Alternative theorizing of multicultural education: an Islamic perspective on interculturality and social justice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hamza R’boul
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Design Methodology ◽  
Islamic Ethics ◽  
Content Type ◽  
Islamic Perspective ◽  
Teachers And Students ◽  
Theological Differences ◽  
New Perspective ◽  
Practical Implications

Purpose This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extensively in terms of managing cultural capital in schools. This paper argues that Islamic ethics provide a system of justice and rules of conduct that satisfy the principles of multicultural education. Design/methodology/approach Classical texts (Qu’ran and Hadith) are analyzed to explore the Islamic perspective on interculturality and social justice. While the plurality of interpretations is remarkable, the aim is to examine these texts on the basis of ethical and humanistic orientation. Findings Islamic ethics are commensurate with intercultural empathy and multicultural education. While some verses are interpreted as evidence of the religious legitimacy of enmity and hostility towards non-Muslims, they are decontextualized readings isolated from the verses’ historical contexts. Practical implications This paper proposes considering Islamic ethics as a foundation of multicultural education. Because Islam promotes social justice, teachers and students are encouraged to take action and never tolerate any act of oppression. Teachers should pay attention to conflicts that may arise from theological differences among students. Originality/value This paper offers a new perspective that has been sidelined and not considered in Modern issues. Because multicultural education recognizes the necessity of appreciating all cultures, Islam delivers a similar framework that is based on peaceful intercultural communication and social justice.

The prosocial leadership development process as a means to prepare the next generation of organizational leaders

2018 ◽  
Vol 26 (3) ◽  
pp. 225-237
Author(s):  
Timothy Ewest
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Leadership Behaviors ◽  
Pedagogical Practices ◽  
Organizational Leaders ◽  
Content Type ◽  
Social Challenges ◽  
Practical Implications

Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.

scholarly journals Celebrating advances in LGBT+ diversity in the accountancy profession

2018 ◽  
Vol 9 (5) ◽  
pp. 636-641 ◽  
Author(s):  
Jeffrey Unerman
Keyword(s):  
Social Justice ◽  
Design Methodology ◽  
Positive Impact ◽  
Social Implications ◽  
Critical Approach ◽  
Diversity Initiatives ◽  
Content Type ◽  
Diversity Issues ◽  
Practical Implications

Purpose This paper aims to provide a commentary on evidence presented and issues raised by Egan (2018) regarding LGBT+ diversity initiatives in the accountancy profession. Design/methodology/approach This paper is an invited commentary based on the author’s experiences of LGBT+ and other diversity initiatives in the profession. Findings There is cause for optimism in how far the profession has progressed in some countries on supporting LGBT+ (and other forms of) diversity. Practical implications As multinational accountancy firms can be agents for change in countries where there remains considerable discrimination and hostility to LGBT+ (and other) communities, constructive critique to help further improve the firms’ innovative actions on LGBT+ and other diversity issues could have a major positive impact on social justice. Egan (2018) is an example of such constructive critique. Social implications Where other academic studies take a disparagingly critical approach, they risk both squandering the opportunity to help achieve the progress they espouse and discouraging other firms embracing innovative diversity practices. Originality/value This study provides a counter perspective to some critical accounting arguments that appear to value idealism over progress.

Linking person–organization adhocracy value congruence to creativity

2020 ◽  
Vol 35 (7/8) ◽  
pp. 603-615
Author(s):  
Ang Gao ◽  
Kai Zhao ◽  
Qing Qu
Keyword(s):  
Transformational Leadership ◽  
Design Methodology ◽  
Polynomial Regression ◽  
Value Congruence ◽  
Employee Creativity ◽  
Content Type ◽  
Creativity Research ◽  
Value Congruency ◽  
New Perspective ◽  
Practical Implications

PurposeThe purpose of this study is to examine the effect of person–organization (P-O) adhocracy value congruence on employee creativity using the supplementary fit theory while investigating the moderating effect of the immediate supervisor's transformational leadership.Design/methodology/approachThe study uses polynomial regression to analyze 431 employees from 47 Chinese companies.FindingsHigher levels of creativity were observed in employees whose adhocracy value was congruent with that of the organization.Practical implicationsThe practice of hiring employees with creative value or building creative culture may not trigger employee creativity if managers do not take value congruence into consideration.Originality/valueThis study introduces a new perspective on understanding creativity in the workplace. First, it contributes to work on the consequences of P-O value congruency by exploring how supplementary fit influences employee creativity. Second, it contributes to creativity research by proposing a P-O supplementary fit argument to explain the actor-context interactionist model of creativity.

