Teaching the History of Sexuality with Images

This article outlines how an in-depth engagement with visual archives has transformed the author’s pedagogical practice. It argues that working with visual sources like photographs and illustrations offers students important opportunities to develop key academic skills, and to think critically about archives and sources. It details how working with such rich materials makes space for personal reflection and discovery, especially for students engaging with histories of sex and sexuality for the first time. Outlining the strengths of this approach, it explores some of the tensions and obstacles inherent in doing this kind of work—discussing, for example, the ethical dilemmas faced when reproducing and disseminating sexualized images in the classroom, the complexities of handling student reactions, and the activities students and the instructor have created to negotiate these issues.

Disability Life Writing

This dual autothnographic research study examined the knowledge and experience gained by two women through the course of narrative exchange. Using the theoretical lens of Disability Studies and Critical Race Theory, DisCrit, and the methodology of disability life writing, the authors explored themes of deficit thinking, cultural essentialism, intersectionality, ability profiling, and liberation. The authors made recommendations for educating preservice teachers using disability life writing and personal reflection. Other implications for teacher preparation coursework included teaching disability as a cultural model, exploring counter narratives for social change, and unpacking deficit mindset. Finally, the authors suggest further research for finding best practices for instruction and implementation of recommended practices.

Reaching up and out: the audit society

Purpose This paper aims to show how The Audit Society was oriented towards, not just accounting scholars but also towards social scientific enquiry more broadly. Design/methodology/approach This is a reflective review of the impact that Mike Power’s The Audit Society has had on social science. Findings The authors find that The Audit Society successfully built conceptual bridges “up” and “out” towards other social science disciplines. Research limitations/implications The authors highlight the importance of theorizing “up” and “out” for present day accounting scholars. Originality/value The authors offer a personal reflection on The Audit Society which has influenced the own study in various ways.

Promiscuous Care in Movement-Based Research: Lessons Learned from Collaborations in Manhattan's Chinatown

Decolonial and feminist studies scholars have long recognised the intricate ways in which the personal and academic are deeply interwoven and that the co-production of knowledge is essential for social transformation. This article examines the cultural organising of the Chinatown Art Brigade, an intergenerational collective of artists, activists, writers, educators and practitioners driven by the fundamental belief that cultural, material, and aesthetic modes of production have the power to combat gentrification. Specifically, I situate the collective within a longer lineage of Asian American cultural organising in Manhattan Chinatown and draw from years of movement-based research as a member of the collective. Incorporating personal reflection and interviews conducted with brigade members, this article speaks to how the themes of power, temporality and affectivity show up in movement-based research. How can we think more capaciously about academic and non-academic collaboration, to push the boundaries and explore new possibilities that honour the time, expertise and trauma of directly impacted communities? In reflecting on my work with the Chinatown Art Brigade, I discuss the nuances of intergenerational co-production of knowledge and interrogate how a feminist ethics of promiscuous care can uncover new possibilities for collaboration between cultural workers, organisers and movement-based scholars within and beyond the neoliberal academy.

COVID-19 and the Challenges of Transition to Online Learning

The COVID-19 pandemic has changed the world. It changed the way we do business, and it changed our lives in terms of socializing. Nevertheless, it also brought essential changes in the educational segment. This school year, at the tertiary level, courses’ contents and examinations are primarily done online in Slovenia due to the pandemic. In this paper, we examine the perceptions and challenges the third-year students of the Learning and knowledge management course conducted at the School of Economics and Business, University of Ljubljana, are facing. Specifically, we are interested in the challenges the students encountered during the transition to online learning due to the COVID-19 pandemic and the advantages and disadvantages of online learning, as perceived by students. What was used as the method to collect and analyze the data was personal reflection and content analysis. The findings show that students are facing different challenges. Nevertheless, also several advantages and disadvantages related to the online learning process are identified. We conclude by providing practical examples for pedagogical staff to ease the transition for students and avenues for future research. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

A Reflection on Community Research and Action as an Evolving Practice

Community research and action is an evolving field of practice with multiple influences. Its varied ways of knowing and doing reflect recombined elements from different disciplines, including behavioral science, community psychology, public health, and community development. This article offers a personal reflection based on my evolving practice over nearly 50 years. The focus is on three types of influence: (a) engaging with different communities, fields, and networks (e.g., discovering shared values, diverse methods); (b) building methods and capabilities for the work (e.g., methods for participatory research, tools for capacity building); and (c) partnering for collaborative research and action, locally and globally. This story highlights the nature of the field’s evolution as an increasing variation in methods. Our evolving practice of community research and action—individually and collectively—emerges from the recombination of ideas and methods discovered through engagement in a wide variety of contexts.

In Search of Lost Space

In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.