Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory

2018 ◽  
Vol 47 (2) ◽  
pp. 131-142
Author(s):  
Amy McKernan
Keyword(s):  
Design Methodology ◽  
Historical Thinking ◽  
Penal System ◽  
Methodological Framework ◽  
Education Programs ◽  
Historic Site ◽  
Content Type ◽  
Heritage Education ◽  
Interpretive Strategies ◽  
Research Analysis

Purpose The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia. Design/methodology/approach The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators. Findings The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy. Originality/value The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

The portrayal of Australian women in property publications

2018 ◽  
Vol 36 (1) ◽  
pp. 119-129 ◽  
Author(s):  
Hera Antoniades ◽  
Clive M.J. Warren
Keyword(s):  
Built Environment ◽  
Design Methodology ◽  
Ad Hoc ◽  
Valuable Insight ◽  
Gender Inequity ◽  
Content Type ◽  
Promote Gender Equality ◽  
Management Roles ◽  
Practical Implications ◽  
Research Analysis

Purpose The purpose of this paper is to undertake an analysis of the visual portrayal of women published in a professional journal within the built environment and to establish whether or not there is gender stereotyping through these published images. Design/methodology/approach A prominent property professional industry journal was selected for the research analysis. This journal was selected because of the national coverage within Australia and high prominence within the property industry. The analysis focused on a total of 166 pictures in the 2015 issues. The coding identified the publication year, issue number and page number of each photograph analysed and total number of pictures on each page. After this information was tabulated, each photograph was analysed using a thematic analysis approach. Findings The research identified that given the opportunity to be photographed ad hoc, women tend to take the dominant stance and yet when the pictures were posed, the women showed a tendency to adopt a submissive stance. Male images were 13.39 per cent in the dominance category indicating a higher score in comparison to females at 3.45 per cent. Practical implications Whilst it is generally accepted that there are more males in the built environment, the reality leans towards the notion that with less woman on property boards and management roles, it will be difficult to portray women in positions of authority and to balance the gender portrayal. In summary, the marginalisation of women is evident, and marketing media can be highly influential and unintentionally promote gender inequity with image portrayal. Originality/value This research provides a valuable insight on how women are portrayed in the property profession. The property industry and the professional bodies can provide an influential role to promote gender equality.

Generation Z entering the workforce: the need for sustainable strategies in maximizing their talent

2018 ◽  
Vol 26 (4) ◽  
pp. 34-38 ◽  
Author(s):  
Bharat Chillakuri ◽  
Rajendra Mahanandia
Keyword(s):  
Design Methodology ◽  
Journal Articles ◽  
Content Type ◽  
Entry Level ◽  
Cohort Group ◽  
Generation Z ◽  
Efficiency And Effectiveness ◽  
New Generation ◽  
Practical Implications ◽  
Research Analysis

PurposeThe purpose of this paper is to understand the characteristics of the cohort Generation Z and identify strategies for maximizing their talent. The study emphasizes that it is critical for the organization to revisit their strategies so as to accommodate this cohort group. With Generation Z entering the workforce, the nature of entry-level jobs is changing; hence, HR needs to redesign their strategies to attract and engage Generation Z.Design/methodology/approachThe research design adopted for the study is exploratory in nature. The research analysis is based on the information/data collected from the journal articles, newspapers and various conferences and majorly from in-person discussions with the Generation Z cohort group.FindingsGeneration Z believes in multitasking and likes to learn everything on their own, underscoring their individuality. They believe in doing more in less time, and thus, efficiency and effectiveness are attributed to be part of their DNA.Research limitations/implicationsIt has to be accepted that very little is known about Generation Z as they have just started to enter the workforce. The next two years will have this cohort joining organizations in entry-level jobs. Organizations have to carefully watch and redesign their strategies to effectively engage this group, as they have no choice except to accept the new generation.Practical implicationsThe literature on Generation Z is scanty, as much of the scholarly research is done in isolation. However, prior studies indicate that Generation Z is tech-savvy and wants everything connected. Organizations will be forced to accept technology as the preferred medium of communication when Generation Z enters the organization.Originality/valueThe study presents an alternative for managing the Generation Z, thereby maximizing their talent in the workplace.

Illuminating the black box of entrepreneurship education programs

2013 ◽  
Vol 55 (3) ◽  
pp. 234-252 ◽  
Author(s):  
Alex Maritz ◽  
Christopher R. Brown
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Extensive Literature ◽  
Education Programs ◽  
Content Type ◽  
Education Literature ◽  
Academic Literature ◽  
Comprehensive View ◽  
Comprehensive Framework ◽  
Practical Implications

PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

scholarly journals Education and capacity building with research: a possible case for Future Earth

2017 ◽  
Vol 18 (2) ◽  
pp. 263-276 ◽  
Author(s):  
Yasuhiro Fukushima ◽  
Gakushi Ishimura ◽  
Andrew James Komasinski ◽  
Reiko Omoto ◽  
Shunsuke Managi
Keyword(s):  
Human Resources ◽  
Capacity Building ◽  
Design Methodology ◽  
Education Programs ◽  
Content Type ◽  
Research Programs ◽  
Intensive Program

Purpose This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which utilizes existing research programs/facilities associated with Future Earth. An intention of this paper is to facilitate a policy brief for projects associated with Future Earth. Design/methodology/approach This paper reviewed backgrounds and necessary items for education and capacity buildings in Future Earth projects by implementing three main priorities in Future Earth and current surrounding environments. Findings This paper then suggested a possible structure, competencies, contents and human resources for education and capacity building and education for Future Earth. Originality/value The suggestions can be implemented in capacity building and education programs associated with Future Earth.

