Search results

This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.

This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).

Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.

The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.

Researchers examine the new landscape of higher education, which is changing and evolving in the twenty-first century, as many non-traditional students, especially learners with physical disabilities, are “knocking on the door of higher education” (Harbour and Madaus, 2011, p. 1). Students with physical disabilities must decide how they desire to become engaged (or not) in campus life. This study also provides a theoretical lens of the moral responsibility of the multicultural academic community. Thus, the purpose of this study is to present findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived experiences will require openness for inclusive practices to uplift all students with goals of graduation and employment.

This research investigation includes the process of discovery being analyzed and interpreted through participants’ narratives as a rigorous act of coding, imagination and logic to aggregate findings. To elicit the findings most effectively, transcendental phenomenology is the specific qualitative approach chosen for this study.

This study includes critical findings that indicate gaining insight into the isolation, stigma and advocacy of these students’ lived educative experiences. Concerns regarding communication and support are emphasized through the participants in the findings.

A core limitation would be that this study takes places without regard for historical lived experiences.

Implications exist for this new landscape of Higher Education, as we work beyond the gates of higher education for real-change and social progress. We need to learn about others (non-traditional students) while working toward multicultural competence that should be modeled in academic spaces to impart this knowledge to students to impart into broad society. Let us remember the growth that happens when social support exists, because each person has a value and role in society so that we live together and support each other in lessons of self-empowerment

This is an original study about learners with physical disabilities and the moral issues of how to create an inclusive, multicultural environment in higher education.

This chapter offers insights into how sibling dyads manage to prevent falling into the trap of conflicts and decision-making paralysis. The study draws on the case study of a family business that was co-founded by a married couple and is currently led by their daughter and son. The family business is 50-years-old.

The case provides inputs on how the three factors identified by Bövers and Hoon (2020) emerge in a duo-shared leadership and are influenced by the siblings’ personal relationship’s evolution since infancy. It also provides details into the role other family members and the family stories play in nurturing and strengthening relationships. Furthermore, it explores how some dimensions related to masculinity and femininity that can be at the origin of quarrels and conflicts between gender-diverse siblings can weaken or challenge the stability of the dynamic equilibrium of a siblings’ duo-shared leadership.

In addition, the case offers helpful examples into how the board of directors can help prevent conflict escalation, as well as on how triangulation can facilitate a dialogue between two family members who have different communication styles that cause difficulties in their direct interaction. Takeaways and recommendations close the chapter.

Researchers have demonstrated that the individual and social identities of adolescents are constructed through interaction with other people as they move through various social sites: home, school, the community, and within the virtual social site created by media (Raissiquier, 1994; Weir, 1996; Willis, 2000).

Tribalism is at the forefront of public discussion across the political spectrum in America today. Zombie stories have also risen to unprecedented popularity. Amid present-day racial, political, and otherwise tribal tensions, the story I Am Legend has particular resonance. As the original inspiration behind the modern zombie trope, it was published as a novella in 1954 and has been remade as a film multiple times, in 1964, 1971, and 2007. Using grounded theory, I explore each film regarding what moral attitudes are portrayed concerning confrontation between rival milieus. My findings center on four themes: identification, compassion, ambivalence, and condemnation. Overall, in chronological order, the different renditions of the story exhibit decreasing compassion for the other and decreasing ambivalence about relations with the other. The most dramatic change is between the 1971 and 2007 remakes. Implications for what the changes in the morals presented in the story might reflect in terms of social changes in America are discussed.

AT the time of writing (Autumn 1966), those who are concerned with technical college libraries stand at a very interesting stage in the development of those services. I was reminded of this fact the other day when I was lunching with one of the College Principals who had been concerned with the ATI Memorandum on College Libraries in 1937. (That, as you may know, was a very forward‐looking document and outlined objectives, not all of which have yet been attained.)

Entrance into the world should not be weighted by a pregnancy having been planned or unplanned. All life is precious and priceless, deserving of quality healthcare from conception to birth. The decision to give birth is one that is an individual one and requires much contemplation, and not the influence of others. For the person who has to ultimately live with their decision to have an abortion for the remainder of their life, space and time must be provided in absence of judgment. Support made available to persons considering abortion, as well as information about potential complications involving the mental and physical impact, is necessary and important.

The purpose of this paper is to explore managers' boundary setting in order to better understand their handling of time commitment to work activities, stress, and recovery during everyday work and at home.

The paper has qualitatively‐driven, mixed method design including observational data, individual interviews, and focus group discussions. Data were analyzed according to Charmaz' view on constructivist grounded theory.

A first step in boundary setting was to recognize areas with conflicting expectations and inexhaustible needs. Second, strategies were formed through negotiating the handling of managerial time commitment, resulting in boundary‐setting, but also boundary‐dissolving, approaches. The continuous process of individual recognition and negotiation could work as a form of proactive coping, provided that it was acknowledged and questioned.

These findings suggest that recognition of perceived boundary challenges can affect stress and coping. It would therefore be interesting to more accurately assess stress, coping, and health status among managers by means of other methodologies (e.g. physiological assessments).

In regulating managers' work assignments, work‐related stress and recovery, it seems important to: acknowledge boundary work as an ever‐present dilemma requiring continuous negotiation; and encourage individuals and organizations to recognize conflicting perspectives inherent in the leadership assignment, in order to decrease harmful negotiations between them. Such awareness would benefit more sustainable management of healthcare practice.

This paper highlights how managers can handle ever‐present boundary dilemmas in the healthcare sector by regulating their time commitments in various ways.

The advent of postmodernism, post structuralism and social constructionism led over the last years to a multitude of theoretical philosophical reflections on possible meanings of the psychological basic concept ‘selfhood’ or ‘subjectivity’. The modern, sovereign self was deconstructed and no longer considered as an ontological fact but rather as a product of language. The stable core self from which many traditional psychological theories start, was dethroned and substituted by a narrative, multiple and variable self that is permanently constructed and reconstructed in social situations. May we invite the reader to reflect on this fascinating subject together with Anna and Tom, the two interlocutors. Starting from the question ‘Who are we?’, we make a tour of the different schools of thought on subjectivity. Departing from the subject concept of Descartes, we track symbolic interactionistic, post‐structuralistic, social constructionistic and narrative hermeneutic ways. All these ways provide us with a different ‘view’ on subjectivity/selfhood and raise new questions that are relevant to researchers in the social sciences.

The chapter explores the role of law in society and its relation to ethical conflicts as reflected through the prism of the film The Third Man. By focusing on the complexities of life in post-war Vienna, the film exposes dilemmas that prevail in ordinary times and in functioning democracies as well. Our analysis suggests that one way to manage these dilemmas and balance the conflicting loyalties and interests they raise is to sustain open channels between the law and other narrative-generating practices from which normative stances are evaluated. The law-and-cinema discourse is one such channel and The Third Man presents, in our eyes, the vitality of that channel, due to its rich aesthetical language and its unique representation of the ethical tensions (and their consequences) in the modern era.