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Book part
Publication date: 8 June 2020

Nicholas Banks

The practice of transracial adoption often triggers strong emotions, effecting views on its ethical validity, both from individuals who are pro transracial adoption and those who…

Abstract

The practice of transracial adoption often triggers strong emotions, effecting views on its ethical validity, both from individuals who are pro transracial adoption and those who strongly resist transracial adoption. This chapter will consider transracial adoption of children of African-Caribbean origin and its psychological impact along a continuum of psychological wellbeing, psychological adjustment and aspects of mental health. The chapter will draw on literature from the USA and, where available, from the UK.

One of the earliest publications on transracial adoption by Grow and Shapiro (1974) explored the psychological adjustment of African-American children placed within white American families. This study along with later studies (Silverman & Feigelman, 1981) concluded that the children were adjusting well in placement. Further early research appeared to suggest that transracial placements have little negative impact on issues of self-esteem, racial or self-identity or intellectual development (Curtis, 1996; Hayes, 1993; Hollingsworth, 1997, 1998; McRoy, 1994; Simon, Altstein & Melli, 1994; Vrogeh, 1997).

The undermining impact on mental health for transracial adoptees appears to be an argument related to the disconnect between the child’s developing racial identity and lack of preparation for racism and the cultural and ethnic group social devaluation likely to be experienced in a white racist society. The impact of loss of ethnic identity is said to be a key issue in the research on transracial adoption. Ethnic identity is the connection or recognition that one is a member of a specific ethnic or racial group and coming to adopt those associated characteristics into the group associated cultural and historical connections into oneself identity (Rotheram & Phinney, 1987). The establishment of a secure and accurate racial identity is said to be a protective factor in psychological adjustment. This chapter will explore issues and narratives related to this argument.

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The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

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Book part
Publication date: 28 February 2022

Debbie Ollis, Leanne Coll, Lyn Harrison and Bruce Johnson

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Pedagogies of Possibility for Negotiating Sexuality Education with Young People
Type: Book
ISBN: 978-1-78769-743-0

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Book part
Publication date: 25 November 2019

Bernice Loh

Often seen as a vulnerable group, tween girls fashioning themselves after adults have been a topic of significant concern. Public and academic discourse in the West has expressed…

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Often seen as a vulnerable group, tween girls fashioning themselves after adults have been a topic of significant concern. Public and academic discourse in the West has expressed worry that girls’ adult-like dressing may expose them to a range of physical, psychological and sexual harm. In most discussions on girls’ dressing, Western popular culture is also identified as one of the prevalent ways through which girls learn to how to fashion themselves after adults. It is claimed that Western television programmes, books and magazines encourage young girls to fashion themselves after adults at an earlier age. Recognising the importance of girls’ voices in their experiences of girlhood, this chapter draws exclusively on 12 focus groups, with 29 Singaporean girls aged 8–12. It finds that there are changing mediascapes in tween girls’ lives that have not been acknowledged. No longer predominantly watching television or browsing teen magazines, this chapter highlights how young Singaporean girls are now more likely to spend their time on the popular media platform YouTube. As girls gain mobility through their mobile communication devices, this chapter calls for a closer examination of YouTube in relation to girls’ dressing. Nonetheless, this chapter also acknowledges that while certain popular YouTube videos (re)produce highly narrow ideas of what a female should look or be like, it is not a simple issue of girls learning how to dress from their favourite YouTube stars. YouTubers also represented a lexicon of empowerment for some of the girls in this study.

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Article
Publication date: 1 April 2000

John Clayton and Wendy J. Gregory

Looks at a specific variant of systems thinking, called critical systems thinking, which is an approach that was developed in the UK during the 1980s. In particular, consideration…

3533

Abstract

Looks at a specific variant of systems thinking, called critical systems thinking, which is an approach that was developed in the UK during the 1980s. In particular, consideration is given to “rule‐bound” systems – scenarios where the possibilities for change have been found to be problematic. The characteristics of such situations will initially be set out, focusing on the power relations that appear to pervade such situations. A prison‐based change management initiative is used to show how critical systems thinking can be employed, and provide some reflections on the process of change management and the outcomes achieved. These reflections point to some difficulties experienced that emerged from the rule‐bound nature of the problem situation and ways in which such difficulties might be addressed in similar situations in the future are suggested. Insights for both private and public sector organizations are drawn throughout the paper.

