The Insurance Ombudsman Bureau was the first of the ‘commercial’ Ombudsman schemes and provided a model for those which came after. The Ombudsman has very wide powers to enable…
Abstract
The Insurance Ombudsman Bureau was the first of the ‘commercial’ Ombudsman schemes and provided a model for those which came after. The Ombudsman has very wide powers to enable him to investigate and decide upon complaints by policy‐holders against their insurers. However, not unnaturally perhaps, no scheme like this can do everything that might be expected of it and this paper explores those areas where the IOB's ability to help members of the public falls short of expectation.
John Dewey is well known for his progressive ideas and was credited by many historians as the father of progressive education, but where are the mothers? Dewey did not develop his…
Abstract
John Dewey is well known for his progressive ideas and was credited by many historians as the father of progressive education, but where are the mothers? Dewey did not develop his ideas in isolation. Four women from Chicago were highly influential in assisting John in initiating and refining his theories. Ella Flagg Young, Jane Addams, Alice Chipman Dewey, and Anna Bryan deserve to be recognized for their contributions as “mothers” of the progressive movement and for their championing social justice issues during the late 19th and early part of the 20th centuries.
Jerry Aldridge, Jennifer L. Kilgo and Lois M. Christensen
This article explores the adoption of a transcultural education approach, rather than multicultural or intercultural education, and the implications this would have for…
Abstract
This article explores the adoption of a transcultural education approach, rather than multicultural or intercultural education, and the implications this would have for educational practice. With the multiple issues associated with multicultural and intercultural education, the authors emphasize the need for a definitive definition of the term “transcultural” in the educational literature, as well as a new model of transcultural education. Addressed in the article are: (a) the contribution of transdisciplinary teaming to the definition and practice of transcultural education; (b) the meaning of “trans” in the term, transcultural; (c) a discussion of culture and individuality related to education; and (d) possible conclusions to facilitate dialogue regarding the future of transcultural education. Twelve vignettes are included to provide real world examples of the need for a paradigm of transcultural education.
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Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived…
Abstract
Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived in a social context, she believed that early childhood education should mirror the same. At Bank Street, education began with the child's world. Educators linked it to the community and moved outward. Children learned how their lives of the here and now connected to other places and people in the world. Mitchell was a forerunner in curriculum development and qualitative research methods. She envisioned teaching critical pedagogy, although, she did not use the verbiage. Mitchell's commitment to social justice was that of a renaissance educator.
The purpose of this paper is to explore the political, toy manufacturing, and educational activities of Caroline Louise Pratt (1867‐1954), founder of the Play School (later…
Abstract
Purpose
The purpose of this paper is to explore the political, toy manufacturing, and educational activities of Caroline Louise Pratt (1867‐1954), founder of the Play School (later renamed City and Country School), New York City.
Design/methodology/approach
The paper reviews previously unreported biographical material and draws on a number of Caroline Pratt's own writings, combining results of archival text research and digital searches.
Findings
Newly available data sources on Caroline Pratt's 1896‐1921 life show her to be more of a social reconstructionist than previously concluded. This research demonstrates that it was Pratt's feminist, socialist and trade unionist ideals, transformed into educational aims, that formed the core of her educational work.
Research limitations/implications
This investigation is limited to Pratt's activities during the years 1896 to 1921.
Originality/value
The internet has provided ready access to a wealth of newspaper and journal documents. The ease of access has no precedent, and the volume of newly available data sources has brought opportunities for reinterpretation and rewriting of the history of education. Yet even more new data will inevitably become accessible. This paper provides insights into how previously unresearched documents, now easily found through digital research, can enhance understanding of the contributions of Caroline Pratt.
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The purpose of this paper is to present a biographical review of the career of the late Caroline Robinson Jones (1942‐2001) in order to understand her challenges and contributions…
Abstract
Purpose
The purpose of this paper is to present a biographical review of the career of the late Caroline Robinson Jones (1942‐2001) in order to understand her challenges and contributions to the advertising profession. Prior to her death, she was considered the foremost African‐American woman in the advertising business. She was the first black woman to serve as a vice president of a major mainstream advertising agency and also established a respected agency bearing her own name. This paper focuses on Jones' contributions to marketing practice and her experiences as a woman of color in the advertising industry.
