The association between motorcycles and sex, and motorcycles and action, is highly gendered and very few action films star women on motorcycles. This chapter examines little-known…
Abstract
The association between motorcycles and sex, and motorcycles and action, is highly gendered and very few action films star women on motorcycles. This chapter examines little-known Australian film, Shame (1988) and the American made-for-television remake Shame (1992) as rare examples of films starring heroic women on motorcycles. The protagonist of both films is a motorbike-riding lawyer (Cadell) who rides into a country town blighted by an endemic rape culture. The film(s) have been largely overlooked in critical discussions about gender and action films. This chapter utilises scholarship about gender and action films, and about the rape revenge genre to explore how Cadell is cast as feminist avenger and agent of change. Rather than being a bombshell or a babe, in the tradition of Ellen Ripley and Sarah Connor, Cadell is a tough action chick who embodies (female) heroism. She, as Sara Ahmed (2017) would describe it, snaps, and that snap prompts viewers to examine misogyny, rape, revenge and shame.
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The paper seeks to explore the implications of a critical approach to theory and method in the study of social enterprises and social entrepreneurship.
Abstract
Purpose
The paper seeks to explore the implications of a critical approach to theory and method in the study of social enterprises and social entrepreneurship.
Design/methodology/approach
The paper presents a re‐reading of the findings in a major case‐study based research programme. The author reflexively re‐evaluates the findings and compares them to different theoretical traditions to identify whether these theoretical lenses shed further insight on the raw findings.
Findings
The analysis indicates that the theoretical perspectives of “contractualism”, “managerialism” and “agencification” are good explanatory frameworks for the data produced in the research but so too are “militant decency”, “social movements” and “post‐liberal” theories. As well as illustrating the limits of knowledge, the exercise also indicates that the apparent weakness and failure identified in the case studies are evidence of a “recalcitrance and resistance” that is essential to the emerging identity of the social enterprises.
Practical implications
The paper highlights the importance of being honest to the complexity and ambiguity of data produced in field research and that some important findings can be missed when “outlier” data are ignored. The re‐evaluation of data on this basis also indicates that weakness and failure in social enterprises should not be avoided and worked out of the system. Rather, operating in the context of weakness, failure, recalcitrance and passivity are the grit in the pearl that make social enterprise so valuable.
Originality/value
The paper contributes, in its critical theory approach, to method and analysis in the field of social enterprise research. The paper indicates that no single theoretical structure fully explains social enterprise and that existing critical management theories shed significant new light on the field. The paper, in applying an experimental approach to theory, also highlights the small amount of work that has been done in the field on failure, doubt, weakness and humility.
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Timothy Curtis, Jan Herbst and Marta Gumkovska
The purpose of this paper is to explore the notion, and dynamics, of trust between social enterprises and the public sector in two different cultural contexts. The strategy was to…
Abstract
Purpose
The purpose of this paper is to explore the notion, and dynamics, of trust between social enterprises and the public sector in two different cultural contexts. The strategy was to ask very simple and broad questions of a number of people in the social enterprise/public sector nexus, and allow them to talk. This talk was recorded and analysed for patterns and insights. This paper looks in detail at one of the insights derived from this wealth of data and makes a startling claim, one that needs further investigation and thought, that in social enterprises, trust precedes performance.
Design/methodology/approach
The research is based on grounded theory and comprises a series of semi‐structured interviews based on a common framework undertaken in two countries – the UK and Poland. The interviews were transcribed and then coded by the two teams independently and key insights recorded.
Findings
The research indicated an unsolicited pre‐occupation with trust relationships between the social enterprises and the public sector organisations. The research suggests that trust precedes performance, in that the public sector partner extended a trust relationship before the organisation was able to demonstrate their track record. This challenges EU public procurement rules which require that an organisation demonstrates competency and track record before a contract is let.
Research limitations/implications
Grounded theory by necessity provides insights on which to build theory rather than to prove theory. This research project did not have the resources to develop a questionnaire that could indicate whether the findings are wide spread and therefore robust.
Practical implications
Trust is an under‐theorised resource in the literature on social capital. This research begins to conceptualise trust as an essential resource for social enterprises in the startup, and may prompt social enterprise practitioners to consider trust as a non‐financial resource in their business planning. The insights derived from this field provide some notes of guidance to public sector agents working with social entrepreneurs to understand the trust resources required, and the limits to that trust, and the impact of bureaucratisation on the socially entrepreneurial startup.
Originality/value
This paper builds on existing literature on social capital and inter‐organisational trust but extends it in a unique manner to the body of social entrepreneurship literature.
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Bethany Alden Rivers, Alejandro Armellini and Ming Nie
The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across…
Abstract
Purpose
The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton.
Design/methodology/approach
The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories.
Findings
Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker.
Research limitations/implications
The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning.
Practical implications
The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice.
Originality/value
The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.
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P. Tim Martindell, Cheryl J. Craig and Chestin T. Auzenne-Curl
This chapter revolves around a Zoom conversation between Tim Martindell and Cheryl Craig to which Chestin T. Auzenne-Curl added field-based evidence and reflective comments. The…
Abstract
This chapter revolves around a Zoom conversation between Tim Martindell and Cheryl Craig to which Chestin T. Auzenne-Curl added field-based evidence and reflective comments. The exchange between Martindell and Craig had to do with how Tim facilitated the Writers in the Schools (WITS) writers in conjunction with Tina and Maryann who led the WITS Collaborative. The embedded snapshots and excerpts stemmed from the field notes we accumulated during the life of the project. The conversation discusses some of the fine points of facilitation as well as the boundary areas where what unfolds fringes on the unknown. Near the end, hope for the future is discussed.
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Michaelann Kelley and Gayle A. Curtis
Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” …
Abstract
Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.