Karyn A. Allee-Herndon, Annemarie B. Kaczmarczyk and Rebecca Buchanan
The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their…
Abstract
Purpose
The purpose of this paper is to examine undergraduate elementary education teacher candidates’ abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed.
Design/methodology/approach
This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development.
Findings
Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates’ awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices.
Originality/value
Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.
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Ruth Buchanan and Rebecca Johnson
Law and Film both enjoy the power to mediate the social imaginary. Here, we explore the resonance of this insight in the register of affect and intensity, movement, and change…
Abstract
Law and Film both enjoy the power to mediate the social imaginary. Here, we explore the resonance of this insight in the register of affect and intensity, movement, and change. This demands a different approach to doing theory. As Andrew (1976, pp. 66–67) argues, ‘film is not a product but an organically unfolding creative process in which the audience participates both emotionally and intellectually.’ Seeing a film is not just an exercise in imagining alternatives; it is an unfolding experience in time. It is an event shaded with particular embodied dimensions: one's heart races, pupils contract, skin shivers, muscles tense. Involuntary sensations of nausea or vertigo combine with cognitive responses to produce the lived experience of viewing a particular film that is incorporated into one's sensibility, sometimes very powerfully. It is not just that the mind has spent time in a darkened theatre. The body has also had an affect-laden auditory, visual, and tactile encounter. The affect-rooted experience of the film is a piece of the subject's past, its history, its self. This is another way to understand how film not only represents the world, but participates in its making.
Patricia Ahmed, Rebecca Jean Emigh and Dylan Riley
A “state-driven” approach suggests that colonists use census categories to rule. However, a “society-driven” approach suggests that this state-driven perspective confers too much…
Abstract
A “state-driven” approach suggests that colonists use census categories to rule. However, a “society-driven” approach suggests that this state-driven perspective confers too much power upon states. A third approach views census-taking and official categorization as a product of state–society interaction that depends upon: (a) the population's lay categories, (b) information intellectuals' ability to take up and transform these lay categories, and (c) the balance of power between social and state actors. We evaluate the above positions by analyzing official records, key texts, travelogues, and statistical memoirs from three key periods in India: Indus Valley civilization through classical Gupta rule (ca. 3300 BCE–700 CE), the “medieval” period (ca. 700–1700 CE), and East India Company (EIC) rule (1757–1857 CE), using historical narrative. We show that information gathering early in the first period was society driven; however, over time, a strong interactive pattern emerged. Scribes (information intellectuals) increased their social status and power (thus, shifting the balance of power) by drawing on caste categories (lay categories) and incorporating them into official information gathering. This intensification of interactive information gathering allowed the Mughals, the EIC, and finally British direct rule officials to collect large quantities of information. Our evidence thus suggests that the intensification of state–society interactions over time laid the groundwork for the success of the direct rule British censuses. It also suggests that any transformative effect of these censuses lay in this interactive pattern, not in the strength of the British colonial state.
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Janin Karoli Hentzen, Arvid Hoffmann, Rebecca Dolan and Erol Pala
The objective of this study is to provide a systematic review of the literature on artificial intelligence (AI) in customer-facing financial services, providing an overview of…
Abstract
Purpose
The objective of this study is to provide a systematic review of the literature on artificial intelligence (AI) in customer-facing financial services, providing an overview of explored contexts and research foci, identifying gaps in the literature and setting a comprehensive agenda for future research.
Design/methodology/approach
Combining database (i.e. Scopus, Web of Science, EBSCO, ScienceDirect) and manual journal search, the authors identify 90 articles published in Australian Business Deans Council (ABDC) journals for investigation, using the TCCM (Theory, Context, Characteristics and Methodology) framework.
Findings
The results indicate a split between data-driven and theory-driven research, with most studies either adopting an experimental research design focused on testing the accuracy and performance of AI algorithms to assist with credit scoring or investigating AI consumer adoption behaviors in a banking context. The authors call for more research building overarching theories or extending existing theoretical perspectives, such as actor networks. More empirical research is required, especially focusing on consumers' financial behaviors as well as the role of regulation, ethics and policy concerned with AI in financial service contexts, such as insurance or pensions.
