Rebecca Rogers, Martille Elias, LaTisha Smith and Melinda Scheetz
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy…
Abstract
Purpose
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).
Design/methodology/approach
We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.
Findings
Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.
Originality/value
This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.
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This paper aims to share findings from an interview study with literacy educators who are working together to imagine and build a transformative, humanizing and expansive…
Abstract
Purpose
This paper aims to share findings from an interview study with literacy educators who are working together to imagine and build a transformative, humanizing and expansive education.
Design/methodology/approach
Appreciative inquiry is a design and process that seeks ways to discover the potential of educators while also affirming what exists and using these insights to strengthen collective efforts (Cooperrider and Srivastva, 1987).
Findings
The educators’ narratives of solidarity provide us a window to see the collaborative transformative practices that create networks for educational justice. A model of expansive learning and solidarity is introduced.
Research limitations/implications
While the focus in this paper has been on one social justice network, the author’s intention has been to describe and interpret the broader processes of expansive learning, collaborative transformative practices and narratives of solidarity.
Practical implications
This study offers a unique, contextualized perspective of educators working together to create social justice literacies and the kinds of learning communities that are necessary to do so.
Social implications
Identifying the conditions necessary to build and sustain a network of social justice educators can promote the expansion of such networks.
Originality/value
Few studies have focused on literacy educators' narratives of solidarity and the thematic contours of solidarity in educational contexts. Further, this paper links the concepts of agency and solidarity.
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Agnès Vandevelde-Rougale and Patricia Guerrero Morales
This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and…
Abstract
This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.
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The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and…
Abstract
Purpose
The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students’ identity and cultural values.
Design/methodology/approach
This transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework.
Findings
The author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances.
Practical implications
The findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities.
Originality/value
These findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.
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Mirit Rachamim and Lily Orland-Barak
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university…
Abstract
Purpose
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.
Design/methodology/approach
Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.
Findings
Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.
Practical implications
The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.
Originality/value
The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.
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Heather Clark, Frederic Dimanche, Rebecca Cotter and Donna Lee-Rosen
This paper aims to provide perspectives on human capital challenges for the events industry in Canada. Industry and educator perspectives are featured in two segments of the paper.
Abstract
Purpose
This paper aims to provide perspectives on human capital challenges for the events industry in Canada. Industry and educator perspectives are featured in two segments of the paper.
Design/methodology/approach
This paper provides an overview of the events sector in Canada and includes a literature review clarifying key definitions and terms. Industry and educator perspectives highlight ongoing discussions related to some of the human capital challenges identified in the paper.
Findings
This paper explores challenges related to human capital such as the pressures of working in the events industry and finding a work – life balance given the demands of the profession. Human capital challenges related to the preparedness of professionals and the need for continued certification and training are also discussed. A potential solution considers licensing and industry-wide certification. Consideration of the benefits and requirements of industry-wide certification and licensing is ongoing.
Practical implications
This paper emphasizes the need for cooperation between industry and educators to ensure that new events professionals have the necessary skills training and can recognize the need to contribute to the events industry throughout their careers.
Originality/value
This paper considers perspectives from education and industry and emphasizes challenges that are relevant and current for existing and future events professionals in Canada.
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The purpose of this article is to offer an overview of the prestigious Jason Kinsey Award given by the National Association for School-University Partnerships (NASUP). The article…
Abstract
Purpose
The purpose of this article is to offer an overview of the prestigious Jason Kinsey Award given by the National Association for School-University Partnerships (NASUP). The article outlines the history and purpose, chronicles previous winners, and celebrates the 2024 honoree.
Design/methodology/approach
This article highlights recent winners of NASUP’s Jason Kinsey Award.
Findings
Due to the nature of this piece, there are no research findings. The article explains the history of the award, chronicles the winners over the years, and honors the most recent award recipient.
Originality/value
This article draws additional attention to this exemplary partnership work and may inspire future nominations.
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Leslie Rogers, Megan Burke, Leslie Laud and Rebecca Herricks
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in…
Abstract
Purpose
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.
Design/methodology/approach
The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.
Findings
Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.
Originality/value
Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.
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Amy L. Brownlee and Britt Isaac Beda
Lauren Tate began a new career at a new organization. Based on information she learned in a recent MBA Leadership course, Lauren approached her new workplace with the goal of…
Abstract
Case description
Lauren Tate began a new career at a new organization. Based on information she learned in a recent MBA Leadership course, Lauren approached her new workplace with the goal of being more strategic in her interpersonal interactions. She focussed on identifying and building sources of power in this new career and proactively managed her evolving relationships. At some levels, she was very successful and effective but some relationships were characterized by stress. The case asks students to analyze Lauren's actions to determine which were effective and how her actions could have been even more effective.