scholarly journals Social justice through citizenship education: a collective responsibility

2017 ◽  
Vol 12 (1) ◽  
pp. 70-83 ◽  
Author(s):  
Sara Winstead Fry ◽  
Jason O’Brien
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Citizenship Education ◽  
Collective Responsibility ◽  
Original Research ◽  
Content Type ◽  
Systematic Effort ◽  
Agents Of Change ◽  
Teachers Perspectives ◽  
The Impact

Purpose Existing research suggests that preservice elementary teachers tend to believe “good” citizens are people who follow laws and help others rather than people who embrace a more active model of citizenship that includes working to improve society. The purpose of this paper is to propose that this trend results from a self-perpetuating cycle of passive citizenship that develops in part due to state curriculum standards and school experiences which focus on transmitting knowledge rather than preparing students to be active agents of change. Design/methodology/approach The paper presents the results of action research conducted in a teacher preparation course; the research was designed to investigate the impact of a systematic effort to see if preservice teachers’ perspectives could be broadened to include a social justice perspective. Findings As a result of the findings, the authors argue that to counteract the cycle of passive citizenship, education to create a more socially just world must be a collective responsibility shared by teachers at all levels, K-16. Originality/value This is original research that examines an approach to end a cycle of passive citizenship by promoting social justice.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

The misuse of drugs act – a user perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mat Southwell
Keyword(s):  
Social Justice ◽  
Social Control ◽  
Racial Discrimination ◽  
Drug User ◽  
Drug Policy ◽  
Policy Reform ◽  
People Who Use Drugs ◽  
Content Type ◽  
The Impact ◽  
Drug Policy Reform

Purpose This paper aims to demonstrate the ways in which the Misuse of Drugs Act (MDA) militates against the interests and situations of people who use drugs. The author reflects on the author’s journey as a drug user, drugs workers and drug user organiser to critique the MDA. The author describes the impact of the MDA on the author’s early experimentation with substances and highlights the limitations of simplistic drugs prevention. The author describes how the MDA maximises drug-related risks and undermines the creation of healthy cultural norms and community learning among people who use drugs. The author talks about the author’s work as a drugs practitioner and mourns the vandalism of the UK’s harm reduction and drug treatment system. This paper describes the opportunity to use drug policy reform as a progressive electoral agenda to begin the journey towards racial and social justice. This paper calls for the rejection of the Big Drugs Lie and the repeal of the failed MDA. Design/methodology/approach Personal reflection based on experience as drug user, drugs worker and drug user organiser. Findings Successive UK Governments have used the MDA as a tool of social control and racial discrimination. The Big Drugs Lie undermines science-based and rights-compliant drug policy and drug services and criminalises and puts young people at risk. There is the potential to build a progressive political alliance to remove the impediment of the MDA and use drug policy reform as tools for racial and social justice. Practical implications The MDA maximises the harms faced by people who use drugs, stokes stigma and discrimination and has undermined the quality of drug services. The MDA needs to be exposed and challenged as a tool for social control and racial discrimination. Delivering drug policy reform as a progressive electoral strategy could maximise its potential to improve social and racial justice. Originality/value This paper represents the view of people who use drugs by a drug user, a view which is seldom expressed in the length and level of argument shown here.

Impact of firm-specific characteristics on managers’ identity disclosure

2014 ◽  
Vol 27 (2) ◽  
pp. 150-168
Author(s):  
Etumudon Ndidi Asien
Keyword(s):  
Chief Executive ◽  
The State ◽  
Annual Reports ◽  
Stock Exchanges ◽  
Original Research ◽  
Content Type ◽  
Listed Firms ◽  
Gcc Countries ◽  
Identity Disclosure ◽  
The Impact