Research limitations/implications
The review focuses on AI in customer-facing financial services. Future work may want to investigate back-office and operations contexts.
Originality/value
The authors are the first to systematically synthesize the literature on the use of AI in customer-facing financial services, offering a valuable agenda for future research.
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Joy L. Hart, Mary Bryk, Leigh E. Fine, Keith Garbutt, Jonathan Kotinek and Rebecca C. Bott-Knutson
Applying practices from online role-playing games with multiple players, we employed Reacting to the Past (RTTP) pedagogy to engage students at several universities in a…
Abstract
Purpose
Applying practices from online role-playing games with multiple players, we employed Reacting to the Past (RTTP) pedagogy to engage students at several universities in a multi-week experience. As a pedagogical method, RTTP is ripe for potential use across an array of leadership education initiatives, including interinstitutional collaborations.
Design/methodology/approach
In this essay, we describe this student learning and engagement experience as well as address innovations and potential applications in similar leadership education contexts, preliminary student and facilitator feedback and lessons learned.
Findings
As part of The Justice Challenge’s eight-week Colloquium, students developed an understanding of food justice, systems thinking and transdisciplinary collaboration, as well as skills in perspective-taking, persuasion and teamwork. Through the RTTP gameplay, students engaged firsthand with multiple perspectives and goals, differing ways of interpreting information and situations, diverse factions and political pressures.
Originality/value
We believe our use of RTTP in The Justice Challenge is novel for two reasons. First, although RTTP fits remarkably well with the basic philosophy of honors education, it is less explored as a pedagogical approach in leadership education contexts. Second, our use of RTTP in an online, multi-institutional program highlights it as a useful pedagogical tool to foster leadership learning that can work regardless of group size or modality.
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Lily Hunter and Sarah A. Buchanan
The authors ask the question of how libraries can advocate for themselves and for those who most need the library during the pandemic, and evaluate how the authors adapt to a…
Abstract
Purpose
The authors ask the question of how libraries can advocate for themselves and for those who most need the library during the pandemic, and evaluate how the authors adapt to a future of helping underserved and underrepresented populations in new ways after it subsides.
Design/methodology/approach
Using data currently being provided by the Center for Disease Control and Prevention (CDC) and other sources, prior issue analyses dealing with library programs and advocacy, and lessons from a few dystopian novels, the authors lay out the political and social implications of the coronavirus on libraries now and in the future.
Findings
Because the coronavirus disease 2019 (COVID-19) pandemic shut down physical library buildings everywhere, forcing extremely slow re-openings and decimating library programs, conversation is building now on how libraries will overcome its massive blow. Underrepresented populations who most need library information (namely, the homeless, Native Americans, Black and Hispanic peoples among others) are suffering disproportionately from the pandemic and its aftereffects that are just beginning to reverberate.
Originality/value
This paper presents a viewpoint backed by lessons from American history, specifically the Civil Rights Movement, and the dystopian novel 1984 by George Orwell. Currently, the conversations around what will happen to libraries are limited, but will hopefully grow as libraries (and the rest of the world) attempt to move forward in an unprecedented situation.
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Rebecca Chunghee Kim, Hugh Scullion, Mohan V. Avvari, Stefan Jooss and Helal Uddin
The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.
Abstract
Purpose
The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders.
Design/methodology/approach
Using quantitative and qualitative methods, the authors analyzed 240 CEO statements in 120 multinational enterprises from six countries (France, India, Japan, South Korea, UK, USA), pre- and mid-COVID-19.
Findings
Results show that CEO emphasis on inclusive leadership increased during the pandemic. More substantively, the authors identify three key behaviors of inclusive leadership – fidelity, calmness and collective resilience.
Originality/value
The authors provide empirical evidence of inclusive leadership behaviors by global business leaders. In doing so, the authors integrate inclusive leadership into societally engaged international business research.
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Lisa Buchanan, Cara Ward, Donyell Roseboro and Denise Ousley
This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use…
Abstract
Purpose
This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.
Design/methodology/approach
The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.
Findings
Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.
Originality/value
This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.