Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action

2018 ◽  
Vol 120 (14) ◽  
pp. 1-22
Author(s):  
Anjalé D. Welton ◽  
Devean R. Owens ◽  
Eboni M. Zamani-Gallaher
Keyword(s):  
Organizational Change ◽  
Conceptual Framework ◽  
Educational Leaders ◽  
Educational Institutions ◽  
Racial Equity ◽  
Equity In Education ◽  
Leadership Attributes ◽  
Key Concepts ◽  
Racist Ideology ◽  
Broad Level

To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Introduction

2017 ◽  
Author(s):  
Lori G. Beaman
Keyword(s):  
Conceptual Framework ◽  
Everyday Life ◽  
Key Concepts

Beginning with a story that exemplifies some of the key concepts in the book, this chapter outlines the conceptual framework that guides the chapters that follow. Key concepts include deep equality, the ‘non-event’, contaminated diversity, and agonistic respect. The chapter discusses the limitations of law in thinking about equality, and sets up the parameters and scope of the arguments and themes in subsequent chapters. The unique methodology upon which the book is built is outlined, including the use of narrative, the challenges of studying everyday life, and the necessity of drawing from a range of disciplines to think about complex futures.

Benchmarking industrial engineering programs

2018 ◽  
Vol 25 (4) ◽  
pp. 1194-1212 ◽  
Author(s):  
Anh Tuan Nguyen ◽  
Nguyen Vang-Phuc Nguyen
Keyword(s):  
Best Practices ◽  
Conceptual Framework ◽  
Resource Selection ◽  
Industrial Engineering ◽  
Educational Institutions ◽  
Content Type ◽  
Engineering Programs ◽  
Self Study ◽  
The Usa ◽  
Future Work

Purpose The purpose of this paper is to identify the best practices of industrial engineering (IE) programs that could be learnt and used at other educational institutions. Design/methodology/approach Nine IE programs in the USA are benchmarked using a conceptual framework that considers an educational program as a system consisting of a purpose, a curriculum, resources, and quality processes. The information used in benchmarking is collected from the program self-study reports, course catalogs, and websites which are available on the internet. Findings It is found that in spite of their diversity in history, missions, sizes, and reputations, the studied programs are rather unified in terms of purpose definition, curriculum formation, resource selection, and quality process usage. From the analysis, a template of IE curriculum is proposed. Research limitations/implications As the selection of the studied programs is based on the availability of the information, the findings may not be representative for IE programs in the USA. Future work can aim at comparing IE programs from various countries. Practical implications The findings could be used as benchmarks by IE schools interested in the improvement of operations. Originality/value A conceptual framework for benchmarking is proposed and proves useful for comparing educational programs. The findings represent the current best practices at IE schools in the USA.

scholarly journals The degree of involvement of the educational leader of teachers in decision-making from the viewpoint of teachers in the Zarqa Directorate (First) of Education: درجة إشراك القائد التربوي للمعلمين في اتخاذ القرار من وجهة نظر المعلمين  في مديرية تربية الزرقاء الأولى

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Amal Muner Mohamed Abo Jhashe
Keyword(s):  
Decision Making ◽  
Teaching Methods ◽  
Educational Leaders ◽  
Point Of View ◽  
Teacher Participation ◽  
Educational Institutions ◽  
Educational Leader ◽  
Teaching Curriculum ◽  
Participation In Decision Making ◽  
Community Decision

This study aimed to identify the ability of the educational leader to apply the principle of participation in decision-making and its impact on the achievement of the educational institution's objectives effectively from the point of view of teachers in the Zarqa Directorate (First) of Education and used the study method descriptive-analytical and the study tool (questionnaire) where it was distributed to a random sample of (110) teachers belonging to the Zarqa Directorate (First) of Education. The study found that the participation of educational leaders in decision-making received an average (2.84 out of 5) verbal (intermediate) ratings, and at the level of fields; Community decision-making average (2.90), teacher participation in decision-making for teachers themselves averaged (2.81) and finally teacher participation in decision-making on the teaching curriculum and teaching methods (2.72), all of which are estimated (2.84), and based on the results, the study recommended the need for teachers to participate in decision-making within educational institutions, which reflects positively on the work of the performance of the institution and improve the type of style possessed by the leader in the institution.

Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy

2021 ◽  
pp. 153270862110604
Author(s):  
Penny A. Pasque ◽  
Lori D. Patton ◽  
Joy Gaston Gayles ◽  
Mark Anthony Gooden ◽  
Malik S. Henfield ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Black Women ◽  
Educational Research ◽  
White Supremacy ◽  
Educational Leaders ◽  
Research Process ◽  
Racial Equity ◽  
Research And Practice ◽  
Sociopolitical Context ◽  
Women Educational Leaders

We explore “ Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy” to engage scholars in thinking about and reflecting on what it means to conduct qualitative research from a standpoint that honors Black lives in the research process while also disrupting racism and white supremacy. First, we unapologetically take up topics including engaging “diversity” in qualitative research, interrogating the etic perspective in the “new” focus on race, using critical perspectives to inform research and practice, examining the racialization of positionality, focusing on Black women educational leaders, and engaging schools and communities. Next, we engage in dialogue with each other to push ourselves—and you/the reader—to think more deeply about the serious and potentially dangerous implications of our research decisions. Given the unprecedented historical present we are all experiencing in our lifetime, we are committed to shifting the landscape of qualitative research as well as using research to shift our sociopolitical context toward racial equity and justice.