Design/methodology/approach
This paper uses a traditional historical narrative approach largely based on archival materials housed in the Caroline Jones Collection at the Archives Center of the National Museum of American History at the Smithsonian Institution. Relevant secondary literature was also employed to provide appropriate context.
Findings
While the advertising industry has historically been noted for its lack of diversity among its professional ranks, Jones made significant contributions to the industry. Yet, despite her trailblazing accomplishments, findings suggest her efforts were constrained by structural oppression in the industry concerning gender and race.
Originality/value
Scholarly literature reflecting the contributions and experiences of women of color in the advertising business is nearly non‐existent. This paper provides an analysis using sources which are valuable in understanding career opportunities and challenges for women of color in advertising professions.
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Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of…
Abstract
Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of the sociology of education, the sociology of teachers’ work and the problems of education change. He has authored or co-authored three books and a number of articles and chapters in these subject fields and has also supervised several Ph.D. projects. At present he is head of two major national research projects in the fields mentioned, both of which are financed by the Swedish Research Council, and collaborates in two large European projects.Marie Carlson Ph.D. in sociology 2002, Göteborg University, Sweden. Her earlier studies were in social anthropology, Swedish for immigrants, and ethnicity and migration. Her main research interests are cultural studies and sociology of education. The wider project of which this chapter is a part focuses on Swedish language courses for immigrants as a social and cultural construction in the Swedish knowledge arena. It deals with questions regarding the impact of social and cultural practices on conceptions of knowledge and education. (e.g. Carlson, M., 2001) “Swedish Language Courses for Immigrants – Integration or Discrimination?” in Ethnography and Education Policy (Ed.) Geoffrey Walford, Oxford: Elsevier.) Marie Carlson also lectures on courses in ethnicity and migration, and is tutoring within the fields of “Language & culture,” “Islam” (Muslim women) and “Ethnicity.” Currently she is engaged in a project “Competing Ideas in the Renewal of SFI (Swedish for Immigrants) – An Investigation of Discursive Practices in SFI-education during Re-structuring” (financed by The Swedish Research Council). The project is carried out in corporation with Dennis Beach, Department of Education, Göteborg University.Marianne Dovemark was formerly a teacher at a comprehensive school in Sweden for over 20 years. She is in the process of completing a Ph.D. (in Educational Sciences) supervised by Dennis Beach and is currently employed as a lecturer on the pre-service Teacher Education Programme at the University College of Borås where she also does researches in the field of Sociology of Education. Her research stresses the new aims of comprehensive education in a re-structured school in Sweden with a special focus on the possibility of free choice within the school.Caroline Hudson is a Research Consultant whose company is called Real Educational Research Ltd. Caroline’s research interests encompass adult learning, literacy, family structure, offending and education, and issues related to social exclusion. Caroline is currently evaluating three literacy, language (ESOL) and numeracy developmental projects in the National Health Service (NHS), with the National Research and Development Centre (NRDC) for adult literacy and numeracy. She is also researching the impact of use of a PC tablet on the writing skills of young people who offend, for Ecotec Research and Consultancy on behalf of the Youth Justice Board (YJB). Caroline has worked as Basic Skills Advisor in the Home Office National Probation Directorate, and as an English teacher both in the United Kingdom and abroad.Bob Jeffrey has worked with Professor Peter Woods and Geoff Troman at the Open University since the early 1990s researching the effects of reform on teachers and young people in primary schools using ethnographic methods. In particular he has focused on the how the reforms have affected the creativity of teachers and more recently he has concerned himself with young people’s perspectives of their learning experiences in a project involving ten European countries. He has also contributed to the development of Ethnography in Education by publishing regular articles on methodology, editing books in this area, co-ordinating an international email list as well the Ethnography network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Janet Donnell Johnson is a clinical lecturer and doctoral student in English Education at Indiana University in Bloomington, Indiana, USA. A former English teacher at an alternative high school, her research interests include the interconnectedness of student identity, agency, and resistance, and literacy as a social practice in and out of classrooms. Janet is currently researching and writing a critical qualitative study based on how non-mainstream students use language to take up certain subject positions and how those positionings create opportunities for literacy learning in and out of school. In her role as clinical lecturer, she teaches writing, methods of teaching English, and coordinates partnerships between