How We SEE Is How We Learn: Reflection in the Workplace

2020 ◽  
Vol 22 (3) ◽  
pp. 239-247
Author(s):  
Rita Kowalski ◽  
Cynthia Russell
Keyword(s):  
Technological Change ◽  
Workplace Learning ◽  
Daily Activities ◽  
Reflective Practices ◽  
Special Issue ◽  
Research And Practice ◽  
Social Scientific

The Problem Today’s workers face constant economic, social, scientific, and technological change — a challenging climate for learning. Learners need to integrate and balance acting, reflecting, thinking, and feeling as they negotiate within this everchanging environment. The Solution This Special Issue explores workplace learning’s power through the understanding and application of reflective practices which are often informal and incidental and occur as individuals engage and learn from the experience of their daily activities. The Stakeholders HRD scholars and practitioners will benefit from an understanding of the tools and practices that facilitate workplace learning through reflection. This Special Issue provides a theoretical framing of workplace reflection, situates reflection in various contexts, offers examples of use in the workplace, addresses its risks, and raises questions for both research and practice.

Narrating Society: Enacting ‘Immigrant’ Characters through Negotiating, Naturalization, and Forgetting

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Sanne Boersma
Keyword(s):  
Scientific Work ◽  
Immigrant Integration ◽  
European Countries ◽  
Special Issue ◽  
Global Perspectives ◽  
Ethnographic Fieldwork ◽  
Scientific Institutions ◽  
The Social ◽  
Social Scientific ◽  
Media And Communication

This article scrutinizes how ‘immigrant’ characters of perpetual arrival are enacted in the social scientific work of immigrant integration monitoring. Immigrant integration research produces narratives in which characters—classified in highly specific, contingent ways as ‘immigrants’—are portrayed as arriving and never as having arrived. On the basis of ethnographic fieldwork at social scientific institutions and networks in four Western European countries, this article analyzes three practices that enact the characters of arrival narratives: negotiating, naturalizing, and forgetting. First, it shows how negotiating constitutes objects of research while at the same time a process of hybridization is observed among negotiating scientific and governmental actors. Second, a naturalization process is analyzed in which slippery categories become fixed and self-evident. Third, the practice of forgetting involves the fading away of contingent and historical circumstances of the research and specifically a dispensation of ‘native’ or ‘autochthonous’ populations. Consequently, the article states how some people are considered rightful occupants of ‘society’ and others are enacted to travel an infinite road toward an occupied societal space. Moreover, it shows how enactments of arriving ‘immigrant’ characters have performative effects in racially differentiating national populations and hence in narrating society. This article is part of the Global Perspectives, Media and Communication special issue on “Media, Migration, and Nationalism,” guest-edited by Koen Leurs and Tomohisa Hirata.

scholarly journals COMMENTARY: Bioarchaeology of Oaxaca: It’s About the People

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Danny Zborover
Keyword(s):  
Occupational Stress ◽  
Social Relationships ◽  
Daily Activities ◽  
Mortuary Practices ◽  
Contextual Approach ◽  
Special Issue ◽  
Ethnic Affiliation ◽  
The People ◽  
Animal Bones ◽  
Global Connections

<p>Bioarchaeology is clearly all about the people. A human bone, although technically an artifact, is conceptually different than ceramic sherds, lithics, or even animal bones. It is us. The notions of embodiment and culturally-embedded interpretation intersects all the articles in this special issue, where authors take a detailed contextual approach to tackle diverse and complex themes such as mortuary practices, pre- and postmortem treatment, corporeal and skeletal modifications, individual and corporate identities, ethnic affiliation, social memory, violence and interpersonal conflict, trauma, gender and childhood, ancestral veneration, daily activities, nutritional and occupational stress, social organization, social relationships, and local, regional, continental, and global connections.</p>

scholarly journals Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Belinda Crawford Camiciottoli ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
English For Specific Purposes ◽  
Knowledge Dissemination ◽  
Multimodal Approach ◽  
Special Issue ◽  
Multimodal Literacy ◽  
Research And Practice ◽  
Practical Applications ◽  
Innovative Research ◽  
Research Perspectives ◽  
Literacy Research

Abstract In this article, we provide an introduction to this special issue of Multimodal Communication entitled “Multimodal approaches in ESP: Innovative research and practice”. The Special Issue showcases innovative research presented at the 2019 International Conference on Knowledge Dissemination and Multimodal Literacy: Research Perspectives on ESP in a Digital Age. After briefly discussing the multimodal approach in language teaching and specifically in English for Specific Purposes (ESP) and its key role in developing multimodal competence, each of the five featured contributions is previewed. The contributions offer theoretically grounded and research-informed applications of the multimodal approach in the ESP classroom.

scholarly journals Organisational and professional challenges amid the evolution of sustainability reporting: a theoretical framework and an agenda for future research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alessandro Lai ◽  
Riccardo Stacchezzini
Keyword(s):  
Design Methodology ◽  
Sustainability Reporting ◽  
Future Research ◽  
Special Issue ◽  
Content Type ◽  
Professional Capital ◽  
Research And Practice ◽  
Corporate Reporting ◽  
Professional Challenges ◽  
Reporting Practice