Organizational Change for the Human Services

2021 ◽  
Author(s):  
Thomas Packard
Keyword(s):  
Organizational Change ◽  
Conceptual Framework ◽  
Change Process ◽  
Team Building ◽  
Change Leadership ◽  
Service Organizations ◽  
Evidence Based ◽  
Case Examples ◽  
Arc Model ◽  
Organizational Culture Change

This book presents an evidence-based conceptual framework for planning and implementing organizational change processes specifically focused on human service organizations (HSOs). After a brief discussion of relevant theory and a review of key challenges facing HSOs that create opportunities for organizational change, a detailed conceptual framework outlines an organizational change process. Two chapters are devoted to the essential role of an organization’s executive or other manager as a change leader. Five chapters cover the steps of the change process, beginning with identifying a problem or change opportunity; then defining a change goal; assessing the present state of the organization (the change problem and organizational readiness and capacity to engage in change); and determining an overall change strategy. Twenty-one evidence-based organizational change tactics are presented to guide implementation of the process. Tactics include communicating the urgency for change and the change vision; developing an action system that includes a change sponsor, a change champion, a change leadership team and action teams; providing support to staff; facilitating the development and approval of ideas to achieve the change goal; institutionalizing the changes within organizational systems; and evaluating the change process and outcomes. Four case examples from public and nonprofit HSOs are used to illustrate change tactics. Individual chapters cover change technologies and methods, including action research; team building; conflict management; quality improvement methods; organization redesign; organizational culture change; using consultants; advancing diversity, equity, inclusion, and social justice; capacity building; implementation science methods; specific models, including the ARC model; and staff-initiated organizational change.

Smart Manufacturing and Industry 4.0: A Preliminary Approach in Structuring a Conceptual Framework

2021 ◽  
Vol 18 ◽  
pp. 27-36
Author(s):  
Eleni Didaskalou ◽  
Petros Manesiotis ◽  
Dimitrios Georgakellos
Keyword(s):  
Conceptual Framework ◽  
Concept Mapping ◽  
Industry 4.0 ◽  
Concept Maps ◽  
Production Systems ◽  
Software Tool ◽  
Smart Manufacturing ◽  
Future Research ◽  
Key Concepts ◽  
Comprehensive Framework

Engineering concepts usually, are complex concepts, thus many times are difficult for infusing into curriculums or to be comprehensive for practitioners. A concept that still now is not fully understandable is that of Industry 4.0, an approach that increases the complexity of production systems. Nowadays production systems are facing new challenges, as physical productions systems and internet technologies are directly linked, hence increasing the complexity but also the productivity of the systems. The paper introduces an approach of visualizing the concept of smart manufacturing in the context of Industry 4.0, as the term is not clearly specified, although has attracted attention both academicians and businesses. Concept mapping is a method of capturing and visualizing complex ideas. Concept maps are graphical tools for organizing, representing and communicating complex ideas by breaking them into more key concepts. As Industry 4.0 is a factor that can boost innovation and competitiveness of business, all parties involved in shaping the strategy of an organization, should perceive the issues to be covered. Furthermore, learners must be prepared to meet these challenges and knowledgebuilding activities may enhance their process of learning. The paper makes an interesting and valuable contribution, by identifying key concepts within the subject of smart manufacturing and Industry 4.0, using the method of concept mapping. Taking into consideration these concepts a conceptual framework will be introduced, by using the software tool CmapTools. The map can be used as a basis for future research in constructing a more comprehensive framework and identifying the concepts that describe smart manufacturing in the context of Industry 4.0, in a more thorough manner.

Global Literacy Skills and Collaborative Strategies for Enhancing Professional Development for Teachers and Educators

2016 ◽  
pp. 1783-1794
Author(s):  
Philliph Masila Mutisya ◽  
Jerono P. Rotich
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
21St Century ◽  
Literacy Skills ◽  
Educational Institutions ◽  
Development Trends ◽  
Professional Development For Teachers ◽  
Framework Model ◽  
Collaborative Strategies ◽  
The World

Development trends in educational institutions in the 21st century reflect increased initiatives on internationalization and globalization. As the world becomes more interdependent and interconnected, globalization is also becoming a reality. This chapter addresses the theoretical and practical strategies that empower educators to meet the growth in institutional and professional development. The focus is to raise awareness of the need to re-conceptualize American educational institutions and professional development for K-20 educators so as to meet the demands of the 21st century international and global society. The proposed framework provides an effective approach and strategies for preparing teachers, faculty, and institutional leaders on developing a conceptual framework model that promotes international and global literacy and collaboration on professional development for K-20 teachers and educators.

The Economics of Long-Term Care

2018 ◽  
pp. 1-18
Author(s):  
Peter P. Yuen
Keyword(s):  
Conceptual Framework ◽  
Long Term Care ◽  
Population Aging ◽  
Clear Understanding ◽  
Term Care ◽  
Developed Economies ◽  
Care Services ◽  
Key Concepts ◽  
Major Transformation

This chapter presents key concepts of economics relevant to the financing and delivery of long term care services. It first examines the magnitude of population aging in developed economies, and the associated implications for long term care. Key economic concepts relating to the demand, supply and financing of long term care services are then discussed. Policies, practices and major models of financing of long term care are further explored followed by a presentation of the conceptual framework for reform. It concludes that in view of the magnitude of the problem, incremental changes in the existing systems are unlikely to be adequate. A clear understanding of the economic concepts to underpin major transformation of existing systems and policies that do not align with populations trends is urgently needed.

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