Purpose – This paper aims to examine the impact of firm-specific characteristics on managers’ identity disclosure in the Gulf Cooperation Council (GCC) region. Design/methodology/approach – Research data were collected from 2010 annual reports and financial statements of 403 listed firms in the GCC countries. The data were analyzed by multiple regression models. Findings – Evidence suggesting that managers’ identity is significantly disclosed by firms that separate the office of chairman from that of chief executive officer was documented. It was also found that mature firms significantly disclose their managers’ identity. Our finding suggests that firms’ declaration that they comply with a set of corporate governance code leads them to disclose managers’ identity. However, we find that firms that are related to the state significantly disclose their managers’ identity, contrary to expectation. Research limitations/implications – One limitation is the lack of a uniform classification of industries by the stock exchanges in the GCC region. The implication of this is that researchers are lacking a uniform standard to apply in their research. Another limitation is the use of only 2010 annual reports and accounts; thus, there is a problem of inter-temporal generalizability. As markets in the GCC countries are evolving, it will be interesting to capture the state of managers’ identity disclosure after 2010. Practical implications – The paper has the potential to influence firms in the GCC region to begin disclosing managers’ personal details and other contact information. In addition, there is the prospect that market regulators in the GCC region and other emerging markets who may read this research may now require firms to disclose their managers’ identity. Originality/value – This is an Original research paper.

Educating Teachers for High-Poverty Schools

2019 ◽  
Author(s):  
Bruce Burnett ◽  
Jo Lampert
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Culturally Responsive ◽  
High Poverty ◽  
High Poverty Schools ◽  
Educational Disadvantage ◽  
Agents Of Change ◽  
High Poverty Students

A great deal of scholarship informs the idea that specific teacher preparation is required for working in high-poverty schools. Many teacher-education programs do not focus exclusively on poverty. However, a growing body of research emphasizes how crucial it is that teachers understand the backgrounds and communities in which young people and their families live, especially if they are to teach equitably, without bias, and with a critical understanding of historical educational disadvantage. Research on teacher education for high-poverty schools is largely associated with social-justice education and premised on two key assumptions. The first is that teachers do make a difference and should be encouraged to see themselves as agents of change. The second is that without nuanced knowledge of poverty and disadvantage, and especially its intersection with race, teachers are prepared as though all students and all communities have equal social advantage. Through targeted teacher education, social justice teachers aquire the knowledge, skills and attributes to understand what they can and cannot do. Teachers with strong communities of practice and agency can resist the idea that they can eradicate poverty on their own, but can enact teaching in ways that are equitable and respectful, culturally responsive and safe. It is increasingly possible to observe how debates propose or challenge how preservice teachers should learn about high-poverty contexts. There are also numerous models, globally, of what works in preparing teachers for high-poverty schools; however, providing evidence or proving how specialized teacher preparation affects the educational outcomes of high-poverty students is difficult.

Auditors General ' s impact on administrations: a pan-Canadian study (2001-2011)

2014 ◽  
Vol 29 (5) ◽  
pp. 395-426 ◽  
Author(s):  
Danielle Morin
Keyword(s):  
Executive Branch ◽  
Organizational Memory ◽  
Added Value ◽  
Organizational Life ◽  
Content Type ◽  
Agents Of Change ◽  
Real Value ◽  
The Will ◽  
Influence Attempts ◽  
The Impact

Purpose – The influence that Supreme Audit Institutions (SAIs) exert on management of administrations through performance audits has been examined very little and questioned even less. This study of the impact of Auditors General (AG) on management of six Canadian administrations for the 2001-2011 period aims to highlight the auditors ' successes and the limits imposed on them in their role of agents of change for administrations. Design/methodology/approach – A survey was sent out to a total of 125 respondents identified by the authorities of the targeted organizations. Eighty-seven usable questionnaires were completed (70% response rate). Findings – AG appear to influence the organizational life of Canadian entities to a moderate extent. The figures suggest that auditors do exert an influence on the organizations audited, but their influence attempts fail fairly often. Indirect powers to reward and punish conferred on AG by their institutional status are conditioned not only by the will of the central and political authorities of the entities audited but also by the will and capacity of parliamentarians to assume real control over the executive branch. One explanation for this mitigated influence is that the “obligatory reverence” that SAIs inspire in administrations masks the real value that auditees perceive in auditors ' work. Research limitations/implications – Given the ten-year period that the study covered, it had to deal with the mortality of respondents and the loss of organizational memory. Practical implications – The study gives insights about the auditees ' recognition regarding the auditors ' added value to administrations through their performance audits. Originality/value – This paper fulfils an identified need for further empirical research on AG ' s impact on administrations through their performance audits.

