ABTSRACT Relational reflexivity (RR) is an increasingly important aspect in order to understand the agency of individuals and the couple’s life, particularly in postmodern society. This mixed-methods research aimed to observe different dimensions of RR in 32 couples (25–40 years), married or cohabiting with at least one child, during the process of building the “we.” Quantitative instruments (Perspective Taking Scale, Couple Generativity Scale, Quality of Marriage Index) together with semi-structured interviews with the administration of projective instruments (the family line and IOS scale) were used to collect information about this process. With the first set of results, the couples were classified into 3 groups with different levels of relational reflexivity (high, medium, and low). Each group had specific dynamics and ways to deal with the challenges of life as a couple. The construction of the “we” was a common process for all of them influenced by structural elements (marriage, cohabitation number of children and relationship duration) but couples differed in their communication processes, social resources, intergenerational relationships and ways of managing stressors. This study provides an innovative assessment of couples, based on their reflexivity, and suggestions for the development of new kinds of intervention to foster couple reflexivity.

In this chapter, the authors discuss the nature of quality online instruction from the perspectives of equity, quality preparation, professional development, and evaluation. Specifically, the authors describe the need for faculty preparation in pedagogical and andragogical practices in general by defining “quality” and qualified professionals. The authors provide initial support for instructors by describing the lesson planning cycle as a useful framework. The authors also delve into the importance of considering one's personal teaching philosophy as a grounding for quality instruction. Then, the authors apply these concepts to online andragogy and the need for continuing professional development opportunities. Next, the authors describe three evaluation tools/opportunities, rubric for online instruction, the quality online learning and teaching instrument, and quality matters, that have been useful to faculty at their institution. Finally, the authors conclude with future research directions regarding quality online instruction.

Unaccompanied foreign minors (UAMs) in Italy occupy a precarious and racialised social position, often framed through logics of control and emergency rather than rights, protection and inclusion. Within a reception system characterised by institutional constraints, legal uncertainty and ethnoracial hierarchies, their educational and biographical trajectories are frequently shaped by limited opportunities and standardised interventions. Drawing on a broader qualitative study based on 52 interviews with UAMs across Italy, this article focuses on three biographical cases to explore how young migrants navigate and respond to such constraints. Adopting the concept of bounded agency, the analysis shows that agency does not emerge in opposition to structural limitations but through their negotiation. The three cases illustrate different configurations of agency, including adaptation, strategic compliance, distancing and resistance, as minors seek to pursue educational aspirations, secure recognition and maintain control over their trajectories. By foregrounding young people’s own perspectives, the article challenges deficit-oriented representations of UAMs and contributes to debates on migration, youth transitions and agency by highlighting the situated and relational character of action under conditions of constraint.