Traces the career of the remarkable Asa Philip Randolph, who was many things to many people. He was a tireless crusader for African‐American rights, a strategic manager and…
Abstract
Traces the career of the remarkable Asa Philip Randolph, who was many things to many people. He was a tireless crusader for African‐American rights, a strategic manager and planner, a political activist, and a labour leader. Many of the changes he brought about and many of the conditions he created in the above areas continue to shape US culture today. Highlights the contributions he made to US society.
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Ashley Pullman and Lesley Andres
In this chapter, we take up the distinction between applied and general fields of study in order to consider how patterns of gender stratification between them may differ…
Abstract
In this chapter, we take up the distinction between applied and general fields of study in order to consider how patterns of gender stratification between them may differ. Purporting to offer industry- and firm-specific skills, applied fields of study are often differentiated from general education pathways that are offered within the university sector. However, as our research demonstrates, there is considerable interplay between these two forms of education when higher education engagement over the life course is examined. Using sequence and cluster analysis, we illustrate five ideal-typical higher education pathways in a sample of males and females over a 22-year period in the Canadian province of British Columbia. The gendered patterns of how individuals choose and move between general and applied fields of study offer a deeper account of stratification within general and applied skill acquisition and provide nuance concerning how vocational education can be conceptualised in relation to the actual higher education pathways students undertake. In Canada, where a high percentage of students gain university-level credentials, vertical and horizontal gender stratification within applied and general fields of study is distinctive and highlights system-specific engagement.
Kumari Beck, Roumiana Ilieva, Ashley Pullman and Zhihua (Olivia) Zhang
The aim in this paper is to extend Dorothy Smith's conceptual understanding of work to consider the emerging labor of “knowmads” within internationalization of higher education…
Abstract
Purpose
The aim in this paper is to extend Dorothy Smith's conceptual understanding of work to consider the emerging labor of “knowmads” within internationalization of higher education. Through original research on everyday experiences of internationalization, the authors seek to illuminate the ways individuals develop skills and competencies in relation to these new forms of work in order to address the reproduction of inequities. The authors make a connection between internationalization of higher education and knowmadic labor based on the premise that cross‐border education is often pursued in order to develop knowmadic attributes.
Design/methodology/approach
Through a critical institutional ethnography of one mid‐sized Canadian university, the paper uses survey and interview data gathered from students and faculty ‐ individuals who are involved in knowmadic labor connected to internationalization – to illustrate some of the study participants' daily experiences of internationalization coordinated by the institutional structures of the university in times of globalization.
Findings
It is concluded that internationalization and connecting new forms of work involved in becoming and producing knowmads not only bypass and disregard present inequities in higher education, but work to reproduce them in new ways.
Practical implications
The paper provides insight in regards to processes and allocation of work within internationalization, while addressing forms of social inequities that often cut across these practices and concludes with brief comments on the implications of academic knowmadic labor in Western higher education institutions engaged in internationalization.
Originality/value
While research has been conducted on work in international contexts, little has addressed “the labor” that is involved in becoming knowmads, and that of “producing” knowmads. The paper draws connections between the internationalization of higher education and knowmadic work showing that knowmadic labor is often preceded by knowmadic educational opportunities. The cosmopolitan vision of creating globally aware citizens, with international knowledge, skills, and competencies that institutions espouse, are assumed to be good per se, and to lead to knowmadic qualities and attributes required in a knowmad society. The paper questions these assumptions and the relations of power on which they rest.
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This essay aims to introduce the “knowmads” concept in the context of converging futures of work, learning, and how people relate to one another in a world driven by exponential…
Abstract
Purpose
This essay aims to introduce the “knowmads” concept in the context of converging futures of work, learning, and how people relate to one another in a world driven by exponential, accelerating change.
Design/methodology/approach
A conceptual framework for understanding knowmad society is presented, with specific insight to how it impacts formal education systems. A summary of articles following this viewpoint in this issue of On the Horizon is presented to highlight key ideas and how the issue is structured.