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Journal of Organizational Change Management, vol. 13 no. 2
Type: Research Article
ISSN: 0953-4814

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Article
Publication date: 1 February 1994

Gill Jackson

Analyses models of integrating equal opportunities into the organizationin the context of operant conditioning. Considers reinforcers andpunishers specifically with reference to…

1324

Abstract

Analyses models of integrating equal opportunities into the organization in the context of operant conditioning. Considers reinforcers and punishers specifically with reference to aspects of equal opportunities practice, e.g. harassment, language. Argues that organizations which seem only to implement the law are following poor behavioural programmes, and there will be negative effects. Those who seek a more positive approach based on reinforcing desirable practice will achieve more positive and sustaining outcomes. A shift from equal treatment to the valuing of diversity is also argued for, again based on a consideration of behavioural principles. This requires a reappraisal of what is valued within the organization. Focuses on the feelings engendered by the behaviour of service providers, and provides a framework which can usefully be employed by staff when considering their own practice in the context of equal opportunities.

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Journal of Managerial Psychology, vol. 9 no. 1
Type: Research Article
ISSN: 0268-3946

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Book part
Publication date: 28 February 2022

Debbie Ollis, Leanne Coll, Lyn Harrison and Bruce Johnson

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Pedagogies of Possibility for Negotiating Sexuality Education with Young People
Type: Book
ISBN: 978-1-78769-743-0

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Article
Publication date: 1 June 1994

Women in Management Review Volume 9 No. 1 of this journal contains five articles of interest. In the first, entitled “Power, Sex and Systems”, Virginia E. Schein examines the…

41

Abstract

Women in Management Review Volume 9 No. 1 of this journal contains five articles of interest. In the first, entitled “Power, Sex and Systems”, Virginia E. Schein examines the power‐related properties of professional and organisational systems and considers their influence on reactions to sexual harassment. It is argued that, when the socio‐cultural power model of male dominance operates within pluralistic/political professional and organisational systems, these systems can become breeding‐grounds for sexual harassment behaviours that are tolerated rather than told on. A contrast between careers within systems and less system bound jobs illustrates the influence of context on decisions to tell or tolerate.

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Equal Opportunities International, vol. 13 no. 6/7
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 23 July 2024

Mei-fen Kuo

This article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war…

71

Abstract

Purpose

This article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war transitional generation faced racial discrimination and geopolitical challenges, leading to the establishment of student societies and collaborations with religious groups and NGOs. Through writing and publishing in the 1950s and 1960s, they challenged rigid ethnic identities, shaping their ethnic identities, national belonging, language practices, and community involvement amidst historical contexts. Their narratives vividly depict a generational awakening, highlighting complex processes of integration and acculturation into a new societal landscape.

Design/methodology/approach

This paper employs historical discourse analysis using Chinese student magazines and bilingual archives to explore language and identity evolution among Chinese students in 1950s’ and 1960s’ Australia. It contextualizes ethnic, cultural, and linguistic identity transformations and examines how language politics and diaspora writings shaped integration strategies. The study highlights education and language politics' transformative roles in redefining cultural belonging and fostering community cohesion within the diaspora amid shifting socio-political contexts.

Findings

The findings of this study reveal that the concept of the “transitional generation” highlights integration as a dynamic process involving ongoing dialogue, identity negotiation through language, and the redefinition of cultural boundaries. Through analysis of three student-centered magazines – Murhun, Asiana and East Wind – it becomes evident how Chinese students in Australia navigated ethnic, cultural and linguistic identities. Murhun used bilingual content to strengthen solidarity and political engagement among Chinese readers, while Asiana employed English to connect Asian students with Australian society and globally. East Wind facilitated a diverse expression of identity, challenging singular notions of “Chineseness” and promoting cultural integration. These insights reflect a transformative period where Chinese students reshaped their historical position, fostering autonomy and challenging stereotypes like “Yellow Perils”.

Originality/value

This paper examines the often-overlooked experiences of post-war Chinese students in Australia, emphasizing their profound influence on immigration history and shifting public perceptions of Asian immigrants. It introduces the concept of the “transitional generation” to address research gaps and highlight the nuanced complexities of integration, respecting the diverse experiences and identities within this dynamic student community. Emphasizing dynamic negotiation and shared experiences, the study underscores how Australia’s diverse Asian communities have transformative potential. Integration extends beyond adaptation, fostering inclusive spaces for identity negotiation, thriving NGOs and enriching Australia’s social fabric with resilience, diversity and cultural vibrancy.

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History of Education Review, vol. 53 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 18 May 2012

Makoto Yoshida

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in…

1344

Abstract

Purpose

Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.

Design/methodology/approach

In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.

Findings

In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.

Originality/value

The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 2
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 27 February 2019

W B Howieson

Abstract

Details

Leadership
Type: Book
ISBN: 978-1-78769-785-0

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