scholarly journals The Intersections of Identities and Justice-Oriented Efforts of Urban Literacy Educators

2019 ◽  
Vol 68 (1) ◽  
pp. 183-204
Author(s):  
Allison Skerrett ◽  
Thea Williamson ◽  
Amber Warrington ◽  
Cori Salmerón ◽  
Randi Beth Brady
Keyword(s):  
Social Justice ◽  
Qualitative Inquiry ◽  
Relationship Building ◽  
Teacher Preparation Program ◽  
Critical Education ◽  
Institutional Structures ◽  
Urban Educators ◽  
Research Questions ◽  
Socially Situated ◽  
Literacy Educators

This article draws from an ongoing longitudinal qualitative inquiry into the preparation and development of social justice–oriented urban English teachers. It examines the cases of three graduates of an urban education–focused teacher preparation program who claim different intersectional identities and have completed their fourth year as urban educators. The article explores two research questions. First, how do these teachers understand and enact critical education practices within their curriculum and instruction, socially situated relationships, and institutional structures? Second, how do they experience and understand their sociocultural identities as contributors to their practices as critical educators and the associated outcomes? Two findings are discussed. First, the teachers felt greatest agency and success within their classrooms (in comparison to other institutional spaces) to enact social justice–oriented curricula, instruction, and other educational practices, using relationship-building with students as the foundation of their work. Second, identity constructs of gender, age, and race significantly mediated the teachers’ relationship-building efforts with colleagues and administrators, the teachers’ feelings of agency, and their activities and outcomes related to justice-oriented change at institutional levels beyond the classroom. This study contributes a rare longitudinal example of how in-service critical educators’ sociocultural identities impact their literacy pedagogies and institutional efforts to advance educational justice.

A Politics of Witnessing: Definitional Ceremony as Social Justice Work in Academia

2020 ◽  
pp. 194084472096820
Author(s):  
Sarah Strauven
Keyword(s):  
Social Justice ◽  
Public Engagement ◽  
Final Section ◽  
Qualitative Inquiry ◽  
Australian Case ◽  
Narrative Practice ◽  
Work First

The work outlined in this article has in part evolved as a response to Mr. Behrouz Boochani’s call to academics to engage with his work. First, I propose academics consider a form of public engagement drawn from narrative practice as social justice work in academia. In the next section, I illustrate my argument with an Australian case by discussing (a) a peaceful resistance undertaken by the refugees on Manus Island through the lens of definitional ceremony, (b) a public witnessing response by Dr. Surma to the written account of Mr. Boochani of the resistance, and (c) his reply to this act of witnessing. I complement this with my own response to both scholars on account of witnessing their exchanges. In the final section of this article, I articulate in more detail how this proposition of conceiving social justice work in academia is based on a politics of witnessing and acknowledgment. I argue that its epistemological and ontological dimensions hold promise for post-qualitative inquiry and that narrative practices more generally, can assist us in performing relationally situated research.

scholarly journals Can authentic leadership influence the employees’ organizational justice perceptions? – a study in the hotel context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepu Kurian ◽  
Fredrick M. Nafukho
Keyword(s):  
Social Justice ◽  
Organizational Justice ◽  
Authentic Leadership ◽  
Interactional Justice ◽  
Content Type ◽  
Informational Justice ◽  
Hotel Employees ◽  
Justice Perceptions ◽  
Research Questions ◽  
The Relationship

PurposeThe primary purpose of this study was to determine the relationship between a positive style of leadership, specifically authentic leadership, and organizational justice perceptions of employees' in the hotel industry. The following research questions guided the study: What relationship existed between hotel employees' perception toward authentic leadership and organizational justice? What relationship existed between hotel employees' perception toward authentic leadership and distributive justice, procedural justice, interactional justice and informational justice dimensions? What relationship existed among hotel employees' perception toward organizational justice, authentic leadership and their demographic background?.Design/methodology/approachThe study approached the research questions from a quantitative, non-experimental research perspective utilizing a cross-sectional survey and descriptive correlational design, which describes the relationship or association between two or more variables in the study which are authentic leadership and organizational justice.FindingsThe results indicate that authentic leadership has a strong relationship with hotel employees' organizational justice perceptions, and authentic leadership predicted the employees' perceptions of organizational justice. Authentic leadership is a relative new leadership approach rooted in positive psychology emphasizing on the ethical and moral aspects of leadership, and the results of the study found that when employees perceive their leaders to follow the authentic leadership paradigm, they also perceive high levels of organizational justice. Authentic leadership has stronger relationships with informational and interpersonal dimensions of justice which implies that authentic leaders are strategic in their interactions with their employees. The results also imply that when employees perceive justice in terms of procedures and outcomes, they believe that organizations determine those more than their supervisors.Research limitations/implicationsThe differences in the strengths of relationship between authentic leadership and structural forms of justice (distributive and procedural), and authentic leadership and interactional forms of justice (informational and interpersonal), have implications for both justice and leadership theories. The results suggest that authentic leader behaviors create a fair climate – an interpersonally and informationally fair climate which promotes all forms of justice perceptions in individual followers. However, it needs to be further researched whether leaders with high interpersonal skills and information-sharing abilities showing consideration and respect to employees may result in higher levels of organizational justice perceptions. Thus, further research is needed to determine the relationship of authentic leadership and each of the organizational justice (distributive, procedural, informational and interpersonal) dimensions, which may provide more insights as to whether leader behavior contains element of justice itself.Practical implicationsThe findings showcase the need for organizations in the hotel and hospitality industry to establish programs that focus on leadership practices which improve employees' perceptions of organizational justice and, in turn, lead to positive organizational outcomes including reducing the considerable costs of employee turnover. It is also important that employees are aware of the policies and procedures and have a perception that they can connect and communicate to their supervisors and managers.Social implicationsThis study falls into the larger conversation of social justice and how an organization's leadership can be a strong associate for social justice movements by supporting equity within the organization.Originality/valueThe study integrates leadership and justice theories in a hotel context. The results of this study may motivate hospitality/ hotel leaders to include authentic leadership development as an actionable strategy to bolster fairness and mitigate some of the negative features of the industry.

