Sarah Barton, Hayley Porter, Susanne Murphy and Rosemary Lysaght
Social enterprise has the potential to serve as a mechanism of social and economic opportunity for persons experiencing homelessness. This paper aims to identify potential…
Abstract
Purpose
Social enterprise has the potential to serve as a mechanism of social and economic opportunity for persons experiencing homelessness. This paper aims to identify potential outcomes of work integration social enterprises (WISEs) for people who are homeless, at risk of homelessness, or transitioning out of homelessness.
Design/methodology/approach
Searches of 14 databases were completed using keywords and subject headings pertaining to homelessness, social enterprise and employment, respectively. These searches were then combined to identify literature concerning WISEs with homeless populations. The initial search yielded 784 unique articles. Through screening, 29 articles were selected and independently coded to establish themes.
Findings
The analysis identified the potential for WISEs to contribute positively to the lives of the target population in the areas of connection to the community, employment skill building, mental health, personal agency and empowerment, relationship-building, structure and time use, financial stability and housing. There were less positive and mixed findings regarding substance use, crime/delinquency, physical health and transition to mainstream employment. Future research should further explore causal relationships between WISE approaches and strategies and their potential implications for persons emerging from homelessness.
Originality/value
Prior to this research, there have not been any recent publications that synthesize the existing body of literature to evaluate the potential outcomes of WISE participation for homeless populations. This paper lays the groundwork for future empirical studies.
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Lucien Ellington and M. A. McCoy
The objective of this essay is to assist secondary school world history teachers in helping students develop an understanding basic economic concepts through learning about two…
Abstract
The objective of this essay is to assist secondary school world history teachers in helping students develop an understanding basic economic concepts through learning about two successful pre-industrialized economies: The Florentine Republic and Tokugawa Japan. We includes a short introduction about the importance of integrating economic concepts in history instruction; narratives suitable for teachers and many high school students on the economies of the Republic of Florence and Tokugawa Japan; and an annotated list of pedagogical resources suitable for more extensive study of both societies.
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Jason Endacott and Sarah Brooks
Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined…
Abstract
Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.
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Sophie Dennard, Derek K. Tracy, Aaron Beeney, Laura Craster, Fiona Bailey, Anisah Baureek, Michael Barton, Jeanette Turrell, Sarah Poynton, Vafo Navkarov and Radha Kothari
Prisons are uniquely challenging working environments. Staff are often exposed to direct and indirect trauma, impacting negatively on their mental well-being. Due to the limited…
Abstract
Purpose
Prisons are uniquely challenging working environments. Staff are often exposed to direct and indirect trauma, impacting negatively on their mental well-being. Due to the limited research into prison staff experience, this paper aims to explore what staff find most challenging, how they cope, what support they would like and rewarding aspects of their work.
Design/methodology/approach
This service development project was facilitated through a staff well-being event. A qualitative approach was used and 74 staff members provided anonymised responses. An inductive and data-driven approach was used to analyse the data, and the trustworthiness of the analysis was considered using criteria established by Lincoln and Guba (1985).
Findings
Thematic analysis identified six themes, namely, the challenging nature of the work, interactions with prisoners, staff interactions, inadequate resources, staff support and development and coping strategies. Key findings include managing distress, self-harm and violence and limited resources presenting challenges. Role variety and opportunities to support prisoners were reported as positive. A variety of coping strategies were identified. Wider availability of supervision and reflective practice was suggested by staff.
Practical implications
Recommendations for increased staff support are made. Suggestions for future research investigating methods to increase rewarding aspects of work within prisons are given.
Originality/value
This analysis adds to the limited body of qualitative research investigating prison staff experiences; in particular, aspects of the work that they find rewarding such as the role variety and opportunities to make positive changes to prisoners’ lives. Novel coping strategies were identified, including cognitive reframing and behavioural strategies for managing stress, which could be encouraged to increase resilience.
