Our ancestor’s gifts: Interpreting intergenerational knowledge about developing a teaching identity

2020 ◽  
Vol 17 (3) ◽  
pp. 310-317
Author(s):  
Valencia Clement
Keyword(s):  
Teaching Identity ◽  
Intergenerational Knowledge

Moving Songs

2019 ◽  
pp. 590-606
Author(s):  
Sally Treloyn ◽  
Matthew Dembal Martin ◽  
Rona Goonginda Charles
Keyword(s):  
Cultural Heritage ◽  
Knowledge Transmission ◽  
Intercultural Relationships ◽  
Cultural Negotiation ◽  
Intercultural Collaboration ◽  
Present Collection ◽  
Intergenerational Knowledge ◽  
Early Phases ◽  
Insight Into

Repatriation has become almost ubiquitous in ethnomusicological research on Australian Indigenous song. This article provides insights into processes of a repatriation-centered song revitalization project in the Kimberley, northwest Australia. Authored by an ethnomusicologist and two members of the Ngarinyin cultural heritage community, the article provides firsthand accounts of the early phases of a long-term repatriation-centered project referred to locally as the Junba Project. The authors provide a sample of narratives and dialogues that deliver insight into experiences of the work of identifying recordings “in the archive” and cultural negotiation and use of recordings “on Country.” The entanglement of local epistemological frameworks with past and present collection, archival research, repatriation, and dissemination for intergenerational knowledge transmission between spirits, Country, and the living, is explored, showing how recordings move song knowledge from community to archive to community and from generation to generation, and move people in present-day communities. The chapter considers how these “moving songs” allow an interrogation of the fraught endeavor of intercultural collaboration in the pursuit of revitalizing Indigenous song traditions. It positions repatriation as a method that can support intergenerational knowledge transmission and as a method to consider past and present intercultural relationships within research projects and between cultural heritage communities and collecting institutions.

Towards a taxonomy of intergenerational knowledge transfer practices

2018 ◽  
Vol 25 (2) ◽  
pp. 81-91
Author(s):  
Kerstin Kuyken ◽  
Mehran Ebrahimi ◽  
Anne-Laure Saives
Keyword(s):  
Knowledge Transfer ◽  
Comparative Study ◽  
Design Methodology ◽  
Qualitative Case Study ◽  
High Tech ◽  
Content Type ◽  
Case Study Design ◽  
Younger Workers ◽  
Intergenerational Knowledge

Purpose This paper aims to develop a better understanding of intergenerational knowledge transfer (IKT) practices by adopting a context-related and comparative perspective. Design/methodology/approach A qualitative case study design involving 83 interviews and non-participative observation in German and Quebec organizations has been chosen. Findings Two distinctive archetypes of IKT emerge from both national contexts: “we-individualizing” (Germany) and “I-connecting” (Quebec), leading to an eightfold taxonomy of IKT practices. Research limitations/implications This research is limited to young and senior workers and to high-tech sectors. Originality/value Comparative and inductive study of IKT, adaptation of IKT practices to national contexts, retaining younger workers. This inductive and comparative study allows a better adaptation of IKT practices to national contexts and therefore a better retention of younger workers.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

Intergenerational learning and knowledge transfer – challenges and opportunities

2018 ◽  
Vol 25 (2) ◽  
pp. 135-142 ◽  
Author(s):  
Nataša Rupčić
Keyword(s):  
Knowledge Transfer ◽  
Systems Approach ◽  
Intergenerational Learning ◽  
Employee Perspective ◽  
Content Type ◽  
Learning Agility ◽  
Challenges And Opportunities ◽  
Internal Mobility ◽  
Information And Communication ◽  
Intergenerational Knowledge

Purpose The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective. Design/methodology/approach The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.” Findings A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning. Research limitations/implications Conclusions and remarks provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing. Social implications Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management. Originality/value Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

It’s Not You, Nor Me…It’s All of Us or None of Us

2021 ◽  
Vol 44 (3) ◽  
pp. 58-60
Author(s):  
Roberto D. Hernández
Keyword(s):  
Knowledge Sharing ◽  
Third World ◽  
National Association ◽  
Chicano Studies ◽  
The Future ◽  
Love Letter ◽  
Intergenerational Knowledge

Hernández, as the current chair of the National Association for Chicana and Chicano Studies (NACCS), reflects on the “Love Letter to Chicanx Studies.” The author affirms observances within the “letter,” including its considerations of the future of the field, and suggests that we enhance intergenerational knowledge sharing. Hernández presents a provocation on the ultimate goal of liberation as it relates to training and privileging scholars trained in Chicana/o/x Studies, and asks us to think more deeply about how we “do” the work and serve our communities. Finally, he asks that we recover our “Third world” subjectivities and reaffirm our commitment to struggles for shared liberation.

Introduction

2019 ◽  
pp. 1-16
Author(s):  
Perry L. Glanzer ◽  
Nathan F. Alleman ◽  
George Marsden
Keyword(s):  
Professional Identity ◽  
Ethnic Groups ◽  
Christian Identity ◽  
Teaching Identity ◽  
Moral Tradition ◽  
Complex Approach ◽  
Professional Teaching ◽  
Key Terms

Teachers are not just teachers. They may also be spouses, parents, members of specific religious, political, and ethnic groups and many other identities. Each of these identities orients them morally and sometimes metaphysically. When people try to become excellent in any of these identities, they will also need to learn how to integrate the moral tradition of a particular identity with the moral traditions associated with other identities. One’s professional, teaching identity is no different. Professors must then undertake the merging of this professional identity with their Christian identity thoughtfully, and for Christians, “Christianly.” This requires a complex approach. This book explores the argument that faith does make a difference in terms of how faculty teach and provides examples of this integration. Overall, this chapter sets the stage for the book’s argument by explaining these conflicts, defining key terms used throughout the book, clarifying the focus of the argument, and providing an outline of the remainder of the argument.

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