Managing Cultural Diversity through Multiculturalism in NGOs for Social Change: An Israeli Case Study

2015 ◽  
pp. 193-215 ◽  
Author(s):  
Zvika Orr
Keyword(s):  
Social Change ◽  
Cultural Diversity

Traditionalism and politics: A case study of Northern Nigeria

1967 ◽  
Vol 2 (4) ◽  
pp. 509-524 ◽  
Author(s):  
B. J. O. Dudley
Keyword(s):  
Social Change ◽  
Local Government ◽  
Status Quo ◽  
Political Elite ◽  
High Time ◽  
The Political ◽  
Northern Nigeria ◽  
The North ◽  
The Right

In the debate on the Native Authority (Amendment) Law of 1955, the late Premier of the North, Sir Ahmadu Bello, Sardauna of Sokoto, replying to the demand that ‘it is high time in the development of local government systems in this Region that obsolete and undemocratic ways of appointing Emirs’ Councils should close’, commented that ‘the right traditions that we have gone away from are the cutting off of the hands of thieves, and that has caused a lot of thieving in this country. Why should we not be cutting (off) the hands of thieves in order to reduce thieving? That is logical and it is lawful in our tradition and custom here.’ This could be read as a defence against social change, a recrudescence of ‘barbarism’ after the inroads of pax Britannica, and a plea for the retention of the status quo and the entrenched privilege of the political elite.

scholarly journals Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship

2021 ◽  
Vol 10 (6) ◽  
pp. 200
Author(s):  
Willemijn F. Rinnooy Kan ◽  
Virginie März ◽  
Monique Volman ◽  
Anne Bert Dijkstra
Keyword(s):  
Cultural Diversity ◽  
Citizenship Education ◽  
Multiple Case Study ◽  
Individual Characteristics ◽  
Societal Implications ◽  
Formal Curriculum ◽  
Teacher Student ◽  
Multiple Case ◽  
Support Students

Learning to relate to others that differ from you is one of the central aims of citizenship education. Schools can be understood as practice grounds for citizenship, where students’ citizenship is not only influenced by the formal curriculum, but also by their experiences in the context of teacher–student and student–student relations. In this article we therefore investigate how the practice of dealing with difference is enacted in schools. Data were collected through an exploratory multiple case study in four secondary schools, combining interviews and focus groups. Despite the differences between the schools in terms of population and location, in all schools the reflection on the enactment of ‘dealing with differences’ was limited in scope and depth. ‘Being different’ was understood primarily in terms of individual characteristics. Furthermore, in all schools there was limited reflection on being different in relation to teachers and the broader community. Finally, relevant differences for citizenship were confined to the category of ‘ethnic and cultural diversity’. This article calls for preparing teachers to consider a broader array of differences to practice dealing with differences with their students and to support students in reflecting on the societal implications of being different from each other.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals Addressing Sustainable Social Change for All: Upcycled-Based Social Creative Businesses for the Transformation of Socio-Technical Regimes

2020 ◽  
Vol 17 (7) ◽  
pp. 2527 ◽  
Author(s):  
Sara Calvo ◽  
Andrés Morales ◽  
Pedro Núñez-Cacho Utrilla ◽  
José Manuel Guaita Martínez
Keyword(s):  
Climate Change ◽  
Social Change ◽  
Qualitative Methodology ◽  
Niche Construction ◽  
Environmental Damage ◽  
Grassroots Organizations ◽  
Global Challenges ◽  
Grassroots Innovations ◽  
Video Case Study

The global challenges caused by socio-economic inequalities, climate change and environmental damage caused to ecosystems, require changes in human behavior at all organizational levels, including companies, governments, communities, and individuals. In this context, it is important to analyse how social and creative companies that work in the fashion and industrial design recycling sector can address sustainable social change. In this paper, we propose an analysis in the countries of the global South. To learn how grassroots innovations can contribute to the development of sustainable strategies, we perform the framework of Technical transitions. We analyze the three main areas of activity that constitute an effective niche construction: social networks, expectations and visions, and learning. A qualitative methodology is used, a video case study with six grassroots organizations in South Africa, Sri Lanka, Malaysia, and Brazil. The results reflect the important role played by these grassroots innovations, contributing to the development of social and creative recycling companies that address socio-economic and environmental problems.

Women's liberation: A case study of organizations for social change.

1972 ◽  
Vol 13 (1) ◽  
pp. 30-39
Author(s):  
Francie Ricks ◽  
George Matheson ◽  
Sandra W. Pyke
Keyword(s):  
Social Change ◽  
Women's Liberation ◽  
Women’S Liberation

Conceptualizing social media sub-platforms: The case of mourning and memorialization practices on Facebook

2021 ◽  
pp. 146144482110357
Author(s):  
Sarit Navon ◽  
Chaim Noy
Keyword(s):  
Social Media ◽  
Social Change ◽  
Conceptual Framework ◽  
Integrated Approach ◽  
Social Practices ◽  
Personal Quality ◽  
Hybrid Nature ◽  
Communicative Functions

This article offers a conceptual framework of Facebook’s sub-platforms: Profiles, Groups, and Pages. We demonstrate the crucially different affordances that these sub-platforms possess, and the various resulting social practices and dynamics that they enable. With mourning and memorialization as a case study, our findings point at emergent practices ranging along a personal-to-public spectrum of communicative functions and media uses: Profiles offer a personal quality, albeit differently for the bereaved’s Profile and the deceased’s Profile; Groups possess a hybrid nature, combining self-expression alongside public aspects, reviving thus premodern bereaved communities; and Pages possess a distinctly public quality, serving as online memorialization centers where the deceased becomes an icon and a resource for mobilizing broad social change. This comparative and integrated approach may be applied productively to other contexts and other social media (sub-)platforms.

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