Self-determination policies and the expansion of bilingual schooling across Australia's Northern Territory (NT) in the 1970s and 1980s provided opportunities for Aboriginal…
Abstract
Purpose
Self-determination policies and the expansion of bilingual schooling across Australia's Northern Territory (NT) in the 1970s and 1980s provided opportunities for Aboriginal educators and communities to take control over schooling. This paper demonstrates how this occurred at Shepherdson College, a mission school turned government bilingual school, at Galiwin'ku on Elcho Island in North East, Arnhem Land, in the early years of the policies between 1972 and 1983. Yolŋu staff developed a syncretic vision for a Yolŋu-controlled space of education that prioritised Yolŋu knowledges and aimed to sustain Yolŋu existence.
Design/methodology/approach
This paper uses archival data as well as oral histories, focusing on those with a close involvement with Shepherdson College, to elucidate the development of a Yolŋu vision for schooling.
Findings
Many Yolŋu school staff and their supporters, encouraged by promises of the era, pushed for greater Yolŋu control over staffing, curriculum, school spaces and governance. The budgetary and administrative control of the NT and federal governments acted to hinder possibilities. Yet despite these bureaucratic challenges, by the time of the shift towards neoliberal constraints in the early 1980s, Yolŋu educators and their supporters had envisioned and achieved, in a nascent way, a Yolŋu schooling system.
Originality/value
Previous scholarship on bilingual schooling has not closely examined the potent link between self-determination and bilingual schooling, largely focusing on pedagogical debates. Instead, this paper argues that Yolŋu embraced the “way in” offered by bilingual schooling to develop a new vision for community control through control of schooling.
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Abstract
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To find out, from the perspective of the authors of a well‐known textbook on strategic management, in what ways they think the field is changing.
Abstract
Purpose
To find out, from the perspective of the authors of a well‐known textbook on strategic management, in what ways they think the field is changing.
Design/methodology/approach
Strategy & Leadership interviewed Arthur A. Thompson, Jr, A.J. Strickland III and John E. Gamble, the authors of the widely used textbook Crafting and Executing Strategy: Text and Readings, 15th edition (McGraw‐Hill/Irwin, 2006), to learn how they adapted the book to keep up with developments in the field.
Findings
Changes include:new analytical tools and ways of looking at strategy issues; new concepts and terms appear in the literature; companies encounter new or different kinds of strategic issues; and each new edition has to include the latest and best examples of “strategy in action.”
Practical implications
Sample practical suggestions: “A case can be made that a disproportionate amount of the research being published in today's “top tier” journals makes little difference to the practice of strategic management.” “To restore relevancy, business‐school deans and faculty must begin to place far higher scholarly value on research that truly advances the practice of management.” “I think we are now seeing a new trend, where more and more of the younger faculty lack training in the case method and are uncomfortable using it.”
Originality/value
The authors have watched strategic management literature develop and have a unique perspective on how the teaching of strategy has evolved.
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Elizabeth Wilson and Kevin Besnoy
Social studies teachers possess a daunting task in a 21st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant…
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Social studies teachers possess a daunting task in a 21st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.
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Identifies key activities that network users can perform in orderto use the network effectively. Offers recommended reading, frombeginner to expert user status. Explains some…
Abstract
Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.
This opening chapter of this special volume of Research in Ethical Issues in Organizations (REIO) opens the anthology by setting the foundation for an authentic African…
Abstract
This opening chapter of this special volume of Research in Ethical Issues in Organizations (REIO) opens the anthology by setting the foundation for an authentic African philosophy. This establishment of an ‘African Philosophical Bedrock’ serves as a fundamental point of departure and primer for Bantu Wisdom as Transcendent Development drawing on the works of transcendent Bantu philosophers concerned with realising the golden mean capable of reconciling the extreme contradictions inherent in the social ills afflicting Africa. These intellectual trailblazers include Stephen Bantu Biko, Frantz Fanon, and Anton Muziwakhe Lembede. The philosophical bedrock herein established consists of four philosophical delineations systematically arranged in the following orderly fashion: (1) Logic, (2) Metaphysics, (3) Axiology, and (4) Epistemology. After presenting and justifying the development of the bedrock, Bantu Wisdom and its associated key terms are conceptualised and defined in order to create a conceptual framework through which the problem of ‘Compound-Indignity’ may be understood and addressed. This chapter then comes to a close by introducing the idea of Transcendent Development and its harmonising essence – the golden mean – that reconciles antagonistic dualisms underpinning the ‘compound-indignity’ problem. As such, this chapter serves as a Transcendent Development paradigmatic primer and philosophical point of departure for the further development of authentic African ethics.
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Lilian Ingutia Oyieke and Archie L. Dick
The purpose of this paper was to assess the Web 2.0 competencies’ levels of academic librarians in selected libraries from two library consortia KLISC in Kenya and GAELIC in South…
Abstract
Purpose
The purpose of this paper was to assess the Web 2.0 competencies’ levels of academic librarians in selected libraries from two library consortia KLISC in Kenya and GAELIC in South Africa and how these competencies can be sources of empowerment for the effective provision of e-services. As service organizations, academic libraries face challenges similar to those in other service sectors. One of the major challenges includes that of providing not only quality print resources but also quality e-services. Globally, academic librarians use various Web 2.0 technologies to engage with their library users and colleagues and for their information work. Academic librarians are now, more than ever, expected to be empowered and build diverse voices, perspectives and arguments into library collections and services. Most of the youths (academic library users) in developing countries like Kenya and South Africa are heavy users of Web 2.0 technologies. This presents a challenge for their academic librarians who must augment their traditional library skills with Web 2.0 technologies for provision of effective e-services. This study explores the interconnections between librarian empowerment, traditional librarian skills and Web 2.0 competencies for effective e-services.
Design/methodology/approach
Survey method of research was used to conduct the study. Purposive sampling was used to select a homogeneous sample of academic librarians and libraries that use the Web 2.0 technologies. An online questionnaire with both closed and open-ended questions was used to collect data. The Web 2.0 competency levels were analyzed and presented using descriptive statistics. To achieve more robust findings and to illustrate the implications of Web 2.0 for librarian empowerment, the ATLAS. ti software was used to illustrate interconnections between librarian empowerment, traditional librarian skills and Web 2.0 technologies. The emerging codes and themes are presented in three network views.
Findings
The findings from the quantitative data indicate that the majority of the librarians have intermediate competency levels in Web 2.0 technologies. The findings from the qualitative data show that Web 2.0 tools and librarian empowerment can be used to illustrate interconnections in content collaboration tools, bookmarking tools and SNSs. Web 2.0 competencies can transform knowledge-sharing activities, augment existing authoritative information service, foster interaction and market information products and services. This study redefines librarian empowerment through competency in Web 2.0 tools and new roles for effective e-services.
Originality/value
This paper proposes that librarian empowerment through Web 2.0 competencies is essential in augmenting traditional library skills and in providing effective e-services. This manuscript describes original work and is a re-submission EL-08-2015-0143.R1 due to expired deadline in this journal. Both authors approved the manuscript and this submission.