Reconfiguring spatial boundaries and institutional practices

2018 ◽  
pp. 109-128
Author(s):  
Susie Moloney ◽  
Ralph Horne
Keyword(s):  
Institutional Practices

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 54-85
Author(s):  
Victoria K. Malaney ◽  
Kendra Danowski
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Leadership Skills ◽  
Student Organizations ◽  
Mixed Race ◽  
College Campuses ◽  
Institutional Practices ◽  
Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

Immigration Dynamics and Changing Constructions of Jewish Nativeness in Israel

2019 ◽  
Author(s):  
Adane Zawdu ◽  
Sarah S. Willen
Keyword(s):  
Building Block ◽  
Social Boundaries ◽  
Institutional Practices ◽  
Political Dynamics ◽  
Fundamental Building Block ◽  
The People ◽  
Ancient Israel ◽  
State Of Israel ◽  
Historical Periods ◽  
Over Time

A fundamental building block of the Zionist vision is the claim of a primordial link between modern-day Jews and the people and territory of ancient Israel. This claim, which has proven remarkably durable despite its changing form and its tension with understandings of Palestinian indigeneity, continues to inform conceptions of nativeness in the modern-day state of Israel. This chapter explores how constructions of Jewish nativeness in Israel have changed in relation to successive immigration processes. Taking sociocultural and political dynamics as its focus, the chapter examines the cultural and institutional practices through which the notion of Jewish nativeness, its boundaries, and its logics of inclusion and exclusion were constructed and enforced in four historical periods. In each period, an increase in ethnic and religious heterogeneity challenged established notions of Jewish nativeness and membership in new ways. Although conceptions of Jewish nativeness have changed over time, they continue to shape social boundaries by signaling, and qualifying, membership in the Israeli collective.

Preparing African students with refugee backgrounds for transition: School practices

2021 ◽  
pp. 000494412199746
Author(s):  
Tebeje Molla
Keyword(s):  
Career Planning ◽  
Life Course Perspective ◽  
Student Agency ◽  
Government Schools ◽  
Institutional Practices ◽  
African Students ◽  
Career Support ◽  
School Practices ◽  
Alternative Pathways ◽  
Career Trajectories

For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.

scholarly journals Examining the magnitude and perception of summertime overheating in London care homes

2021 ◽  
pp. 014362442110136
Author(s):  
Rajat Gupta ◽  
Alastair Howard ◽  
Mike Davies ◽  
Anna Mavrogianni ◽  
Ioanna Tsoulou ◽  
...  
Keyword(s):  
Thermal Comfort ◽  
Care Home ◽  
Thermal Conditions ◽  
Care Homes ◽  
Structured Interviews ◽  
Night Time ◽  
Institutional Practices ◽  
Subjective Data ◽  
Hybrid Buildings ◽  
Hot Weather

This paper brings together objective and subjective data on indoor temperature and thermal comfort to examine the magnitude and perception of summertime overheating in two London-based care homes occupying modern and older buildings. Continuous monitoring of indoor and outdoor temperature, relative humidity and CO2 levels was conducted in summer 2019 along with thermal comfort surveys and semi-structured interviews with older residents and staff of the care settings. Indoor temperatures were found to be high (>30°C) with bedroom temperatures often higher at night than daytime across both care settings. Limited opening due to window restrictors constrained night-time ventilation. Overheating was prevalent with four out of the five monitored bedrooms failing all four overheating metrics investigated. While 35–42% of staff responses perceived indoor temperatures to be uncomfortably hot, only 13–19% of resident responses were found to do so, indicating that elderly residents tend to be relatively insensitive to heat, leaving them open to overheating without realising it. Residents and staff in the modern care setting were less satisfied with their thermal conditions. As hybrid buildings, care settings need to keep both residents and staff comfortable and healthy during hot weather through night-time ventilation, management of heating and supportive institutional practices. Practical application: Care home designs have focused on keeping residents warm through the winter, neglecting the risks of summertime overheating. Care homes are hybrid buildings serving as living spaces for vulnerable older residents and offices/workspaces for staff. Providing comfort to both groups during periods of hot weather is challenging. Opportunities for ventilation are limited by Health & Safety regulations that mandate up to 10 cm maximum window openings and institutional practices that result in windows routinely kept closed, particularly at night. Utilising natural and where possible cross-ventilation should be considered along with external shading. Heating should be managed to avoid unwanted heat gains in the summer.

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

2021 ◽  
pp. 089590482110156
Author(s):  
Reva Jaffe-Walter ◽  
Adriana Villavicencio
Keyword(s):  
Teacher Evaluation ◽  
English Learners ◽  
Professional Growth ◽  
Collective Responsibility ◽  
Learning Opportunities ◽  
Unintended Consequences ◽  
Positive Outcomes ◽  
Institutional Practices ◽  
Teacher Evaluation Policy ◽  
Evaluation Policies

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

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