scholarly journals Identifying priority policy issues and health system research questions associated with recovery outcomes for burns survivors in India: a qualitative inquiry

BMJ Open ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. e020045 ◽  
Author(s):  
Jagnoor Jagnoor ◽  
Sheree Bekker ◽  
Shobha Chamania ◽  
Tom Potokar ◽  
Rebecca Ivers
Keyword(s):  
Health System ◽  
Healthcare Providers ◽  
Qualitative Inquiry ◽  
Health System Research ◽  
System Research ◽  
Group Discussions ◽  
Policy Issues ◽  
Referral Networks ◽  
Research Questions ◽  
Priority Policy

ObjectivesThis study aimed to identify priority policy issues and health system research questions associated with recovery outcomes for burns survivors in India.DesignQualitative inquiry; data were collected through semistructured in-depth interviews and focus group discussions.SettingNine sites in urban and rural settings across India, through primary, secondary and tertiary health facilities.ParticipantsHealthcare providers, key informants, burns survivors and/or their carers.ResultsParticipants acknowledged the challenges of burns care and recovery, and identified the need for prolonged rehabilitation. Challenges identified included poor communication between healthcare providers and survivors, limited rehabilitation services, difficulties with transportation to health facility and high cost associated with burns care. Burns survivors and healthcare providers identified the stigma attached with burns as the biggest challenge within the healthcare system, as well as in the community. Systems barriers (eg, limited infrastructure and human resources), lack of economic and social support, and poor understanding of recovery and rehabilitation were identified as major barriers to recovery.ConclusionsThough further research is needed for addressing gaps in data, strengthening of health systems can enable providers to address issues such as developing/providing, protocols, capacity building, effective coordination between key organisations and referral networks.

Arts-based Research as Social Justice Activism

2011 ◽  
Vol 4 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Karen Keifer-Boyd
Keyword(s):  
Social Justice ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Arts Based Research ◽  
Critical Reflexivity

A social justice approach to arts-based research, as presented in this article through examples from five different perspectives on what constitutes arts-based research, involves continual critical reflexivity in response to injustice. At the First International Congress of Qualitative Inquiry, I identified five distinctly different perspectives on what constitutes arts-based research. The variations seemed to emphasize contiguous relationships such as: arts-insight, arts-inquiry, arts-imagination, arts-embodiment, and arts-relationality. Starting from a study of arts-based research, I construct historical and theoretical traces to and from these five facets of a social justice approach to arts-based inquiry. My analysis offers potentialities for an intermingling of these five faces of arts-based research in the interest of social justice. The examples of arts-based research as social justice activism presented here are intended to inspire transdisciplinary researchers to imagine ways to conjoin arts-based processes, subjects, and forms with social justice enactments of research.

A Qualitative Inquiry into Musical Performance Anxiety

2003 ◽  
Vol 18 (2) ◽  
pp. 78-82
Author(s):  
Joann Marie Kirchner
Keyword(s):  
Qualitative Methodology ◽  
Performance Anxiety ◽  
Qualitative Inquiry ◽  
Musical Performance ◽  
Solo Piano ◽  
Self Confidence ◽  
Negative Thoughts ◽  
Research Questions ◽  
Musical Performance Anxiety ◽  
The Individual

This study examined the experience of performance anxiety in solo piano playing from the perspective of the participants. Research questions focusing on the following categories were addressed: (1) What does the experience of performance anxiety feel like to a solo pianist? (2) What are the ways in which performance anxiety manifests itself? A qualitative methodology was employed in this study. Six pianists on the faculties of southwestern colleges and universities were chosen selectively for participation. A survey questionnaire and an individual interview were used to collect data. The researcher analyzed the transcripts of the interviews, and codes were developed accordingly. The categories of research questions were used for the interpretation of the findings. The symptoms of performance anxiety manifested themselves through a combination of thought processes, feelings, and physiologic responses, activated by the perception of a threat by the performer. Negative thoughts and feelings dominated the experience of musical performance anxiety and undermined the self-confidence level of the performer. The identity of the performer was affected by how the individual viewed himself or herself and the individual’s perception of how others viewed him or her.

