Janet Gillespie and Gordon Meyer
Living and living with the postmodern values of diversity,flexibility, voice, humanness, inspirational leadership, shared power,and global sensitivity can result in very different…
Abstract
Living and living with the postmodern values of diversity, flexibility, voice, humanness, inspirational leadership, shared power, and global sensitivity can result in very different outcomes for organizational members. Discusses these potentially contradictory out‐comes. Presents the authors′ personal accounts and reactions to the postmodern production technologies which were used in the development of the article and the lingering questions which have resulted from this process. Implications of greater reliance on technology for diversity and voice are discussed.
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James Weber and Janet Gillespie
Using the Ajzen's Theory of Planned Behavior and Kohlberg's Theory of Moral Development, we look at individual beliefs (What should I do?), intention (What would I do?), and…
Abstract
Using the Ajzen's Theory of Planned Behavior and Kohlberg's Theory of Moral Development, we look at individual beliefs (What should I do?), intention (What would I do?), and actual behaviors (What did I do?) and the rationale used in each instance. Ten of twelve hypotheses are strongly supported and two are moderately supported. This data set shows that significant differences exist between belief and action, belief and intention, and intention and action and the rationales used to support belief, intention, and action differ from one another. Implications for academic research and managerial practice are discussed and research limitations are examined.
Alison McInnes and Janet Walker
Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values…
Abstract
Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values) strong opinions. This chapter explores the theoretical and practical issues of teaching cultural concepts. Colleagues are often left to negotiate the teaching of sensitive issues with little guidance on which to base their approach and educational practices. Therefore using the framework ‘Teaching Sensitive Topics Using Social Positioning’ developed by the authors of this chapter, and illustrative example, the chapter explores the practice of teaching cultural concepts in the curriculum to identify themes related to what can be learned and disseminated. An analysis of international social work (SW) is drawn on to think critically about education and the cultural appropriateness of the theories, practices and competencies utilised. The authors draw on their own knowledge and experiences as registered SW’s/educators/academics/researchers, and their own teaching in relation to sensitive topics at local, national and international levels.
Our experiences, whilst based on teaching in other countries, highlight a range of considerations for all educators in teaching sensitive topics. There is a need to learn from these lessons when adopting cultural concept practices to develop curricula. We recommend adopting reflexivity, flexibility, openness, empathy, and emotional intelligence, which should allow colleagues to teach culturally sensitive subjects by forging transcultural understandings and critically applying these understandings to their own culture.
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David Nichol, William McGovern and Ruth McGovern
Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to…
Abstract
Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.