Collective Development and the Learning Paradox

2012 ◽  
pp. 643-646
Author(s):  
Jan Boom
Keyword(s):  
Learning Paradox ◽  
Collective Development

scholarly journals On Online Practices of Hospitality in Higher Education

2021 ◽  
Author(s):  
Maria Grazia Imperiale ◽  
Alison Phipps ◽  
Giovanna Fassetta
Keyword(s):  
Higher Education ◽  
Jacques Derrida ◽  
Gaza Strip ◽  
Stanford University ◽  
Online Environment ◽  
Educational Settings ◽  
Technological Medium ◽  
The Gaza Strip ◽  
Collective Development ◽  
The Relationship

AbstractThis article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate Derrida’s ethics of hospitality framework with a focus on practices of hospitality, including its affective and material, embodied dimension (Zembylas: Stud Philos Educ 39:37–50, 2019). This article offers empirical examples of practices of what we termed ‘virtual academic hospitality’: during a series of online collaborative and cross borders workshops with teachers of English based in the Gaza Strip (Palestine), we performed academic hospitality through virtual convivial rituals and the sharing of virtual gifts, which are illustrated here. We propose a revision of the concept of academic hospitality arguing that: firstly, academic hospitality is not limited to intellectual conversations; secondly, that the relationship between hospitality and mobility needs to be revised, since hospitality mediated by the technological medium can be performed, and technology may even stretch hospitality towards the unreachable ‘unconditional hospitality’ theorised by Derrida (Of hospitality: Anne Dufourmantelle invited Jacques Derrida to respond. Stanford University Press, Stanford, 2000); and thirdly, that indigenous epistemics, with their focus on the affective, may offer alternative understandings of conviviality within the academy. These points may contribute to the collective development of a new paradigmatic understanding of hospitality, one which integrates Western and indigenous traditions of hospitality, and which includes the online environment.

scholarly journals Gossip as evaluative sensemaking and the concealment of confidential gossip in the everyday life of organizations

2021 ◽  
pp. 135050762097936
Author(s):  
Ziyun Fan ◽  
Patrick Dawson
Keyword(s):  
Power Relations ◽  
Daily Practice ◽  
Cultural Norms ◽  
Distinct Form ◽  
Organization Studies ◽  
Learning Paradox ◽  
Espoused Values ◽  
The Everyday ◽  
Scant Attention ◽  
And Behavior

Gossip is pervasive at the workplace, yet receives scant attention in the sensemaking literature and stands on the periphery of organization studies. We seek to reveal the non-triviality of gossip in processes of sensemaking. In drawing on empirical data from an observational study of a British Media firm, we adopt a processual perspective in showing how people produce, understand, and enact their sense of what is occurring through gossip as an evaluative and distinct form of informal communication. Our research draws attention to the importance of gossip in the routines of daily practice and the need to differentiate general from confidential gossip. We discuss how gossip continuously informs learning as evaluative sensemaking processes that encourages critiques and evaluation to shape future action and behavior. Within this, we argue how confidential gossip can challenge power relations while remaining part of formal authority structures, constituting forms of pragmatic and micro-resistance. This shadowland resistance provides terrain for learning that both criticizes and preserves espoused values and cultural norms. We conclude that confidential gossip as an evaluative and secretive process provokes a learning paradox that both enables and constrains forms of resistance in reinforcing and simultaneously questioning power relations at work.

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

Toward a Solution of the Learning Paradox

1985 ◽  
Vol 55 (2) ◽  
pp. 201-226 ◽  
Author(s):  
Carl Bereiter
Keyword(s):  
Learning Paradox
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