scholarly journals Student experiences of democratic education and the implications for social justice

2021 ◽  
Vol 19 (1) ◽  
pp. 40-64
Author(s):  
Freya Aquarone
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Democratic Education ◽  
Student Experiences ◽  
Policy And Practice ◽  
Democratic Schools ◽  
The United Kingdom ◽  
Using Data ◽  
Depth Interviews

Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.

Concurrent Engineering Assessment: A Proposed Framework

1996 ◽  
Vol 210 (4) ◽  
pp. 321-328 ◽  
Author(s):  
J Poolton ◽  
I Barclay
Keyword(s):  
Product Development ◽  
New Product Development ◽  
Concurrent Engineering ◽  
Research Study ◽  
New Product ◽  
Using Data ◽  
Past Experiences ◽  
Depth Interviews

There are few studies that have found an adequate means of assessing firms based on their specific needs for a concurrent engineering (CE) approach. Managers interested in introducing CE have little choice but to rely on their past experiences of introducing change. Using data gleaned from a nine month case study, a British-wide survey and a series of in-depth interviews, this paper summarizes the findings of a research study that examines how firms orientate themselves towards change and how they go about introducing CE to their operations. The data show that there are many benefits to introducing CE and that firms differ with respect to their needs for the CE approach. A tentative means to assess CE ‘needs’ is proposed which is based on the level of complexity of goods produced by firms. The method is currently being developed and extended to provide an applications-based framework to assist firms to improve their new product development performance.

scholarly journals EFEKTIFITAS PENGELOLAAN ZAAT PRODUKTIF DI SEKTOR PETERNAKAN KAMBING

2020 ◽  
Vol 6 (8) ◽  
pp. 1594
Author(s):  
Maudy Rizqi Maghfirlana ◽  
Tika Widiastuti
Keyword(s):  
Positive Impact ◽  
Market Potential ◽  
Descriptive Case Study ◽  
Livestock Sector ◽  
Optimization Management ◽  
Livestock Program ◽  
Using Data ◽  
The Village ◽  
Depth Interviews

The purpose of this study was to find out how to optimize the management of productive zakat funds LAZ Nurul Hayat Surabaya in the goat livestock sector to achieve their desired goals. As well as the material and non-material impacts felt by mustahiq farmers from the optimization. This study uses qualitative methods with a descriptive case study strategy. The object of this research is LAZ Nurul Hayat Surabaya. By conducting in-depth interviews with 5 respondents consisting of program directors, program managers, PIC programs, and 2 assisted farmers. After interviewing the results of the study were analyzed using data triangulation to obtain conclusions. The results of this study indicate that LAZ Nurul Hayat has been optimal in managing productive zakat in the goat breeding sector. This is because LAZ Nurul Hayat in carrying out the Village Empowerment Livestock program applies three important stages, Mustahiq Screening, Production Process, and Market Potential. From this stage it can have a positive impact on mustahiq from additional income, amount of mustahiq, knowledge, to the desire to be independent.Keywords: Optimization, Management, Zakat Productive

Surnaming Children Born to Lesbian and Heterosexual Couples: Displaying Family Legitimacy to Diverse Audiences

Sociology ◽  
2017 ◽  
Vol 52 (5) ◽  
pp. 1017-1034 ◽  
Author(s):  
Deborah Dempsey ◽  
Jo Lindsay
Keyword(s):  
Extended Family ◽  
Heterosexual Couples ◽  
Lesbian Couples ◽  
Parental Relationships ◽  
Intact Families ◽  
Lesbian Parents ◽  
Family Diversity ◽  
Using Data ◽  
Depth Interviews

Surnaming practices are a case study of change and continuity in patrilineal conventions in families and also alert us to the challenges of negotiating familial identities in an era of family diversity. Using data from two Australian sources, 430,753 Victorian birth registrations and 43 in-depth interviews with heterosexual and lesbian parents, we explore continuity and breaks with convention in surnaming children. For married and unmarried heterosexual couples, the dominant surnaming practice was for children to take their father’s name. By contrast, several surnaming strategies were more popular among lesbian couples including: using hyphenated or double-barrelled surnames, using the birth or non-birth mother’s surname or creating a new name for the family. Despite these differences, we contend that through their surnaming decisions both lesbian and heterosexual couples are concerned with displaying the legitimacy of their parental relationships to extended family and institutional audiences. For unmarried heterosexual couples, surnames display ‘intact’ families and paternal commitment whereas for lesbian couples the legitimacy concern is the recognition of the same-sex couple as parents.