Indiana University’s English Department, Language Education Department, and teachers in the schools. She also works closely with secondary and college teachers on incorporating critical literacy and teacher research in their classrooms.Jongi “Mdumane” Klaas is currently completing a Ph.D. in Education at the University of Cambridge. The study examines the perceptions and experiences of learners and teachers vis-à-vis the processes of racial integration in two South African secondary schools. Jongi obtained a Bachelor of Pedagogics degree majoring in English Literature and History at the University of Fort Hare in South Africa. He taught History for two years at Gwaba Combined School in South Africa before taking a Fulbright Scholarship to study a Masters degree in Comparative Education at the University of Oklahoma, USA. Jongi is married to Nocwaka Sinovuyo Klaas.Jerry Lipka is a full professor at the University of Alaska, Fairbanks. He has worked in cross-cultural education for the past 22 years. During this time, he has developed a long-term relationship with a group of Yup’ik Eskimo teachers and elders. This collaborative relationship has resulted in numerous publications. Most recently, this work has developed a culturally-based math curriculum; research on its effectiveness has shown that rural Yup’ik Eskimo students outperform their counterparts in math understanding.Gerry Mitchell is a Research Student at the Centre for Analysis of Social Exclusion and member of the Social Policy Department at the London School of Economics. She is in the final year of an ESRC funded Ph.D. researching the New Deal for Young People’s Voluntary Sector Option in London. The work is divided into three: It focuses on methodology – what is gained from applying ethnographic methods to social policy evaluations? Secondly, it analyses delivery of the New Deal at ground level and lastly explores the construction of identities around work in the narratives of young unemployed people. Recent Publications: “Choice, Volunteering and Employability: Evaluating Delivery of the New Deal for Young People’s Voluntary Sector Option” Benefits (2003), 11(2), 105–111.Farzaneh Moinian was formerly a teacher at different comprehensive schools in Iran and in Sweden. She is a doctoral student in pedagogy at Stockholm Institution of Education. Her research areas are linked to ethnography in education as well as the exploration of childhood in its historical and current manifestations. Her doctoral project includes children’s perception of morality, self-concept, values and goals as well as children’s life world from their own point of view. Her project would draw on a range of theoretical perspectives from inter-disciplinary Childhood studies, and would employ mainly qualitative methodologies, including ethnography. The various research projects carried out by Farzaneh Moinian focus on understanding the ways in which children percept and interpret their lives as well as how they communicate with other children about it.Ruth Soenen is research assistant (Fund for Scientific Research – Flanders) at the Department of Social and Cultural Anthropology of The Catholic University of Leuven, Belgium. Her work concerns ethnographic research into everyday relationships in urban settings. Research was carried out in schools and in collective city spaces (e.g. public transport and shops) within the reflection on intercultural matters, learning, community and public domain. She wrote a book in Dutch on intercultural education, research reports for Flemish Government (Educational and City Policy) and made several contributions in leading Flemish journals and books. In English she made a contribution to “Debates and Developments in Ethnographic Methodology. Studies in Educational Ethnography Vol. 6.” Other English publications are forthcoming.Geoff Troman is a Research Fellow and Associate Lecturer in the Faculty of Education and Language Studies at the Open University. Geoff taught science for twenty years in secondary modern, comprehensive and middle schools before moving into Higher Education in 1989. Throughout his time in schools he carried out research as a teacher researcher. His Ph.D. research was an ethnography of primary school restructuring. He is currently conducting research on teachers’ work and lives and focusing on the educational policy context and primary teacher identity, commitment and career in performative cultures of schooling. Among other publications in the areas of qualitative methods, school ethnography and policy sociology, he co-authored Primary Teachers’ Stress with Peter Woods and Restructuring Schools, Reconstructing Teachers, with Peter Woods, Bob Jeffrey and Mari Boyle. Geoff is a joint co-ordinator of the Ethnography Network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. His books include: Life in Public Schools (Methuen, 1986), Restructuring Universities: Politics and power in the management of change (Croom Helm, 1987), Privatization and Privilege in Education (Routledge, 1990), City Technology College (Open University Press, 1991, with Henry Miller), Doing Educational Research (Routledge, editor, 1991), Choice and Equity in Education (Cassell, 1994), Doing Research about Education (Falmer (Ed.), 1998), Policy, Politics and Education – sponsored grant- maintained schools and religious diversity (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). Within the Department of Educational Studies at the University of Oxford, he is Director of Graduate Studies (Higher Degrees), has responsibility for the M.Sc. in Educational Research Methodology course, and supervises doctoral research students. