This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that…
Abstract
Purpose
This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.
Design/methodology/approach
Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.
Findings
For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.
Originality/value
This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.
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The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender…
Abstract
Purpose
The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.
Design/methodology/approach
Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.
Findings
The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”
Originality/value
While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.
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Jake White and Brian H. Kleiner
Considers the need to focus on the correct utilization of employees in their interaction of customers within the credit union industry. Discusses the common bond issue within…
Abstract
Considers the need to focus on the correct utilization of employees in their interaction of customers within the credit union industry. Discusses the common bond issue within unions and the moves towards further relaxation of membership. Looks at the type of employee required by the industry. Covers the concept of outsourcing, recruitment, background checks, coaching, mystery shopping and cross‐selling. Concludes that you should treat staff how you want to treat your customers.
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There is a national drive to transform services for individuals with intellectual disabilities (ID), to provide care within the community rather than hospital settings. However…
Abstract
Purpose
There is a national drive to transform services for individuals with intellectual disabilities (ID), to provide care within the community rather than hospital settings. However, there are limited community provisions for those with more complex care needs such as sexual offending. There has been limited research focussing on this client group’s experiences of inpatient services and the treatment they have received from their own perspective. This study aims to explore their experiences of living in a secure service focussing on treatment for sex offences.
Design/methodology/approach
In total, 10 men with ID and sexual offending histories took part in an interview designed to explore their experiences of living within a secure hospital setting. The data were analysed using thematic analysis.
Findings
Three key themes relating to the participants’ experiences within the hospital were identified. These were, namely, “hospital environment”, “personal journey through secure services” and “closeness to home”.
Practical implications
Men’s experiences at a secure hospital were generally positive in terms of a supportive staff approach. Difficulties existed around the hospital organisation affecting the support they received.
Originality/value
Some participants experienced a struggle to become more independent and move to less restrictive environments due to their perceived risk levels. Some participants found being away from home to be hard and longed to be closer to their families. Around half of the participants did not want to live near their hometown due to family difficulties, negative peer influences or fears of consequences for their sexual offending. Implications for community service planning are considered.
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The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional…
Abstract
Purpose
The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework.
Design/methodology/approach
The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations.
Findings
The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers.
Originality/value
This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.