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Article
Publication date: 8 February 2019

Francis Farrell

The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their…

951

Abstract

Purpose

The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV).

Design/methodology/approach

Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings.

Findings

The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme.

Research limitations/implications

The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students.

Originality/value

This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

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Article
Publication date: 14 March 2016

Francis Farrell

The purpose of this paper is to critically investigate year 6 and year 9 boys’ constructions of masculinity in the light of theories of inclusive masculinity and to consider the…

1236

Abstract

Purpose

The purpose of this paper is to critically investigate year 6 and year 9 boys’ constructions of masculinity in the light of theories of inclusive masculinity and to consider the implications of the findings for critical masculinities scholarship in educational research.

Design/methodology/approach

Qualitative data was collected through fieldwork in school settings consisting of observations and semi-structured interviews. Data analysis draws upon pro-feminist and post-structuralist theories of the gendered subject.

Findings

The data shows some evidence of inclusive forms of masculinity expressed by the boys’ rejection of a “boy code” (Pollack, 1999) and their narratives of caring and emotional experience. However, discourses of dominant masculinity persist and continue to shape the boys’ subjectivities. The most striking finding is the capacity of the educational gender work programme reported on in this study to provide boys with the resources to problematise the social construction of masculinity.

Research limitations/implications

The data suggests analysis in binary terms of inclusive or dominant masculinity fails to recognise the fuzzy educational middle ground occupied by the “overlooked ordinary boys” (Brown, 1987; Roberts, 2012) of this study.

Practical implications

Educational gender work programmes which provide boys with the resources to question dominant masculine practices enable boys to exceed the “symbolic order” and trouble dominant gender discourse.

Originality/value

In order to develop nuanced theory and practice researchers need to listen to boys’ accounts of their experiences. Analysis of boys gender work in terms of binary adult constructs of masculinity run the risk of perpetuating the essentialism they purport to avoid rather than producing studies which provide an empirically robust foundation for developing an effective practical educational agenda. In a neo-liberal policy context the role of gender equity programmes with the capacity to produce more reflexive masculine subjects requires reassertion within the curriculum.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Available. Content available

Abstract

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 2 September 2014

Francis Farrell

– The purpose of this paper is to critically investigate a group of year 11 boys’ relationship to RE in response to debates about boys’ underachievement in RE.

667

Abstract

Purpose

The purpose of this paper is to critically investigate a group of year 11 boys’ relationship to RE in response to debates about boys’ underachievement in RE.

Design/methodology/approach

Qualitative data were collected through observations and semi-structured interviews. Data analysis draws upon pro-feminist and poststructuralist theories of the gendered subject.

Findings

The data presented in this paper reveals how RE functioned as a political space for the exploration of social justice issues that formed part of the boys’ daily experiences, serving to increase awareness and understanding of diversity.

Research limitations/implications

At a time of curriculum change where RE has been marginalised by exclusion from the DfE's English Baccalaureate this paper also seeks to contribute to debates about education for social justice through critical, pluralistic RE within a neo-liberal policy context.

Practical implications

RE is shown to be a potent educational resource for challenging pupils’ negative social practices and producing more reflexive masculine subjects.

Social implications

The contribution of RE to ensuring greater understanding and dialogue requires reassertion and protection within the curriculum.

Originality/value

The data presented shows that where RE is taken up by masculine subjects it offers an alternative discourse with potential to create community cohesion and interfaith dialogue.

Details

Education + Training, vol. 56 no. 7
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 14 March 2016

Ruth Elizabeth Sanderson and Stephen Whitehead

– The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers.

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Abstract

Purpose

The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers.

Design/methodology/approach

The field of enquiry is international schools, with the study drawing on qualitative research. The researchers interviewed 11 women from a leading international school in Seoul, South Korea.

Findings

The women interviewed provided rich qualitative data and identified a number of barriers relating to culture, including gender stereotyping and self-confidence issues, and organisational behaviour, including the lack of a work-life balance and the patriarchal and hierarchical structures in place. The suggested ways in which women could overcome the barriers included building self-confidence and seeking mentoring.

Practical implications

The women also developed a list of factors that any woman would need to contemplate if she is thinking about applying to be a senior manager, including qualifications, communication skills and acknowledging, tolerating and overcoming gender unfairness, in that men do not need to think about the same issues when seeking leadership positions.

Originality/value

This paper examines an area of gendered leadership that has received little critical academic scrutiny, international schools and is particularly valuable to women working in these schools. However, its scope extends to all international school leaders who seek to improve the effectiveness of their organisations by employing and promoting the best leaders available.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 14 March 2016

Garth Stahl and Sam Baars

The purpose of this paper is to consider how working-class boys constitute themselves as subjects of “value” through a close examination of their occupational aspirations. The…

893

Abstract

Purpose

The purpose of this paper is to consider how working-class boys constitute themselves as subjects of “value” through a close examination of their occupational aspirations. The authors consider two significant influences on the aspirations of these young men: “space” and “place”; and neoliberal discourses which privilege a particular concept of individualized personhood. Contending with neoliberal conceptions of personhood and aspiration (that are primarily competitive, economic, and status based), working-class and working-poor young men either align themselves with the “entrepreneurial” or “aspirational” self or face the label of “low aspirations”.