Desistance from absconding: “You’ve got to have hope”

2020 ◽  
Vol 22 (4) ◽  
pp. 223-234
Author(s):  
Aliye Emirali ◽  
Rachel O'Rourke ◽  
Caroline Friendship
Keyword(s):  
Design Methodology ◽  
Sense Of Self ◽  
Future Research ◽  
Content Type ◽  
Factors Associated ◽  
Practical Support ◽  
Increased Risk ◽  
New Perspective ◽  
Stage 1 ◽  
Practical Implications

Purpose This paper explores absconding from a new perspective. Literature has tended to focus on the risk factors linked with absconding. This paper aims to consider desistance factors for absconding for prisoners at higher risk of absconding in open prisons. Design/methodology/approach Stage 1 used logistic regression to identify factors associated with increased risk of absconding. Stage 2 identified new receptions with increased risk and used thematic analysis to analyse interviews with prisoners that did not abscond after three months. Findings Stage 1 found that the total number of previous offences predicted absconding. Stage 2 found three themes linked to desistance in absconding: “support”, “ownership” and “sense of self”. Practical implications This study highlights the importance of ensuring prisoners in open prisons are offered the appropriate emotional and practical support. It also identifies the importance of hope amongst prisoners in open conditions. Future research should further explore this idea in more depth. Originality/value Previous literature has looked at absconding from a risk factor perspective. This research identifies the desistance factors associated with absconding for individuals who have been identified as high risk of absconding. Improvements in factors associated with desistance from absconding may support a reduction in absconding from open prisons.

How a customer participates matters: “I am producing” versus “I am designing”

2015 ◽  
Vol 29 (6/7) ◽  
pp. 498-510 ◽  
Author(s):  
Beibei Dong
Keyword(s):  
Design Methodology ◽  
Customer Participation ◽  
Theoretical Understanding ◽  
Content Type ◽  
Customer Expectations ◽  
Customer Expectation ◽  
Main Effect ◽  
New Perspective ◽  
Practical Implications ◽  
Share Information

Purpose – This paper aims to conceptually and empirically differentiate between two types of customer participation (CP): CP as “producers” (CPP), when customers primarily contribute physical labor to produce a service (e.g. assembling a frame), and CP as “designers” (CPD), when customers primarily share information to design a service (e.g. designing a frame). The study examines whether CPD and CPP influence customers’ perceptions of value creation and choice of participation differently. Furthermore, it investigates the moderating effect of customer expectation on the effect of CPD/CPP on customers’ participation responses. Design/methodology/approach – This study uses two scenario-based experiments. Study 1 examines the main effect of CPP and CPD on perceived value of participation and participation choice, and Study 2 investigates the moderator of customer expectation. Findings – Study 1 indicates that CPD creates greater value and is a more preferred participation choice than CPP. Study 2 further suggests that the differential advantage of CPD over CPP becomes weakened with a CPP expectation and amplified with a CPD expectation. Research limitations/implications – This research helps reconcile current mixed empirical findings in the literature and opens up a new stream to enrich the theoretical understanding of CP. Its use of consumer psychology theories also adds a consumer psychological perspective to CP research. Practical implications – This research demonstrates that not all CPs are equal, offers guidelines to design and manage CP and suggests managing customer expectations so as to enhance the appeal of CPP in light of its productivity implications. Originality/value – This study represents a pioneering work to empirically differentiate two types of CP and offers a new perspective for understanding the complexity of CP.

How blended learning can create a more inclusive culture

2014 ◽  
Vol 13 (3) ◽  
pp. 118-122
Author(s):  
Angela Peacock
Keyword(s):  
Organizational Climate ◽  
Design Methodology ◽  
Short Term ◽  
Content Type ◽  
Company Culture ◽  
New Perspective ◽  
Business As Usual ◽  
Practical Implications ◽  
Lasting Change

Purpose – The challenges and problems that organizations face nowadays are often due to there being a gap between their current situation and where they want to be. Often this disparity between perception and reality is caused by something deep and fundamental in the company culture – something that may not be readily apparent to those working there. This paper aims to deal with the question of how to create genuine, lasting change in organizational climate so that all employees feel they can bring all of themselves to work, without fear or judgment and with a deep belief that their contributions will be heard. Design/methodology/approach – There are a number of reasons why driving an inclusive culture is so difficult and this paper identifies a new perspective on developing and embedding inclusion. Most importantly, it addresses how a bespoke, blended approach to any input will allow you to implement training that really works. Findings – Many organizations view fixing problems with company culture as an expensive luxury with unpredictable outcomes. As a result, the kind of training that embeds genuine, lasting change is often overlooked in favor of short-term solutions that do not get to the root of the problem. A bespoke, blended approach allows for training that really works long term and therefore ensures the greatest possible value for your organization. Practical implications – A blended approach done well should be a powerful, joined up and strategic driver that enables an inclusive culture to be created, resulting in it becoming business as usual, where the best available talent is attracted, thrives and drives your strategic aims and your business forwards. Originality/value – Often the kind of training that gets done in this area is short term and does not get to the root of the problem. This paper provides guidance in developing and embedding inclusion and although it may challenge beliefs if these principles are followed it will guarantee rapid, lasting improvements at all levels.

