The theories and models underpinning strategic decision-making (SDM) are somewhat eclectic that demand multidisciplinary approach and appears non-differential from decision-making (DM) theories. This paper is a first attempt that puts the discipline into perspective of its coherent whole. We start by defining strategy and SDM in order to set the expectations for the rest of the paper. Next, we make an outline on the contribution of management science (MS) to SDM before establishing the relationship with MS and its application to micro, small, and medium enterprises (MSMEs). Subsequently, we make a discussion on the SDM process, SDM theories and models before concluding that the discipline has reached maturity.

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The plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French‐speaking Quebecers; it is also invoked by many Western‐Canadian politicians to express a growing alienation from Eastern Canada's perceived socio‐economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content‐based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism.

This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described.   Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies.

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