John H. Bickford, Megan Lindsay and Ryan C. Hendrickson
History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and…
Abstract
Purpose
History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books.
Design/methodology/approach
The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding.
Findings
Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear.
Research limitations/implications
Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents.
Practical implications
Practical suggestions, such as how to address misrepresentations using primary sources, are offered.
Originality/value
Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.
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Jane Beck and Sally Beck
Few of us receive adequate training in motherhood. Ironically, there is a wealth of information: there are the examples of our own mothers to accept or reject; there are courses…
Abstract
Few of us receive adequate training in motherhood. Ironically, there is a wealth of information: there are the examples of our own mothers to accept or reject; there are courses in child care which teach the technical skills—for instance, how to bath the baby without dropping or drowning the poor thing; the baby books tell us what to do for nappy rash and just about every other childhood ailment; child psychologists, general practitioners, and uncle Tom Cobley and all tell us ‘not to worry’.
Denise Maria Conroy, Amy Errmann, Jenny Young and Ilaisaane M.E. Fifita
This research aims to gain insight into how consumers interact with a commercially available genetic nutrition programme, DNAfit, to explore health change via an intervention.
Abstract
Purpose
This research aims to gain insight into how consumers interact with a commercially available genetic nutrition programme, DNAfit, to explore health change via an intervention.
Design/methodology/approach
Focus groups were conducted between June and October 2019, pre-, during- and post-intervention, with a total sample of 14 younger (aged 25–44 years) and 14 mature (aged 45–65 years) cohorts from New Zealand. Qualitative thematic analysis was completed with the help of NVivo software.
Findings
Younger participants in this study engaged less overall with DNAfit, felt the service did not match their lifestyles and did not encourage their believability of genetic personalised nutrition (GPN). In contrast, mature participants had positive engagement with GPN, as their motivation to use the service fit with their motivation for longevity. Overall, social uptake in health changes based on GPN is likely to depend on life stage.
Originality/value
This paper adds to limited social marketing research, which seeks novel avenues to explore how consumers engage with GPN technologies to drive social change, assisting social marketers on how to more effectively deliver health programmes that allow consumer-driven interaction to build health capabilities.
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Naomi Smith, Marianne Clark and Clare Southerton
The ‘fit healthy’ body has been invoked in popular discourse as far less vulnerable to communicable diseases like the novel coronavirus both in mainstream accounts of the pandemic…
Abstract
The ‘fit healthy’ body has been invoked in popular discourse as far less vulnerable to communicable diseases like the novel coronavirus both in mainstream accounts of the pandemic and in more fringe anti-vaccine discourse. Those opposed to vaccination argue the management of the body through diet and exercise allows for natural immune processes to manage COVID-19. This chapter interrogates anti-vaccine sentiment in Western countries such as Australia, Canada, the United Kingdom and the United States to demonstrate the pervasiveness of discourses that position the maintenance of a ‘fit healthy’ ideal body as an alternative to preventative medicine such as vaccines. Drawing on several key examples, this conceptual chapter explores the ways bodily ‘wellness’ became a part of vaccine hesitancy discourse during the pandemic, as risk is balanced through calculations of what vaccines might ‘do’ to a body and the body’s capacity to respond to illness.
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Christina M. Tschida and Lisa Brown Buchanan
Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through…
Abstract
Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.
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Amidst budget crises of epidemic proportion, Pasadena citizens recently chose to save the Pasadena Public Library by overwhelmingly voting for a special library tax. The process…
Abstract
Amidst budget crises of epidemic proportion, Pasadena citizens recently chose to save the Pasadena Public Library by overwhelmingly voting for a special library tax. The process of achieving this remarkable victory for libraries was twofold — a volunteer task force study with recommendation of alternatives and a grass roots campaign to pass the proposed referendum. Elements of that campaign consisted of fundraising, volunteers, community support, absentee ballots, telephone surveys, publicity, and library staff participation.
Gemma Burgess, Mihaela Kelemen, Sue Moffat and Elizabeth Parsons
This paper aims to contribute to understandings of the dynamics of marketplace exclusion and explore the benefits of a performative approach to knowledge production.
Abstract
Purpose
This paper aims to contribute to understandings of the dynamics of marketplace exclusion and explore the benefits of a performative approach to knowledge production.
Design/methodology/approach
Interactive documentary theatre is used to explore the pressing issue of marketplace exclusion in a deprived UK city. The authors present a series of three vignettes taken from the performance to explore the embodied and dialogical nature of performative knowledge production.
Findings
The performative mode of knowledge production has a series of advantages over the more traditional research approaches used in marketing. It is arguably more authentic, embodied and collaborative. However, this mode of research also has its challenges particularly in the interpretation and presentation of the data.
Research limitations/implications
The paper highlights the implications of performative knowledge production for critical consumer learning. It also explores how the hitherto neglected concept of marketplace exclusion might bring together insights into the mechanics and outcomes of exclusion.
Originality/value
While theatrical and performative metaphors have been widely used to theorise interactions in the marketplace, as yet the possibility of using theatre as a form of inquiry within marketing has been largely neglected. Documentary theatre is revealing of the ways in which marketplace cultures can perpetuate social inequality. Involving local communities in the co-production of knowledge in this way gives them a voice in the policy arena not hitherto fully addressed in the marketing field. Similarly, marketplace exclusion as a concept has been sidelined in favour of marketplace discrimination and consumer vulnerability – the authors think it has the potential to bring these fields together in exploring the range of dynamics involved.
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Mick J. Bloor and Neil P. McKeganey
Therapy is reflexive but not synonymous with therapists' accounting practices. It is displayed and engenders dominance but it is not an institutional rhetoric or a mechanism of…
Abstract
Therapy is reflexive but not synonymous with therapists' accounting practices. It is displayed and engenders dominance but it is not an institutional rhetoric or a mechanism of social control. Six properties of therapeutic work are enumerated — reflexiveness, interpretativeness, interventionalism, domination, habituation tendencies and selectivity. All apart from reflexiveness are subject to differences of form and extension in different therapeutic communities. These variations in therapeutic work and communities can be empirically mapped. Such a conception of therapeutic work may have applications to therapeutic work outside the therapeutic communities and any other institutional setting. Two data extracts empirically ground the discussion.