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This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to…
Abstract
This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to express their historical conclusions impact their ability to exhibit empathy? The results of two different types of writing assignments were examined in order to determine whether one is more likely to encourage the display of historical empathy: text written in the first person from the perspective of a historical agent or text written in the third person about the perspectives of historical agents. Data, in the form of student writing samples and interviews, was collected over a two-week period in an eighth-grade social studies classroom. The findings suggest that the way in which students are asked to articulate their historical conclusions can indeed encourage or inhibit their ability to exhibit empathetic regard.
This paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital literacy…
Abstract
Purpose
This paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital literacy practices while in their home.
Design/methodology/approach
Situated in sociocultural theories of learning and development and new literacy studies, the 12-month-long case study examined young children's digital literacy practices in their homes before and during their transition into kindergarten. The article focuses on the data collection of five-year-old twins in their home with their parents, a family the author called the Skywalkers. Data sources included semistructured interviews, participant observations and informal conversations.
Findings
The mother was a low-technology user and preferred her children to engage in nondigital activities. The children were permitted 10 min every other day of “digital time.” The iPhone as a data collection tool provided them with digital access they would otherwise not have. The mother knew the focus of the study was digital engagement and that the iPhone was used for data collection (i.e. photographs and videos). Although the iPhone was intended to be used in establishing rapport and taking photographs, the children frequently asked to video record their play and therefore the iPhone became a distraction.
Originality/value
Given the prevalence of smartphones in Western society, the recruitment of a family with such low-technology use was unforeseen. As digital data collection increases in qualitative research, researchers should not assume that a smartphone is always appropriate for gathering photographic data. This is particularly important when investigating digital literacy practices of families in their homes.
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Tim Haslett, John Barton, John Stephens, Liz Schell and Jane Olsen
The purpose of this paper is to explain the emergent nature of leadership in a university‐based learning network of mature‐aged practitioner‐scholars.
Abstract
Purpose
The purpose of this paper is to explain the emergent nature of leadership in a university‐based learning network of mature‐aged practitioner‐scholars.
Design/methodology/approach
The paper draws on previously published work, interviews, and current research.
Findings
The paper finds that once initial structures have been established, the leadership role falls to different members depending on the needs of the group. Intellectual leadership becomes important in this setting.
Research limitations/implications
The study is drawn from a single case although supported by research done in a similar group in the UK. Research indicates that cohorts and support networks increase success rates in PhD completions. This paper outlines one example of the structures and processes of a successful one.
Practical implications
There is significant leverage for universities in developing the network structures and process, beyond the simple supervisor/student relationship that support doctoral students. It focuses on the contribution a learning network can make to mature‐aged part‐time students.
Originality/value
This paper develops the current literature on supervision of doctoral students.
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Ryan M. Hill, Sarah Pardue-Bourgeois, Kaylee Myichell Perkins and Zain Hussain
Suicidal ideation (SI) is a serious public health concern among youth and young adults in the USA. It is critical to evaluate potential risk and protective factors associated with…
Abstract
Purpose
Suicidal ideation (SI) is a serious public health concern among youth and young adults in the USA. It is critical to evaluate potential risk and protective factors associated with SI among young adults to develop prevention strategies that target novel mechanistic outcomes.
Design/methodology/approach
This study sought to evaluate the association between negative social exchange (NSE) and SI via the framework of the interpersonal theory of suicide. Participants were a diverse sample of N = 243 college students, with a mean age of 19.98 years (SD = 3.15). Participants were predominantly female (68.3%) and Hispanic/Latinx (39.5%), white (21.4%) or multiracial/multiethnic (24.3%). Participants completed survey measures to assess each of the constructs of interest.
Findings
Results indicated a significant indirect effect from NSE to SI via perceived burdensomeness, but not thwarted belongingness.
Originality/value
While individual-level interventions target emotional reactivity and managing emotional responses, larger public health–focused interventions on campus may wish to target reductions in NSE on campus. Future work should evaluate these associations using longitudinal study designs to further evaluate the statistical models.
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The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has…
Abstract
Purpose
The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course?
Design/methodology/approach
This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship.
Findings
Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion.
Originality/value
This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.