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Article
Publication date: 2 December 2022

Annie Daly

There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society…

238

Abstract

Purpose

There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher and her multiracial class of fourth-grade students navigated race talk tensions while reading and discussing shared texts.

Design/methodology/approach

Data for this paper were collected as part of a larger, year-long qualitative study on antiracist pedagogy. In this paper, the author analyzes video data of classroom race talk recorded during whole-class and small-group literacy lessons. Using inductive coding and reconstructive critical discourse analysis, the author examines how the teacher and students co-constructed meaning during tense or confusing conversational moments.

Findings

The findings demonstrate that the teacher and students jointly mediated tensions by using the practices of racial literacy, which included learning about the history of racial inequality in the USA, considering racism as structural and systemic rather than individual and asking and answering questions for continued inquiry and critical self-reflection. While previous research studies have characterized race talk tensions as problems or obstacles to student learning, the findings from this study suggest that tensions can be generative to developing and enacting racial literacy.

Originality/value

In the current political climate, alarmist rhetoric issued by conservative politicians and media outlets has discredited race talk as harmful or damaging to children. This study offers a positive reframing of tensions, which may provide teachers encouragement to pursue literacy instruction that equips students with knowledge and skills to better understand and confront racism.

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Available. Content available

Abstract

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

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Book part
Publication date: 22 October 2019

Lisa Buchter

Previous theories discuss how corporate managers can stir anti-discrimination laws away from their initial social goal by managerializing the law. Yet, other actors – notably…

Abstract

Previous theories discuss how corporate managers can stir anti-discrimination laws away from their initial social goal by managerializing the law. Yet, other actors – notably insider activists – can contribute to move corporate regulations beyond merely symbolic compliance. I demonstrate this influence of activists with three cases studies: (1) LGBT activists for same-sex parental leave; (2) disability rights activists for implementing a quota; and (3) Muslim activists to secure accommodations in French workplaces. Through these cases, I show how activists can move corporate laws beyond compliance, pressure firms to go from merely symbolic to substantive compliance, and analyze mechanisms that explain their unequal success. Bringing together insights from the legal endogeneity theory and social movements theory, I analyze these activist legal intermediaries as actors faced with unequal structure of opportunities, and examine what factors hinder or favor an activist-driven legal endogeneity. I demonstrate the impact of more prescriptive regulations, the institutional power of union representatives (and their alignment with activists’ claims), reputational stakes for companies, and the resources of activists themselves (legal expertise, ability to reframe laws, and informal power within their organizations). Last, I show how activists leverage organizational and legal tools (collective agreement, diversity policies) to induce recoupling between formal commitments and informal practices.

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Article
Publication date: 14 December 2023

Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer and Katie Trautman

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an…

91

Abstract

Purpose

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

Design/methodology/approach

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Findings

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

Practical implications

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

Originality/value

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 2
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 2 October 2017

Safayet Rahman, Md Zahidul Islam and Annie Dayani Ahad Abdullah

The aim of this paper is to propose a conceptual framework of knowledge sharing for Bangladesh’s business organizations.

1041

Abstract

Purpose

The aim of this paper is to propose a conceptual framework of knowledge sharing for Bangladesh’s business organizations.

Design/methodology/approach

On the basis of previous literature, this paper proposed a framework for knowledge sharing.

Findings

This paper identified organizational commitment as a potential mediator for the relationship between organizational factors (organizational culture, leadership and structure) and knowledge sharing. In this paper, top management support and information and communication technology (ICT) support are also proposed as potential moderators that can affect knowledge sharing.

Research limitations/implications

This paper has identified several organizational factors to predict knowledge sharing. Future research with empirical evidence will validate this conceptual framework.

Practical implications

This paper will help business managers to understand knowledge sharing from a different perspective. Propositions of organizational commitment as a potential mediator and top management support and ICT support as potential moderators will provide managers with a better understanding of employees’ knowledge sharing behavior.

Originality/value

This paper adopted the general model of workplace commitment and integrated with organizational factors (organizational culture, leadership, structure, top management support and ICT support) to understand knowledge sharing for the business organizations of Bangladesh.

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Book part
Publication date: 29 March 2014

Abstract

Details

The Sustainability of Restorative Justice
Type: Book
ISBN: 978-1-78350-754-2

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Book part
Publication date: 23 August 2022

Linda Connolly

Abstract

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Histories of Punishment and Social Control in Ireland: Perspectives from a Periphery
Type: Book
ISBN: 978-1-80043-607-7

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Article
Publication date: 1 October 2018

Kira J. Baker-Doyle, Michiko Hunt and Latricia C. Whitfield

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect…

751

Abstract

Purpose

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Ito et al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.

Design/methodology/approach

In this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.

Findings

The authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”

Research limitations/implications

This study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.

Practical implications

The theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.

Social implications

This study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.

Originality/value

Using a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Available. Open Access. Open Access
Book part
Publication date: 4 June 2021

Emma A. Jane

While a growing body of literature reveals the prevalence of men's harassment and abuse of women online, scant research has been conducted into women's attacks on each other in…

Abstract

While a growing body of literature reveals the prevalence of men's harassment and abuse of women online, scant research has been conducted into women's attacks on each other in digital networked environments. This chapter responds to this research gap by analyzing data obtained from qualitative interviews with Australian women who have received at times extremely savage cyberhate they know or strongly suspect was sent by other women. Drawing on scholarly literature on historical intra-feminism schisms – specifically what have been dubbed the “mommy wars” and the “sex wars” – this chapter argues that the conceptual lenses of internalized misogyny and lateral violence are useful in their framing of internecine conflict within marginalized groups as diagnostic of broader, systemic oppression rather than being solely the fault of individual actors. These lenses, however, require multiple caveats and have many limitations. In conclusion, I canvas the possibility that the pressure women may feel to present a united front in the interests of feminist politics could itself be considered an outcome of patriarchal oppression (even if performing solidarity is politically expedient and/or essential). As such, there might come a time when openly renouncing discourses of sisterhood and feeling free to disagree with, and even dislike, other women might be considered markers of liberation.

Details

The Emerald International Handbook of Technology-Facilitated Violence and Abuse
Type: Book
ISBN: 978-1-83982-849-2

Keywords

Available. Content available
Book part
Publication date: 7 December 2017

Eva Tutchell and John Edmonds

Abstract

Details

The Stalled Revolution: Is Equality for Women an Impossible Dream?
Type: Book
ISBN: 978-1-78714-602-0

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