Lisa Potter and Gary R. Potter
The question of “taking sides” has received a lot of attention within qualitative criminology. Much of this has focused on the moral-philosophical or value-laden aspects of taking…
Abstract
Purpose
The question of “taking sides” has received a lot of attention within qualitative criminology. Much of this has focused on the moral-philosophical or value-laden aspects of taking sides, following Becker's 1967 essay “whose side are we on”. However, the question of taking sides also has methodological implications, especially for qualitative researchers who wish to study multiple sides of a criminological problem, such as the perspectives of offenders and law enforcement around a particular illegal activity.
Design/methodology/approach
This paper considers some of the practical, ethical and analytical challenges of studying illegal markets from opposing sides – the market participants' perspective on one side and law enforcement on the other. It outlines the advantages of researching both sides: the improved validity and reliability that comes with exploring and trying to reconcile different perspectives and the potential this has for developing theory and policy. It then explores the challenges researchers may face when trying to engage with opposing sides in qualitative fieldwork.
Findings
The paper pays particular attention to some practical and ethical questions researchers may face in this situation: who to research first, whether to be open about researching both sides and whether researchers should ever share information they have received from one side with their participants from the other side.
Originality/value
The authors do not offer absolute answers to these questions. Rather, the authors aim to outline some of the factors researchers may need to consider when juggling qualitative research involving participants on both sides of the law.
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The purpose of this paper is to argue that the use of legally and ethically dubious methods in ethnography can sometimes be justified in the pursuit of new knowledge. The paper…
Abstract
Purpose
The purpose of this paper is to argue that the use of legally and ethically dubious methods in ethnography can sometimes be justified in the pursuit of new knowledge. The paper offers reflections on the risks that participatory methods of enquiry can bring upon both researcher and research participants, particularly in terms of the physical and reputational risks that researchers must face when adopting ethnographic methods in unwelcoming research environments.
Design/methodology/approach
Ethnographic methods, specifically participant observation (PO), were adopted to penetrate a gang of criminal ticket touts in the UK through a gatekeeper who provided access to knowledge and experience.
Findings
Pushing the legal and ethical boundaries of research is not only justifiable, but sometimes necessary in the discovery of new, socially valuable and otherwise unobtainable knowledge. Ethnographic research and PO are the only methods through which it is possible to gauge an understanding and appreciation, and thus present a valid depiction, of deviant and hard to access groups. As such, the use of these methods can sometimes be justified, within certain parameters.
Originality/value
This research adopts ethnographic methods in the under-researched and topical area of black market ticket touting in the UK. Ethnography alone, through an “internal” understanding of the participants’ viewpoints, can reveal that much of what is discussed in the media and in Parliament is inaccurate. The paper builds on the existing literature on touting and on conducting illegal research, and offers reflections on why these methods can sometimes be justified.
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In this chapter, the author shares almost 2 decades of experience as Director of Colonial Day at the Oklahoma State Capitol in guiding students' storytelling and historical…
Abstract
In this chapter, the author shares almost 2 decades of experience as Director of Colonial Day at the Oklahoma State Capitol in guiding students' storytelling and historical interpretation. Storytelling provides specific benefits in the classroom, including increased student interest, creativity, citizenship, and awareness of heritage and history. The author explains the pedagogical and curricular value of storytelling and historical interpretation activities; she provides a strong rationale for involving students in both processes for engagement and also as a multimodal learning method. Potter shows how to develop an effective instructional sequence that addresses not only assessment but also student motivation and creativity. Modeling storytelling and historical interpretation for students prepares them to take the next steps in research and development for their own presentations that incorporate language arts, social studies, civics, and critical thinking skills. The author provides detailed suggestions on directing student performances at the community and state levels, which in turn foster a sense of personal achievement and external recognition for their work. This chapter includes resources and strategies to support students in choosing historical figures and stories for their projects, in conducting research, in story mapping, and in identifying performance criteria. At the performance level, the author offers tips on coaching students effectively and using media. She concludes with recommendations on how to showcase student work at the school and state levels, to build parent involvement, and to manage funding and publicity.