scholarly journals Assessing Organizational Capacity And Sustainability Of A Partnership: The Future Of CERIS

2021 ◽  
Author(s):  
Stephen Cohen
Keyword(s):  
Nonprofit Organizations ◽  
Academic Research ◽  
Organizational Capacity ◽  
Collaborative Partnerships ◽  
Policy And Practice ◽  
Key Stakeholders ◽  
Academic Partnerships ◽  
Immigration And Settlement ◽  
Depth Interviews

This case study explores the sustainability and continuation of a centre of research and knowledge transfer around issues related to immigration and settlement. It discusses the institutional context of CERIS and the various policy and practice relevant uses of academic research. It draws on literature and theory about organizational capacity in nonprofit organizations and academic partnerships. The case assesses whether CERIS, has the capacity to renew and continue functioning beyond its funding mandate. Data was primarily collected from in-depth interviews with key stakeholders. The results of this paper indicate both opportunities and challenges for a renewed CERIS-like organization to continue functioning in the environment. The study has implications generally for the sustainability of collaborative partnerships.

scholarly journals The harmonisation of longitudinal data: a case study using data from cohort studies in The Netherlands and the United Kingdom

2010 ◽  
Vol 30 (8) ◽  
pp. 1419-1437 ◽  
Author(s):  
PETER A. BATH ◽  
DORLY DEEG ◽  
JAN POPPELAARS
Keyword(s):  
United Kingdom ◽  
The Netherlands ◽  
Religious Attendance ◽  
Measurement Instruments ◽  
Data Set ◽  
The United Kingdom ◽  
Longitudinal Aging Study Amsterdam ◽  
Aging Study ◽  
Using Data

ABSTRACTThis paper presents a case study of the challenges and requirements associated with harmonising data from two independently-conceived datasets from The Netherlands and the United Kingdom: the Longitudinal Aging Study Amsterdam (LASA) and the Nottingham Longitudinal Study of Activity and Ageing (NLSAA). The objectives were to create equivalent samples and variables, and to identify the methodological differences that affect the comparability of the samples. Data are available from the two studies' 1992–93 surveys for respondents born during 1908–20, and the common data set had 1,768 records and enabled the creation of 26 harmonised variables in the following domains: demographic composition and personal finances, physical health, mental health and loneliness, contacts with health services, physical activity, religious attendance and pet ownership. The ways in which the methodological differences between the two studies and their different selective attrition might lead to sample differences were carefully considered. It was concluded that the challenges of conducting cross-national comparative research using independent datasets include differences in sampling, study design, measurement instruments, response rates and selective attrition. To reach conclusions from any comparative study about substantive socio-cultural differences, these challenges must first be identified and addressed.

scholarly journals School Choice, School Culture and Social Justice: A Canadian Case Study

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
David Ball ◽  
Darren Lund
Keyword(s):  
Social Justice ◽  
School Choice ◽  
School Setting ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers And Students ◽  
Alternative Educational Programs ◽  
The Impact

This paper reports on findings from a case study conducted in a public school offering multiple programs of choice. A guiding purpose of the study was to analyze the impact of operating multiple programs of choice in a single school setting on the organizational and lived culture of the school. The urban Alberta school under study offered alternative educational programs in science, Mandarin Immersion, special education and “regular” programs. Multiple methods of data collection followed an ethnographic approach, and included document and policy analysis, field observations, focus groups and semi-structured interviews with administrators, parents, teachers and students from each of the programs. The results reported here focus on related themes of equity and social justice related to analyses of school choice, attending specifically to participants’ understandings of power and privilege, with policy and practice implications. Themes included social class stratifications, marginalization within advantage, perceptions of disempowerment, fragmented school identity, limitations of choice programs, and perceptions of teaching staff quality.