Partners, Neighbors, and Friends: The Practice of a Place-Based Education

2001 ◽  
Vol 23 (2) ◽  
pp. 19-23 ◽  
Author(s):  
Talmage Stanley ◽  
Stephen Fisher
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Change ◽  
Service Learning ◽  
Community Service ◽  
Systematic Study ◽  
Agents Of Change ◽  
Public Ethics ◽  
Place Based Education ◽  
The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

Catch-22

2017 ◽  
Vol 38 (2/3) ◽  
pp. 78-87
Author(s):  
Thomas Kaarsted
Keyword(s):  
Side Effects ◽  
Performance Management ◽  
Management Systems ◽  
Original Research ◽  
Content Type ◽  
Performance Management Systems ◽  
Research Libraries ◽  
Course Of Action ◽  
Catch 22 ◽  
The Impact

Purpose Services to researchers are a key strategic focus point for academic libraries. In many cases these services are linked to performance management systems. However, this kind of system for measuring scholarly research has unintended side effects and may demotivate researchers on a number of levels. This presents somewhat of a catch-22 for research libraries. The purpose of this paper is to describe the Bibliometric Research Indicator (BRI) in Denmark, show why the researchers may feel demotivated, outline the dilemmas and the effects on libraries, and present a possible course of action. Design/methodology/approach At least 14 countries have implemented performance management systems for researchers. The impact has been the topic of several – primarily quantitative – studies, e.g., in Denmark. The analysis is made by means of a qualitative study (interviews with 43 Danish researchers), using motivation crowding as well as self-determination theory to further explore their motives and experiences, to determine whether these factors have any influence on their experience of the BRI. Findings The analysis confirms earlier studies which showed that researchers as a whole do not see the BRI as supportive and that this kind of system may have unintended side effects. Unintended side effects include pressure, limitation of freedom, a drop in the perceived standard of research, the slicing of articles, negative collegial behavior as well as borderline academic theft. In connection researchers do not see the incentives or rewards given by the system as supportive. Research limitations/implications This BRI study is made within only one country and as these systems tend to vary not only from country to country but also with incomparability within faculties and institutes, further studies might expose different patterns. However, as the results fit a more general trend within the research area, the takeaways could potentially prove useful for research libraries in general. Furthermore it could be beneficial to research libraries in general to get a clearer understanding of the role they play, which in part could be done by surveying them on this subject. Practical implications The finding presents potential dilemmas for research libraries, as they might get caught in the crossfire between expectations or demands from the university management and the hope and dreams from individual scholars with the risk of unintentionally alienating a key target group. Thus, a possible course of action is outlined including focus points and target areas for libraries. Originality/value This paper presents original research with some key findings with a focus on the dilemmas for research libraries with regard to BRI-like systems, strategic management and performance measurement.

scholarly journals An evaluation of an education abroad program on the intercultural learning and cross-cultural adaptability skills of university undergraduates

2020 ◽  
Vol 14 (2) ◽  
pp. 55-68
Author(s):  
Jennifer Fong
Keyword(s):  
Data Collection ◽  
Cross Cultural ◽  
Original Research ◽  
Intercultural Learning ◽  
Education Abroad ◽  
Content Type ◽  
Intercultural Awareness ◽  
Cultural Adaptability ◽  
University Undergraduates ◽  
The Impact

PurposeThe purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for International Research and Education (PIRE) developed intercultural awareness and cross-cultural adaptability skills. It also suggests additional program design features to enhance students' international experiences.Design/methodology/approachTo better understand participants' experiences in the PIRE program, this study adopts a mixed-methods approach. Demographic questionnaires, pre- and postsurveys, observational field notes and individual interviews were conducted for data collection and analysis.FindingsStudents perceived the experience abroad to improve their intercultural awareness and skills such as openness to cultural differences, coping with challenges abroad and effectively working in diverse teams. Specifically, quantitative findings reflected group gains in the areas of flexibility/openness and perceptual acuity, whereas qualitative findings indicated growth in students' emotional resilience and personal autonomy.Research limitations/implicationsAdditional data collection methods, such as pre-/postinstruments or a longitudinal study would provide a more comprehensive assessment of the impact of education abroad on students' intercultural learning.Social implicationsEvaluation of programs and outcomes can help identify areas to maximize student learning and assess the value of education abroad.Originality/valueThis is original research and makes a contribution to education abroad programs in postsecondary education.

scholarly journals The impact of STEAM integration on preservice teachers' disposition and knowledge

2020 ◽  
Vol 13 (1) ◽  
pp. 27-42
Author(s):  
Shuhua An
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Content Type ◽  
Inquiry Process ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact ◽  
Mathematics Methods Courses

PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

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