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and has been Editor of the Oxford Review of Education from January 2004. His research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools and qualitative research methodology.Joan Parker Webster is an assistant professor at the University of Alaska, Fairbanks, where she teaches courses in multicultural and cross-cultural education, children’s and young adult literature, reading theory and language acquisition, and ethnographic research methodology. She has researched and published in the areas of literacy, language acquisition, indigenous language revitalisation issues and ethnographic methodology. Parker Webster is presently working with Yup’ik Eskimo teachers and elders on a literacy-based curriculum project using traditional Yup’ik stories.Anita Wilson is a Research Associate with Lancaster Literacy Research Centre, Lancaster University, Lancaster, U.K. She has spent almost 14 years undertaking ethnographic and collaborative inquiry with people in prison. Between 2001 and 2003 she held a Spencer Post-Doctoral Fellowship from the National Academy of Education, New York which she used to introduce her theory, method and approach to prisoners in America, making a transatlantic comparison of how policy and practice impacts on prison literacies as they are “lived out” on a day to day basis. Her doctoral thesis Reading a Library – Writing a Book: The Significance of Literacies for the Prison Community proposes that people in prison live in a “third space” community, socialising the institutional in order to retain their sense of personal rather than prison identity. She maintains a strong focus on the ethics of working in constrained and sensitive settings and considers issues around exploitation, equity and advocacy to be central to ethnographic work. She has published widely and shares her work with policy-makers, practitioners and prisoners around the world. At present she is undertaking research funded by the National Research and Development Centre which investigates the importance of education to the lives of young offenders.
Constance Scharff and Caroline Heldman
When Dr Constance Scharff met Wes Geer, founding member of the band Hed PE and former touring guitarist for Korn, she was already a recognized figure in the addiction and mental…
Abstract
When Dr Constance Scharff met Wes Geer, founding member of the band Hed PE and former touring guitarist for Korn, she was already a recognized figure in the addiction and mental health treatment field. In particular, she is known for her insight and leadership assisting healthcare professionals working at the nexus of addiction and trauma. It was not a surprise to her when Geer asked her to join Rock to Recovery, to help expand its business.
As she stepped into her leadership role with the charity, she faced a unique set of challenges. One of the musicians she worked with overdosed and died, and changes in regulations hurt accessibility to addiction treatment. Almost overnight, the company lost a significant amount of business, but more damaging was the potential for the groups’ mental health to be undermined. This chapter describes Dr Scharff’s evolving leadership during those losses and how she helped the group develop and ultimately thrive.
Dr Caroline Heldman, Chair of the Critical Theory and Social Justice Department at Occidental College, analyzes Dr Scharff’s experiences. She reveals how it is crucial in organizations like Rock to Recovery for leaders to embrace a compassionate leadership model. She also details the ways inwhich Dr Scharff had to overcome gendered leadership stereotypes to be an effective member of the Rock to Recovery team. Dr Heldman holds special insight into Rock to Recovery, as it was her brother, Christian, who died in 2018.
To examine the weblogs written by members of UK legislatures and to determine whether such weblogs address commonly cited criticisms of MPs' web sites and serve to bridge the gap…
Abstract
Purpose
To examine the weblogs written by members of UK legislatures and to determine whether such weblogs address commonly cited criticisms of MPs' web sites and serve to bridge the gap between representative and constituent.
Design/methodology/approach
Examination of the literature on MPs' web sites to draw up a list of common criticisms. Construction of evaluation criteria to analyse the blogs in terms of content, currency, design, interactivity and evidence of personality both as a snapshot and over a longer period.
Findings
That weblogs are, on the whole, kept up to date and show promising levels of activity. Blogs enable constituents to see with what their MPs have been involved (on both the local and the Parliamentary stages) and to see what areas of policy particularly interest their MP. Personality of the MPs is apparent on most of the blogs, which are less party‐oriented than many MPs' web sites. Although the gap between representatives and constituents may have been bridged to an extent, blogging is still largely a top‐down form of communication – even though people do submit relevant and pertinent comments to the blogs, proper two‐way debate is rarely seen and comments are not always acknowledged or answered.
Research limitations/implications
Based on a small number of blogs covering the UK only.
Practical implications
Provides simple evaluation criteria that could be applied to blogs in other areas.
Originality/value
Provides a useful first structured analysis of weblogs written by elected representatives, on which further work can be undertaken once the sample size has increased and existing blogs are more established.