Social engineering and social marketing: why is one “good” and the other “bad”?

2014 ◽  
Vol 4 (3) ◽  
pp. 198-209 ◽  
Author(s):  
Ann-Marie Kennedy ◽  
Andrew Parsons
Keyword(s):  
Social Marketing ◽  
Design Methodology ◽  
Social Engineering ◽  
Historical Thinking ◽  
Content Type ◽  
The Social ◽  
Values And Beliefs ◽  
Marketing Activities ◽  
First Time ◽  
Social Engineer

Purpose – The aim of this article is to explore how social engineering and social marketing are connected, and how social marketing is a tool used to achieve adherence to social engineering. Design/methodology/approach – Through examination of contemporary and historical thinking around social marketing, we present a conceptual argument that social marketing is another tool of the social engineer, and that social engineering, through methods such as social marketing, is pervasive throughout all societies in positive ways. Findings – We develop a conceptual model of social engineering and social marketing, which goes beyond behaviour change to incorporate the essentials of society and the influencers of those essentials. In doing so, we show that social marketing influenced behaviour lies within the social engineering influenced laws, codes and norms of society, which in turn lie within the morals, values and beliefs of society. Originality/value – This article provides for the first time a conceptual grounding of social marketing within social engineering, enabling academics and practitioners to contextualise social marketing activities in a broader societal framework.

Coworking as a model for conscious business

2019 ◽  
Vol 10 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Marko Orel ◽  
Jaroslava Kubátová
Keyword(s):  
Design Methodology ◽  
Qualitative Approach ◽  
The Self ◽  
Integral Model ◽  
Methodological Framework ◽  
User Group ◽  
Content Type ◽  
Coworking Spaces ◽  
Larger Sample ◽  
Cross Reference

Purpose The purpose of this paper is to cross-reference the defining perspectives of coworking as an emerging integral model of conscious business. Design/methodology/approach The methodological framework is built on transdisciplinary research of spatial scale of existence by using the qualitative approach of participant observations and interviews. Findings The empirical data suggest that independently organized and self-financed coworking spaces can be categorized as conscious businesses. Research limitations/implications Coworking spaces are evolving and hybridizing. While a conscious business model can be cross-referenced with independently run coworking spaces that target the self-employed as their user group, this is not certain for larger, franchise-based coworking centers as a larger sample would need to be researched and analyzed. Originality/value No attempts have been made previously for identifying cross-references between the concept of conscious business and the coworking model.

Forgotten classics: The Business Guide by James L. Nichols (1894)

2016 ◽  
Vol 8 (4) ◽  
pp. 564-584
Author(s):  
Darryl W. Miller
Keyword(s):  
Twentieth Century ◽  
Business Education ◽  
Design Methodology ◽  
Product Management ◽  
Education Programs ◽  
Content Type ◽  
Marketing History ◽  
Recent Treatment ◽  
The Usa ◽  
North Western

Purpose The purpose of this paper is to review a popular business handbook – The Business Guide – by James L. Nichols, first published around the turn of the twentieth century. The analysis is geared toward determining how it fits within the development of marketing thought and education. Design/methodology/approach A review of the marketing history literature focusing on marketing thought, education and practice around the turn of the twentieth century is conducted. The content of The Business Guide is analyzed and compared with the themes reflected in the literature review. Findings Most editions appeared in the era just proceeding the emergence of marketing as distinct discipline. It is unlikely that it had any appreciable influence on the development of marketing thought. However, it was used as a textbook at North-Western College in Naperville, IL, and may have been at other early business education programs in the USA and Canada. Nichols’ treatment of marketing topics was consistent with the era. It reflected commodities and functional views. For him, marketing was primarily distribution along with advertising, pricing, product management and credit. Consistent with modern marketing philosophy, Nichols placed heavy emphasis on ethics. Originality/value Despite the fact that this book was published in multiple editions over several decades, it seems to have been largely forgotten. As far as is known, this paper is the only recent treatment of this historical artifact.

The online promotion of entrepreneurship education: a view from Canada

2017 ◽  
Vol 59 (9) ◽  
pp. 990-1006 ◽  
Author(s):  
Roger Pizarro Milian ◽  
Marc Gurrisi
Keyword(s):  
Content Analysis ◽  
Real World ◽  
Design Methodology ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Promotional Material ◽  
Education Programs ◽  
Content Type ◽  
Hands On ◽  
Real World Applications

Purpose The purpose of this paper is to empirically examine how entrepreneurship education is being marketed to students within the Canadian university sector. Design/methodology/approach A content analysis of the webpages representing 66 entrepreneurship education programs in Canada is performed. Findings Entrepreneurship education is found to be framed as providing students with a collaborative learning experience, useful hands-on skills with real world applications and an entrepreneurial mindset. Research limitations/implications This study looks at only one type of promotional material, and thus, further research is needed to triangulate its findings. Originality/value This is the first study that empirically examines the marketing of entrepreneurship education in Canada.

Re-positioning historical thinking: a framework for classroom practice

2020 ◽  
Vol 15 (3) ◽  
pp. 277-289
Author(s):  
Gideon Boadu
Keyword(s):  
Classroom Practice ◽  
Design Methodology ◽  
History Education ◽  
Historical Thinking ◽  
History Teaching ◽  
Content Type ◽  
Teacher Attention ◽  
Inquiry Approach ◽  
Important Means ◽  
Historical Theory

PurposeOver the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.Design/methodology/approachThis paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.FindingsThe paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.Originality/valueThis paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

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