Design/methodology/approach

Employing space and place as conceptual lenses allows for a nuanced understanding of how aspirations are formed (and reformed) according to immediate locale. To explore the identity negotiations surrounding the occupational aspirations of working-class males, the authors draw on two qualitative research studies in deprived neighbourhoods located in South Manchester and South London.

Findings

Based on the evidence as well as the wider research concerning working-class males and occupational aspirations, the authors argue that aspirations are formed in a contested space between traditional, localized, classed identities and a broader neoliberal conception of the “aspirational” rootless self.

Research limitations/implications

This study focuses on aspiration formation in two specific neighbourhoods, and caution should be taken when generalizing the findings beyond these area contexts.

Originality/value

This study problematizes the literature generated by government bodies and educational institutions regarding working-class youth as having a “poverty of aspirations”. Additionally, value lies in the cross-reference of two specific geographic areas using the conceptual lens of space and place.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 14 March 2016

Dina Guglielmi, Rita Chiesa and Greta Mazzetti

The purpose of this paper is to compare how the dimension of attitudes toward future that consists in perception of dynamic future may be affected by desirable goals (desired job…

515

Abstract

Purpose

The purpose of this paper is to compare how the dimension of attitudes toward future that consists in perception of dynamic future may be affected by desirable goals (desired job flexibility) and probable events (probable job flexibility) in a group of permanent vs temporary employees. Moreover the aim is to explore the gender differences in respect to variables studied.

Design/methodology/approach

The data were collected using self-report questionnaires on a sample of 710 employees, of which 63 percent women, 57.2 percent permanent employees, and 42.8 percent fixed-term employees.

Findings

The results showed that probable job flexibility mediated the relationship between desired job flexibility and the perception of a dynamic professional future. In addition, the type of contract moderated the interaction effect of job mastery on the relationship between desired and probable flexibility. Job mastery, however, has a direct effect on probable flexibility only on women in fixed-term employment.

Research limitations/implications

The study presented some limitations: the data derived from the self-report questionnaires, respondents participated on a voluntary basis, and the research design was cross-sectional.

Practical implications

The results of this study could be used to influence guidance practitioners’ decisions on the role of antecedents of future orientation (desired flexibility, probable flexibility, and job mastery) in designing programs and interventions for career management that also take gender into account.

Originality/value

Overall, these results provided some insight into the relationship between specific guidance actions and goal-oriented career planning.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 14 March 2016

Liz Atkins and Mark Vicars

The purpose of this paper is to draw on concepts of “female masculinity” to interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal…

1391

Abstract

Purpose

The purpose of this paper is to draw on concepts of “female masculinity” to interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal narratives of competency in higher education in the Western Hemisphere.

Design/methodology/approach

Drawing on individual examples, the authors consider how these narratives are omnipresent in the sector, and systematically act to exclude those who do not conform. In doing so, the authors draw extensively on bodies of literature exploring gender/identity, and neo-liberalism. In particular, the paper draws on the work of Halberstam (1998, 2011), and of Drake (2015).

Findings

There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency.

Originality/value

This paper examines neo-liberal practices from a more nuanced perspective than some traditional polarised critiques which regard gender as a binary. In doing so, it contributes to debates on masculinity, but more importantly, opens discussions about the implications of gendering discourses for the role of the few women in senior positions in higher education institutions globally.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 14 March 2016

Ronda Marie Smith, Shruti R Sardeshmukh and Gwendolyn M Combs

– The purpose of this paper is to explore the complex relationships between gender and entrepreneurial intentions.

2978

Abstract

Purpose

The purpose of this paper is to explore the complex relationships between gender and entrepreneurial intentions.

Design/methodology/approach

This paper uses a two study design where the second study is a constructive replication of the first study. The first study uses a cross-sectional design, while the second uses a design where data collection of variables were temporally separated. The analysis is conducted using Hayes (2014) process macro using 1,000 bootstrapped draws to understand the interaction between gender and creativity and the potential mediation involving life roles and goals.

Findings

The empirical results are threefold. First, the results show that creativity has a direct and positive effect on entrepreneurial intentions. Second, gender did not have a direct effect on entrepreneurial intentions, and finally, gender showed an interaction with creativity such that in both the samples, creativity had a stronger relationship with intentions among women.

Practical implications

The results point to the inclusion of creativity exercises in the entrepreneurship curriculum as well as to create and tailor programs to enhance women’s entrepreneurial intentions.

Originality/value

Using a two study constructive replication approach, this study demonstrates the complex effect of gender on entrepreneurial intentions. Traditionally, women are argued to have lower entrepreneurial intentions, but this study finds that creative women were more likely to have entrepreneurial intentions in the sample. The results also show that the women’s family salience (life roles and goals) did not mediate the relationship between gender and entrepreneurial intentions.

Details

Education + Training, vol. 58 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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Article
Publication date: 29 July 2024

Siqi Emily Lu, Brent Moyle, Elaine Chiao Ling Yang and Sacha Reid

This paper aims to critically examine the discourse on the disability workforce in Australian tourism policy and planning documents.