scholarly journals Challenges Facing Mexican Students in the United Kingdom

2020 ◽  
Vol 10 (4) ◽  
pp. 1005-1022
Author(s):  
Elizabeth Margarita Hernández López
Keyword(s):  
United Kingdom ◽  
International Students ◽  
Cultural Distance ◽  
Early Stage ◽  
Culture Shock ◽  
Overseas Students ◽  
The United Kingdom ◽  
Academic Calendar ◽  
Depth Interviews

This article reports data drawn from a doctoral qualitative case study conducted during the 2016–2017 academic calendar. The study explored the academic, sociocultural, and affective challenges a cohort of Mexican postgraduate international students faced during their first 2 weeks at a university in England. Twenty students participated in three focus groups, while seven were involved in in-depth interviews. The findings support the notion that the adaptation experiences of Mexican postgraduate international students in the United Kingdom are like those of other groups of overseas students. They undergo an extensive array of challenges related to the perceived extent of cultural distance and differences in individual and societal characteristics, as outlined by Ward et al. (2001). Concerning the early stage, findings did not seem to support traditional views of culture shock (Adler, 1975; Lysgaard, 1955; Oberg, 1960).

Core Values, Challenges, and Cultural Change: 50+ Years of Outward Bound New Zealand Courses

2020 ◽  
Vol 43 (3) ◽  
pp. 248-261
Author(s):  
Andrew Martin ◽  
Melanie Mott ◽  
Geoff Watson
Keyword(s):  
New Zealand ◽  
Cultural Change ◽  
Outdoor Education ◽  
Core Values ◽  
Outward Bound ◽  
Executive Directors ◽  
Central Values ◽  
The United Kingdom ◽  
Depth Interviews

Background: Outward Bound New Zealand (OBNZ) was established in 1962, as part of an international network of outdoor education schools founded in the United Kingdom by Kurt Hahn, with the central values of empowering people to fulfill their potential, fostering compassion, and developing courage. Purpose: The purpose of this study was to provide an empirical case study of an organization evolving according to an industry life cycle, by examining OBNZ’s changing values and how they have maintained their Classic 21-day courses. Methodology/Approach: The research involved semi-structured, in-depth interviews with past School and Executive Directors ( n = 14). Findings/Conclusions: During the 1990s, OBNZ encountered major challenges, which required significant organizational change, but their core business is still the classic course. OBNZ’s values have been repeatedly reviewed but remain aligned to its fundamental vision: better people, better communities, better world. Implications: Hahn’s value of compassion has remained central to OBNZ; however, the Māori [indigenous people of New Zealand] concept of kaitiakitanga [guardianship] has also been integrated into its philosophy. Maintaining its core values has sustained this progressive value-based organization over the past 50+ years.

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

2020 ◽  
Vol 23 (2) ◽  
pp. 140-158 ◽  
Author(s):  
Tanja Lindacher
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Development Process ◽  
Qualitative Content Analysis ◽  
Community Schools ◽  
Different Types ◽  
Depth Interviews ◽  
Insight Into

Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

Nurturing Is Not Enough: A Case Study on Social Justice, Caring, and Discipline

2019 ◽  
Vol 199 (2) ◽  
pp. 89-98
Author(s):  
Darrick Smith ◽  
Christine J. Yeh
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
School Leadership ◽  
Observational Data ◽  
Urban School ◽  
School Policy ◽  
School Staff ◽  
Depth Interviews ◽  
Disciplinary Consequences

We explore the dynamics of nurturing, caring, and enabling in a social justice school and how a problematic context of educational enabling can develop when notions of nurturing are not balanced with consistent disciplinary consequences. In-depth interviews were conducted with eight school staff, teachers, and a student at a social justice urban school. Observational data and institutional documents were also analyzed, and three main themes emerged revealing the tension between nurturing and enabling: (a) sentimentalist standards, (b) perceptions of authority as oppressive, and (c) contradictions in social justice values. We discuss implications for school policy, multicultural education, and school leadership.

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