher as a leaderin contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers andhow this may affect student success. While student learning can be viewed from many perspectives, thischapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables theestablishment of the belief that teachers who embody authentic leader behaviors are likely to be moresuccessful in facilitating student learning within an immersive learning environment. Implications andfuture research opportunities are also highlighted as a result of the theory generation in this chapter