m-WOM in a brand’s Facebook fan page

2017 ◽  
Vol 41 (7) ◽  
pp. 936-953 ◽  
Author(s):  
Silvia Sanz-Blas ◽  
Enrique Bigné ◽  
Daniela Buzova
Keyword(s):  
Design Methodology ◽  
Positive Influence ◽  
Active Participation ◽  
Parasocial Interaction ◽  
Content Type ◽  
Equation Modelling ◽  
Key Driver ◽  
New Perspective ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to analyse the impact of the following variables: brand fan page dependency; parasocial interaction; attitude towards brand fan pages in enhancing users’ participation in Facebook as a mobile social network (m-WOM). Design/methodology/approach An empirical study was carried out by means of online interviews with structured questionnaires. To analyse the data, and estimate the hypothesised relationships in the theoretical model, the partial least squares equation modelling was used. Findings The results of the study indicate that accessing brands’ mobile Facebook fan pages can satisfy the needs of understanding, orientation and play. These needs, in turn, influence users’ attitude, as well as their active and passive participation. Besides, users’ active participation in brands’ fan pages is enhanced by the direct and positive influence of attitude and passive participation. Practical implications This research enables brands to know which aspects to highlight in their communication strategies in order to increase the user’s active participation and generate m-WOM. Brands need to post information which is not only relevant, but also entertaining and visually attractive. Furthermore, they should foster the user-brand interaction to achieve users’ engagement with the brand. Originality/value The contribution of the present research is threefold. First, it offers a new perspective in explaining eWOM participation in mobile settings based on social networks. Second, it is argued that dependency is a key driver in explaining m-WOM. Lastly, integrating parasocial integration in the authors’ model highlights the communication nature of the word-of-mouth process.

Pre-service teachers and religion

2019 ◽  
Vol 14 (2) ◽  
pp. 192-200
Author(s):  
Colton T. Ames
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Civic Engagement ◽  
Multicultural Education ◽  
Design Methodology ◽  
Curriculum And Instruction ◽  
Teacher Educators ◽  
Religious Studies ◽  
Content Type ◽  
K 12

Purpose The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms. Design/methodology/approach This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction. Findings As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom. Originality/value The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.

Push and pull factors for knowledge exchange

2016 ◽  
Vol 32 (4) ◽  
pp. 33-35
Keyword(s):  
Design Methodology ◽  
Knowledge Exchange ◽  
Content Type ◽  
Push And Pull Factors ◽  
Financial Speculation ◽  
Pertinent Information ◽  
Areas Of Concern ◽  
New Perspective ◽  
Push And Pull ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings In the dark days following the great financial crisis, there was an increase in pressure from the central and local government in many Western countries to unlocking asset that was hidden away or lay unused in their respective areas of concern. There was a need to look for something different, something other than wild financial speculation that would drive the economy forward. Some may have regarded this as akin to chasing rainbows, but it was felt at the very least a new perspective would be beneficial for all concerned. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Sustainability capabilities, graduate capabilities, and Australian universities

2014 ◽  
Vol 15 (2) ◽  
pp. 208-227 ◽  
Author(s):  
Ian Thomas ◽  
Teresa Day
Keyword(s):  
Social Justice ◽  
Design Methodology ◽  
Education For Sustainability ◽  
Web Based ◽  
Content Type ◽  
Holistic Thinking ◽  
Practical Implications ◽  
Australian Universities

Purpose – In the context of universities implementing education for sustainability (EfS), the aim of the research presented here is to review the extent to which capabilities related to sustainability are represented by the capabilities generally sought by employers, and to determine whether these are incorporated in the graduate capability statements of Australian universities. Design/methodology/approach – Based on the discussion of graduate capabilities and those associated with sustainability, a web-based survey of university graduate attribute statements was undertaken. Findings – Generally, Australian universities have established frameworks of graduate capabilities that relate to the broad needs of employers. Of eight capabilities listed as important by employers, six were identified at some two-thirds of universities. Just under half of the universities' statements contained references to sustainability, while all the literature derived sustainability capabilities, except for “systems/holistic thinking”, are represented to some degree. Those most strongly represented included understanding of social justice and equity; skills in communication and cooperation; and having commitment to social justice and equity. Practical implications – Apparently, in Australian universities, the framework for the development of sustainability capabilities is broadly in place, but not all have sustainability capabilities in place. This framework supports the implementation of EfS, but without development of pedagogy to underlie implementation, the authors have little insight about the extent of implementation, and whether graduates leave with sustainability capabilities. Originality/value – Uniquely this research identifies the extent to which Australian universities are providing direction in the development of capabilities related to the requirements of employers, and for sustainability.

Sign in / Sign up

Export Citation Format

Share Document