Purpose This paper aims to trace subsequent steps of the sustainability reporting evolution in terms of changes in the organisation fields and professional jurisdictions involved. As such, it highlights the (interrelated) organisational and professional challenges associated with the progressive incorporation of “sustainability” within corporate reporting. Design/methodology/approach The paper draws on Suddaby and Viale’s (2011) theorisation of how professionals reshape organisational fields to highlight how organisational spaces, actors, rules and professional capital evolve alongside the incorporation of sustainability within corporate reporting. Findings The paper shows organisational spaces, actors, rules and professional capital mobilised during the recent evolution of sustainability reporting, starting from a period in which there was no space for sustainability, to more recent periods in which sustainability gained increasing momentum beyond initial niches, and culminating in more integrated forms of sustainability reporting. Research limitations/implications Although the analysis is limited to empirical evidence collected by prior research and practice on sustainability reporting, the paper offers a view to imagine how the incorporation of sustainability within corporate reporting relies on and affects organisational fields and professional jurisdictions. Originality/value The paper offers a lens to interpret corporate and professional challenges associated with the more recent evolutions of sustainability reporting practice and standard setting. It also allows framing the papers accepted in the special issue on “new challenges in sustainability reporting” and concludes by suggesting an agenda for future research.

Socially constructing safety

2009 ◽  
Vol 62 (9) ◽  
pp. 1259-1266 ◽  
Author(s):  
Nick Turner ◽  
Garry C. Gray
Keyword(s):  
Organizational Behavior ◽  
Lived Experience ◽  
Occupational Safety ◽  
Special Issue ◽  
Life And Death ◽  
Organizational Conditions ◽  
Cultural Considerations ◽  
Socially Constructed ◽  
Scientific Disciplines ◽  
Social Scientific

Social scientific perspectives on occupational safety largely characterize it as a disembodied, tangible, and easily quantifiable phenomenon. Recent research efforts have focused on exploring organizational conditions that predict occupational safety outcomes, resulting in top-down, often de-contextualized prescriptions about how to control safety in the workplace (e.g. ‘management should promote a culture of safety’). There is growing interest in how social processes of organizing, wider socio-cultural considerations, and the situated production of safety can contribute to the appreciation of the ‘lived experience’ of life and death at work. This Special Issue focuses on the socially constructed nature of occupational safety and the insight it provides in understanding broader social and organizational processes. In this article, we first describe how various social scientific disciplines share an interest in occupational safety and organizational behavior, yet rarely speak to another. We provide an overview of the five articles that comprise the Special Issue, and briefly highlight some ways forward for studying safety in organizations.

scholarly journals Reflective Learning in Higher Education: Active Methodologies for Transformative Practices

2020 ◽  
Vol 12 (9) ◽  
pp. 3827 ◽  
Author(s):  
Jordi Colomer ◽  
Teresa Serra ◽  
Dolors Cañabate ◽  
Remigijus Bubnys
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Social Preferences ◽  
Reasoned Action ◽  
Tertiary Education ◽  
Reflective Learning ◽  
Knowledge Generation ◽  
Reflective Practices ◽  
Special Issue ◽  
Professional Challenges

In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.

Examining Caregivers’ Independence in Early Intervention Home Visit Sessions

2020 ◽  
Vol 42 (4) ◽  
pp. 338-358
Author(s):  
Antonela Ciupe ◽  
Christine Salisbury
Keyword(s):  
Culturally Diverse ◽  
Severe Disabilities ◽  
Daily Activities ◽  
Descriptive Data ◽  
Research And Practice ◽  
Coaching Process ◽  
Coaching Strategies ◽  
Intervention Home ◽  
Direct Proportionality ◽  
Rate Of Improvement

The purpose of this study was to examine how a delineated coaching process affected the ability of caregivers to take the lead in promoting their children’s learning in the context of daily activities. In addition, the correspondence between caregivers’ initiations during the intervention and their rate of improvement after the intervention was investigated. One provider coached three culturally diverse caregivers to use development-enhancing strategies with their children who evidenced moderate–severe disabilities. The coaching process designated by the acronym SOOPR, include targeted information sharing (S), observation and provision of opportunities for the caregiver to practice new skills with provider feedback (OO), problem solving and reflection (P), and review of the session (R). Results reveal that all three caregivers increased their initiations of three of four development-promoting behaviors: teaching, responsiveness, and encouragement. The descriptive data across sessions for each triad suggest that as the intervention progressed, the frequency of specific coaching strategies decreased which may have fostered the caregivers’ opportunities to take the lead in the sessions. In addition, a consistent pattern of direct proportionality between caregiver rate of improvement after the intervention and caregiver initiations during the intervention was identified. Study limitations and implications for research and practice are discussed.

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