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Article
Publication date: 29 September 2022

Michelle Reidel and Cinthia Salinas

The purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of…

126

Abstract

Purpose

The purpose of this self-study is to investigate how critically examining our emotions as social studies teacher educators (SSTEs) can inform practice and further the project of moving race from the margins of social studies curricula.

Design/methodology/approach

This self-study's design includes the use of multiple data collection methods and continuous dialogue with Chris who served as Macy's critical friend. The authors independently analyzed the data following the same procedure with each data set and then utilized a constant comparative method to reconcile our coding.

Findings

The findings point to the importance of critical emotional reflexivity in any effort to reposition race as central rather than peripheral to teaching and learning social studies content.

Originality/value

This study is not under review with another journal.

Details

Social Studies Research and Practice, vol. 17 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 March 2011

Michelle Reidel and Cinthia Salinas

This study contributes to existing scholarship on democratic education by focusing explicitly on the affective dynamics of teaching with and for discussion. More specifically, the…

888

Abstract

This study contributes to existing scholarship on democratic education by focusing explicitly on the affective dynamics of teaching with and for discussion. More specifically, the purpose of this research is to critically analyze the first author’s efforts to address the role of emotion in democratic dialogue within the context of classroom-based discussions and the work of preparing future social studies educators for their role as discussion facilitators. We found that despite the instructor’s stated goals and her efforts to teach about the constructive role of emotion in learning to communicate across difference, overall, students continued to judge dispassionate and disembodied speech acts as appropriate, while expressions of anger, frustration, or exaspe-ration were judged inappropriate. More specifically, if a female student spoke with anger or frustration during class discussions, her concerns, ideas, and questions tended to be ridiculed, ignored, or dismissed, while the same emotional rule did not apply to male students. If our intent is to facilitate communication across difference, we must actively attend to the ways in which social hierarchies inform discussion by carefully considering how emotional expression and experiences are positioned.

Details

Social Studies Research and Practice, vol. 6 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 10 August 2012

Julian Vasquez Heilig, Michelle Young and Amy Williams

The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability's theory of…

3132

Abstract

Purpose

The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability's theory of action intuitively seemed plausible, at the point of No Child Left Behind's national implementation, little empirical research was available to either support or critique accountability claims or to predict the long‐term impact of accountability systems on the success of at‐risk students and the schools that served them. The purpose of this paper is to analyze the work and perceptions of school teachers and leaders as they seek to meet the requirements of educational accountability.

Design/methodology/approach

Interviews with 89 administrators, staff and teachers revealed a variety of methods utilized to manage risks associated with low test scores and accountability ratings.

Findings

The findings reported in this paper challenge the proposition that accountability improves the educational outcomes of at‐risk students and indicates that low‐performing Texas high schools, when faced with the press of accountability, tend to mirror corporate risk management processes, with unintended consequences for at‐risk students. Low‐scoring at‐risk students were often viewed as liabilities by school personnel who, in their scramble to meet testing thresholds and accountability goals, were at‐risk student averse – implementing practices designed to “force kids out of school.”

Originality/value

In this paper, the authors use theory and research on risk management to analyze the work and perceptions of school teachers and leaders as they seek to meet the requirements of educational accountability. This paper is among the first to use this particular perspective to conceptualize and understand the practices of educational organizations with regards to the treatment of at‐risk students attending low‐performing high schools in the midst of accountability.

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Article
Publication date: 7 June 2019

Shelby D. Hunt

The purpose of this paper is to provide a retrospection on the importance, origins and development of the research programs in the author’s career.

458

Abstract

Purpose

The purpose of this paper is to provide a retrospection on the importance, origins and development of the research programs in the author’s career.

Design/methodology/approach

The study uses an autobiographical approach.

Findings

Most of the articles, research monographs and books that constitute this research and publishing efforts can be categorized into seven distinct, but related, research programs: channels of distribution; marketing theory; marketing’s philosophy debates; macromarketing and ethics; relationship marketing; resource-advantage theory; and marketing management and strategy. The value system that has guided these research programs has been shaped by specific events that took place in the author’s formative years. This essay chronicles these events and the origins and development of the seven research programs.

Originality/value

Chronicling the importance, origins and development of the seven research programs will hopefully motivate and assist other scholars in developing their own research programs.

Details

Journal of Historical Research in Marketing, vol. 11 no. 1
Type: Research Article
ISSN: 1755-750X

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Book part
Publication date: 31 March 2010

David Prochaska

This chapter is an exercise in speaking, letting individuals speak for themselves insofar as possible. As Marx famously put it, “they cannot represent themselves, they must be…

Abstract

This chapter is an exercise in speaking, letting individuals speak for themselves insofar as possible. As Marx famously put it, “they cannot represent themselves, they must be represented.” The “they” were peasants, potato farmers in 1840s France, and by extension peasants, workers, and other lower class groups, not to mention women and minorities who rarely made it into the historical record, and even more rarely in their own words. To give “voice to the voiceless,” as the now old new social historians of the 1960s and 1970s put it, I consciously include here numerous speakers, arranged in two sets of different voices: quotes in the text and endnotes to further document and amplify points. With this plethora of voices, the aim is not to complicate but to speak clearly, listen carefully, and engage respectfully. To multiply the speakers speaking is the single best way to make two primary points concerning what is most important about the Chief Illiniwek mascot controversy: that the sheer number of individuals speaking out is in itself significant, and that this community colloquy all comes down to identity – who we are, individual identity, communal identity.

Details

Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-84950-961-9

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