Search results

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Book part
Publication date: 14 February 2022

Salvatore Tomaselli

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…

Abstract

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.

Article
Publication date: 31 December 2020

Stephanie Anne Shelton and Shelly Melchior

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…

Abstract

Purpose

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.

Design/methodology/approach

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).

Findings

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”.

Originality/value

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.

Details

English Teaching: Practice & Critique, vol. 20 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 1 July 2001

Sarah Elgie and Nick Maguire

Intensive interaction (II) recognises the pre‐verbal nature of adults with profound learning disabilities and mimics the early attachment process to develop the very…

361

Abstract

Intensive interaction (II) recognises the pre‐verbal nature of adults with profound learning disabilities and mimics the early attachment process to develop the very beginnings of communication and sociability. This paper Reports on the use of II with a remote and withdrawn adult with severe learning disabilities and visual impairments, who engaged in serious self‐injurious behaviour. The results indicate that the intervention was successful in facilitating the development of the first stages of social and communication skills.

Details

Tizard Learning Disability Review, vol. 6 no. 3
Type: Research Article
ISSN: 1359-5474

Article
Publication date: 3 August 2007

Jasmina Sermijn, Gerrit Loots and Patrick Devlieger

The advent of postmodernism, post structuralism and social constructionism led over the last years to a multitude of theoretical philosophical reflections on possible…

Abstract

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.

Details

Qualitative Research Journal, vol. 7 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 13 March 2019

Maddi McGillvray

The horror genre is and always has been populated by women, who can be seen to be at once both objectified and empowered. Building off the preexisting gender hierarchies…

Abstract

The horror genre is and always has been populated by women, who can be seen to be at once both objectified and empowered. Building off the preexisting gender hierarchies and dynamics embedded in the history of horror cinema, this chapter looks at a number of New French Extremity films that assault audiences with unrelenting scenes of violence, torture and self-mutilation, which are performed almost exclusively upon or by women. Although the films of the New French Extremity have been dismissed as exploitative in their representations of wounded and suffering female bodies, their narratives also offer internal criticisms of the misogynistic portals of victimhood that are prevalent in the genre. Through a close analysis of the films Inside (Bustillo & Maury, 2007) (French title: À L’intérieur) and Martyrs (Laugier, 2008), this chapter will examine how both films deviate from the male monster/female victim dichotomy. Although the women of these films may start off vulnerable, they take charge of their situations, while also compacting the nature of feminine identity.

Details

Gender and Contemporary Horror in Film
Type: Book
ISBN: 978-1-78769-898-7

Keywords

Article
Publication date: 26 September 2018

Josephine May

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress…

Abstract

Purpose

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887.

Design/methodology/approach

Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences.

Findings

The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her.

Originality/value

The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

Details

History of Education Review, vol. 47 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 22 December 2008

Shulamit Almog and Amnon Reichman

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…

Abstract

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.

Details

Studies in Law, Politics and Society
Type: Book
ISBN: 978-1-84855-378-1

Book part
Publication date: 22 December 2008

Leslie J. Moran

Various law and film scholars have noted that the judge occupies the place of a marginal figure in ‘legal cinema’ and in related scholarship. In this chapter I want to…

Abstract

Various law and film scholars have noted that the judge occupies the place of a marginal figure in ‘legal cinema’ and in related scholarship. In this chapter I want to engage with the debate about the representation of the judge in film by way of an examination of a South African documentary, ‘Two Moms: A family portrait’ (2004). In the first instance this ‘family portrait’ appears to be neither an obvious candidate for inclusion in the canon of ‘legal cinema’ nor a film with a plotline dominated by a judge. But from this rather unpromising start this chapter explores how a film about an ordinary family made up of extraordinary people is an extraordinary film about law in general and about the figure of the judge in particular.

Details

Studies in Law, Politics and Society
Type: Book
ISBN: 978-1-84855-378-1

Book part
Publication date: 11 July 2017

Karen A. Johnson

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in…

Abstract

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Article
Publication date: 26 October 2020

Antonio Crupi, Nicola Del Sarto, Alberto Di Minin, Rob Phaal and Andrea Piccaluga

This study aims to understand how open innovation (OI) environments can help organizations in implementing knowledge sharing (KS) practices defusing KS barriers.

Abstract

Purpose

This study aims to understand how open innovation (OI) environments can help organizations in implementing knowledge sharing (KS) practices defusing KS barriers.

Design/methodology/approach

An in-depth case study analysis on the strategic technology and innovation management (STIM) consortium at the Institute of Manufacturing of the University of Cambridge was performed during the 2019 and 2020 STIM program editions. To analyze data, this paper used the interpretive structural model on a sample of 20 managers participating in the STIM consortium, and this paper carried out an exploratory in-depth case study analysis to validate the results.

Findings

The findings shed light on the role of OI environments in defusing KS barriers in the process of inter-organizational KS.

Originality/value

Notwithstanding the importance of KS practices among organizations, only a few studies have recognized and investigated the role played by OI arrangements in enhancing KS practices.

Details

Journal of Knowledge Management, vol. 25 no. 5
Type: Research Article
ISSN: 1367-3270

Keywords

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