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Cheryl Yandell Adkisson, Ron Adkisson, Sheila Dolores Arnold, Jill Balota Cross, William J. Fetsko, Theodore D. R. Green, Valarie Gray Holmes, Christy L. Howard, Lawrence M. Paska, Teresa Potter, Jocelyn Bell Swanson, Kathryn L. Ness Swanson, Darci L. Tucker and Dale G. Van Eck
This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes…
Abstract
This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.
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The introduction presents the challenges of teaching history and social studies within a society that questions why we should learn about the past. It summarizes federal…
Abstract
The introduction presents the challenges of teaching history and social studies within a society that questions why we should learn about the past. It summarizes federal legislation and funding that have both expanded and limited history education at various times. It suggests that historical interpretation and performance are ways to engage students in their ability to make meaning of the past and engage in inquiry, at a time when student access to historical information and media is often overwhelming. The introduction concludes with a summary of all chapters as they advance a process for historical inquiry through storytelling and interpretation.
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Lisa Fedina, Bethany L. Backes, Hyun-Jin Jun, Jordan DeVylder and Richard P. Barth
The purpose of this paper is to understand the relationship among police legitimacy/trust and experiences of intimate partner violence (IPV), including victims’ decisions to…
Abstract
Purpose
The purpose of this paper is to understand the relationship among police legitimacy/trust and experiences of intimate partner violence (IPV), including victims’ decisions to report IPV to police and police responses to IPV.
Design/methodology/approach
Data were drawn from the 2017 Survey of Police–Public Encounters II – a cross-sectional, general population survey of adults from New York City and Baltimore (n=1,000). Regression analyses were used to examine associations among police legitimacy/trust, IPV exposure, police reporting of IPV, and perceived police responses to IPV and interaction effects.
Findings
Higher levels of IPV exposure were significantly associated with lower levels of police legitimacy/trust; however, this relationship was stronger among African–American participants than non-African–American participants. Higher levels of police legitimacy/trust were significantly associated with more positive police responses to IPV and this relationship was stronger among heterosexual participants than sexual minority participants.
Research limitations/implications
Future research should examine prospective relationships to understand causal mechanisms linking individual perceptions of police legitimacy/trust, experiences with IPV and victims’ interactions with police.
Practical implications
Low levels of legitimacy/trust between police and citizens may result, in part, if police are engaged in negative or inadequate responses to reports of IPV. Police–social work partnerships can enhance effective police responses to IPV, particularly to racial/ethnic and sexual minority individuals.
Originality/value
This study provides empirical evidence linking police legitimacy/trust to the experiences of IPV and perceived police responses to reports of IPV, including important group differences among victims based on race/ethnicity and sexual orientation.
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The purpose of this paper is to investigate supplier interfaces in technological development.
Abstract
Purpose
The purpose of this paper is to investigate supplier interfaces in technological development.
Design/methodology/approach
The theoretical framework is based on the industrial network approach and, in particular, the concept of supplier interfaces (standardized, specified, translational and interactive). The empirical study consists of a case study of a supplier relationship between an established truck manufacturer and one of its partners in technological development. This supplier relationship has its base in joint projects on developments in automation.
Findings
The empirical study provides evidence of three types of interfaces that are characteristic of technological development and discusses their development and how they are used in combination. The three types are follows: specified, translational and interactive. The conclusions show that developing an interface from specified to translational or interactive is challenging and technological development characterized by uncertainty may call for certain interfaces that are not of value in other settings, such as industrial production.
Originality/value
By applying the interface concepts to technological development in collaboration with suppliers and related identifying characteristic interfaces, this paper aims to extend the literature on how suppliers can be engaged in uncertain endeavours such as development projects.