Findings
Knowmad society is already here, but education systems seem ignorant of this reality. This essay highlights that in this issue, ideas, approaches, and original solutions are offered for further discussion.
Practical implications
It is too late to ignore the trends driving the creation of a knowmad society, and it has to be decided if there is to be an attempt to catch‐up to the present, or leapfrog ahead and create future‐relevant learning options today. Otherwise there is a risk of producing workers equipped for the needs of previous centuries, but not the kind that can apply their individual knowledge in contextually‐varied modes to create new value.
Originality/value
This essay presents a formal introduction to the knowmad concept, and calls for the co‐creation of a broader ecology of options for relevant learning in a knowmad society.
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Ashley S. Boyd and Janine J. Darragh
The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in…
Abstract
Purpose
The purpose of this paper is to explore how preservice teachers conceive of and implement social actions on their college campuses related to a chosen social problem developed in a young adult novel and to examine how social action projects develop teacher candidates’ critical literacies.
Design/methodology/approach
This qualitative exploratory multiple case study (Stake, 2005) investigated 70 pre-service teachers on two college campuses over two semesters as they engaged in social action projects. The researchers engaged in layers of open and thematic coding through the theoretical lens of critical literacies.
Findings
Preservice teachers engaged in a range of direct and indirect action and, as a result, experienced varying levels of self-efficacy and impact. While most felt their endeavors were successful, those who conducted awareness campaigns noted an inability to measure the effects they had on their communities. Their development of critical literacies through social action was evidenced in the partnerships across campus they established as well as their levels of engagement with peers and local officials.
Originality/value
While the results of conducting social action with youth in secondary classrooms are well established in the literature, lesser well known are ways to engage preservice teachers in such endeavors. This study illustrates not only how teacher candidates can engage in social action as aligned with young adult literature but also offers insights gained from those processes.
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Mike P. Cook, Ashley Boyd and Brandon Sams
The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.
Abstract
Purpose
The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.
Design/methodology/approach
As part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles in their decisions to teach or avoid complex and controversial authors and topics, specifically the work and life of Sherman Alexie in the #MeToo era.
Findings
Findings suggest teachers who constructed youth through asset-based frameworks – as complex and capable – were likely to keep teaching Alexie or have conversations about the #MeToo movement. Teachers who constructed students in deficit ways, as “not ready,” harkened back to Lesko’s (2012) critique, and were more likely to either remove Alexie from the curriculum entirely or engage students in conversations about the text only, leaving Alexie’s life out of the classroom.
Originality/value
Building on Lesko’s work on constructions of adolescence and its intersection with Petrone et al.’s youth lens and Critical Youth Studies (e.g., Petrone and Lewis, 2021), this study describes the ways in which teachers’ views of students served as rationales for their teaching decisions around whether, if or how to include the works and life of Sherman Alexie.
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Caroline T. Clark, Rachel Skrlac Lo, Ashley Boyd, Michael Cook, Adam Crawley and Ryan M. Rish
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying…
Abstract
Purpose
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.
Design/methodology/approach
This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.
Findings
Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.
Originality/value
This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.
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Ashley Schroeder, Lori Pennington-Gray, Maximiliano Korstanje and Geoffrey Skoll
This chapter discusses the current risk perception literature in the tourism field. The chapter critiques the literature and offers a solution through a more conceptual and…
Abstract
Purpose
This chapter discusses the current risk perception literature in the tourism field. The chapter critiques the literature and offers a solution through a more conceptual and operational definition of risk perceptions. Specifically, the inclusion of affective risk perceptions will be added to the literature via the risk-as-feelings hypothesis. Extension of the current literature will enhance research moving forward.
Methodology/approach
The chapter will provide a literature review, propose a conceptual model, and operationalize the risk perception variables.
Findings
The outcome of this chapter is to provide a conceptual model as a framework to address risk perception studies in tourism and hospitality in the future. The model will provide clear measurement scales to be tested.
Originality/value
This chapter gives a much needed theoretical and conceptual foundation to the study of risk perceptions in the travel and tourism literature.