Multimodality in Action

2014 ◽  
pp. 36-53 ◽  
Author(s):  
Lynn E. Shanahan ◽  
Mary B. McVee ◽  
Nancy M. Bailey
Keyword(s):  
Activity System ◽  
Activity Systems ◽  
Activity Settings ◽  
9Th Grade ◽  
Multimodal Composing ◽  
Psychological Tools ◽  
Shape Learning ◽  
Research Questions ◽  
Principles Of Design ◽  
Socially Situated

In this chapter, the authors present two classroom portraits of a 5th and 9th grade classrooms as activity systems where teachers and learners are engaged in multimodal composing. In their analysis, they are most interested in how principles of design, affordances of modes, and multimodality become internalized as psychological tools that shape learning in the context of activity. The authors ask two research questions: What are the mediational artifacts (both ideal and material) in these activity settings? What does this reveal about multimodality as a socially situated process? Conclusions drawn from the two different cases lead the authors to suggest that multimodality must be carefully understood as part of an activity system.

Stitching Tattered Cloth: Reflections on Social Justice and Qualitative Inquiry in Troubled Times

2018 ◽  
Vol 26 (6) ◽  
pp. 559-566
Author(s):  
Karen M. Staller
Keyword(s):  
New York ◽  
Social Justice ◽  
Intervention Strategy ◽  
Building Blocks ◽  
Science And Religion ◽  
Qualitative Inquiry ◽  
Visionary Leadership ◽  
Late Nineteenth Century ◽  
Social Reformer ◽  
Mass Migration

This article is a transcript of a keynote performance delivered at the opening of the 14th Annual International Congress of Qualitative Inquiry (ICQI). I compare the troubled times we face during the first year of President Donald J. Trump’s administration in 2017 with conditions existing during the mid-to-late nineteenth century. Similarities include mass migration, religious intolerance, nativist and anti-immigrant movements, racial injustice, political division, acute income inequality, and debates over the role of science and religion. Finding inspiration in the work of social reformer Charles Loring Brace (1826-1890), I examine his efforts in founding the Children’s Aid Society (CAS) of New York in 1853. Guided by a moral compass and radical new view of social justice work, Brace used qualitative methodological approaches and melded disciplinary knowledge to devise a comprehensive intervention strategy to alleviate child suffering. His goals were nothing short of eradicating poverty and homelessness, decreasing crime and delinquency, reducing illiteracy, reducing unemployment, and improving child and maternal health outcomes. For nearly four decades Brace worked to establish a multi-service child welfare agency that continues to exist 165 years later. He contributed to creating a new profession of applied philanthropy or social work. I compare these efforts with the building of ICQI. Norman K. Denzin, ICQI’s founder, possesses the same kind of visionary leadership, commitment to social justice, and ‘dangerous’ ideas as demonstrated by Brace. I suggest ICQI grew from a similar set of building blocks and possesses the same transformative power as CAS demonstrated in troubled times.

Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education

2020 ◽  
Vol 11 (4) ◽  
pp. 34-44
Author(s):  
Jahnette Wilson ◽  
Sam Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Self Study

Accountability and rigor in teacher education have been the focus of recent policy initiatives. Thus, data use practices have become increasingly critical to informing program improvement. Educational researchers have established self-study as a research methodology to intentionally be used by teacher educators to improve their practice. The purpose of the self-study described in this article was to examine the data use practices of one teacher preparation program in an effort to facilitate improvement of the program's capacity in using program data. The qualitative data gathered in this case study proved to be pivotal in the continuous improvement efforts of the teacher preparation program; thus, the usefulness and value of the findings within this case study have implications for how institutional self-study and qualitative data can support quantitative programmatic data in order to facilitate programmatic improvement initiatives.

Points of Hesitation

2011 ◽  
Vol 4 (2) ◽  
pp. 209-218 ◽  
Author(s):  
Julianne Cheek
Keyword(s):  
Qualitative Research ◽  
Human Rights ◽  
Social Justice ◽  
Health Research ◽  
Critical Issue ◽  
Qualitative Inquiry ◽  
Qualitative Health Research ◽  
Over Time

Qualitative health research has long had as one of its mantras a commitment to, and focus on, human rights and social justice. However over time, it is possible that such centrality can have the effect of creating a sense of the familiar, and with such familiarity assumptions about how human rights and social justice are being advanced through the process of qualitative inquiry. A sense of comfort or even complacency can emerge that may sometimes obstruct or prevent us from pausing to think deeply and re-examine these assumptions and how they impact on our thinking and actions as qualitative researchers. This paper aims to surface questions designed to produce points of hesitation able to assist in exploring the critical issue of how qualitative research does, and might, fit with an agenda based around the advancement of human rights and social justice. Using examples from my own research I explore and reflect on issues that have troubled me and subsequently forced me to hesitate and think deeply about what may have seemed self evident or given.

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