304

Abstract

Purpose

This paper aims to critically examine the discourse on the disability workforce in Australian tourism policy and planning documents.

Design/methodology/approach

This research draws on a database of 490 Australian tourism policy and planning documents, across national, state, regional and local levels of governments, destination management organisations and peak industry bodies, to systematically examine the issues pertaining to disability workforce over the ten-year policy cycle (2013–2023), through critical discourse analysis.

Findings

Analysis revealed 20 of the existing 490 documents had mentions of the inclusion of people with disability (PWD) in the tourism workforce. Through critical discourse analysis, the nuances of political attitudes are evident. Tourism policies tend to exert a cautious approach towards the inclusion of PWD employment. PWD do not have a strong voice when it comes to the formation of tourism policy, especially not as members of the tourism workforce.

Practical implications

This research underscores an emerging call for the government’s commitment to considering the underrepresented social group of PWD in the tourism workforce. By shedding light on critical discourse analysis of the disability workforce, tourism scholars and practitioners understand the current challenges and explore opportunities to implement tangible actions for an inclusive work environment for all.

Originality/value

The research is novel and innovative as it critically examines the discourse of the disability workforce in the tourism sector through an institutional theory perspective. The limited emphasis of government policies on the disability workforce may result in missed opportunities to encourage meaningful employment engagement of PWD in tourism organisations. Consequently, this research contributes a tripartite model of policy recommendations that explicitly articulates the mechanisms for change that are tailored to tourism workforce and advocates for the active voices of PWD community in the policy formation process.

目的

本研究旨在对澳大利亚旅游政策和规划文件中有关残疾人劳动力的讨论进行批判性话语分析。

设计/方法/途径

本研究采用了490份澳大利亚旅游政策和规划文件, 涵盖了国家、州、地区和地方政府、目的地管理组织和行业峰会机构的文件, 系统地分析了 2013 年至 2023 年的10年政策周期内有关残疾人劳动力的讨论。

研究结果

分析显示, 在现有的 490 份文件中, 有20份提到了在旅游业中的残疾和工作包容性。通过批判性话语分析, 可以看出政治态度的细微差别。旅游政策在雇佣残疾人时往往采取谨慎的态度。在关于旅游业工作政策的制定过程中, 残疾人的声音略显薄弱。

实践意义

本研究强调了政府应致力于考虑残疾人这一少数社会群体在旅游劳动力中的参与度。通过揭示残疾人工作的批判性话语分析, 旅游学者和从业者能够了解当前面临的挑战, 并采取切实可行的措施来创造更具包容性的工作环境。

独创性/价值

本研究具有新颖性和创新性。它从制度理论的角度批判性地审视了旅游业中残疾人工作的讨论。政府政策对残疾人工作的重视不足可能导致错失在旅游相关公司促进残疾人有意义的就业参与机会。因此, 本研究提出了一个三方政策建议模型, 明确阐述了针对旅游业工作的变革机制, 并倡导在政策制定过程中积极听取残疾人社区的建议。

Propósito

Este artículo tiene como objetivo examinar en profundidad el tema del personal discapacitado en los documentos de política y planificación turística en Australia.

Diseño/metodología/enfoque

Esta investigación parte de una base de datos de 490 documentos de política y planificación del turismo australiano del gobierno a nivel nacional, estatal, regional y local, de las organizaciones de gestión de destinos y de los organismos del sector turístico, para examinar sistemáticamente las cuestiones relativas al personal con discapacidad a lo largo del ciclo político de 10 años (2013–2023).

Resultados

El análisis reveló que 20 de los 490 documentos existentes mencionaban la inclusión de personas con discapacidad (PcD) en el empleo turístico. El análisis crítico del discurso pone de manifiesto los matices de las actitudes políticas. Las políticas turísticas tienden a adoptar un enfoque cauteloso hacia la inclusión laboral de las PcD. Las PcD no presentan una voz fuerte cuando se trata de la formación de la política turística, especialmente como miembros del empleo turístico.

Implicaciones practicas

Esta investigación destaca la necesidad emergente de un compromiso gubernamental para considerar al grupo social subrepresentado de personas con discapacidad en el empleo turístico. Al arrojar luz sobre el análisis del discurso crítico del empleo turístico con PcD, los investigadores y profesionales del turismo comprende los retos actuales y exploran las oportunidades de poner en práctica acciones tangibles para un entorno laboral inclusivo para todos.

Originalidad/valor

La investigación es novedosa e innovadora, ya que examina en profundidad el personal con discapacidad en el sector turístico bajo un enfoque de la teoría institucional. El limitado énfasis de las políticas gubernamentales del personal con discapacidad puede hacer que se pierdan oportunidades de fomentar una participación laboral significativa de las PcD en las organizaciones turísticas. En consecuencia, esta investigación aporta un modelo tripartito de recomendaciones políticas que articula explícitamente los mecanismos de cambio adaptados a los trabajadores del sector turístico y aboga por la participación de la comunidad de PcD en el proceso de formulación de políticas.

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