Search results

1 – 10 of over 4000
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 beginnings of…

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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 This paper Reports on the use of II with a remote and withdrawn adult with severe learning disabilities and visual impairments, who engaged in serious self‐injurious behaviour.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 meanings of…

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

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 ways…

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: 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 at…

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

Open Access
Article
Publication date: 23 November 2022

Karin Berglund, Helene Ahl, Katarina Pettersson and Malin Tillmar

In this paper, women entrepreneurs are seen as leaders and women leaders as entrepreneurial, making both groups an easy target of postfeminist expectations, governed by calls to…

1027

Abstract

Purpose

In this paper, women entrepreneurs are seen as leaders and women leaders as entrepreneurial, making both groups an easy target of postfeminist expectations, governed by calls to embody the entrepreneurial self. Acknowledging that the entrepreneurial self has its roots in the universal, rational and autonomous subject, which was shaped in a male form during the Enlightenment, the purpose of this study is to conceptualise feminist resistance as a process through which the autonomous subject can be de-stabilised.

Design/methodology/approach

Empirically, this study draws on an extensive research project on women’s rural entrepreneurship that includes 32 in-depth interviews with women entrepreneurs in rural Sweden. This study interpreted expressions of resistance from the women by using an analytical framework the authors developed based on Jonna Bornemark’s philosophical treatise.

Findings

Feminist resistance unfolds as an interactive and iterative learning process where the subject recognises their voice, strengthens their voice and beliefs in a relational process and finally sees themselves as a fully fledged actor who finds ways to overcome obstacles that get in their way. Conceptualising resistance as a learning process stands in sharp contrast to the idea of resistance as enacted by the autonomous self.

Research limitations/implications

This study helps researchers to understand that what they may have seen as a sign of weakness among women, is instead a sign of strength: it is a first step in learning resistance that may help women create a life different from that prescribed by the postfeminist discourse. In this way, researchers can avoid reproducing women as “weak and inadequate”.

Originality/value

Through the re-writing of feminist resistance, the masculine entrepreneurship discourse including the notion of the autonomous self is challenged, and a counternarrative to the postfeminist entrepreneurial woman is developed. Theorising resistance as a learning practice enables a more transforming research agenda, making it possible to see women as resisting postfeminist expectations of endless competition with themselves and others.

Details

Gender in Management: An International Journal , vol. 38 no. 2
Type: Research Article
ISSN: 1754-2413

Keywords

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.

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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

Article
Publication date: 1 January 1971

C.P. Agelasto

IN THE DAYS BEFORE TYPEWRITERS, stenographers, and tape‐recorders, when every word of a book was written by hand, revised by hand, and eventually printed from the handwritten…

Abstract

IN THE DAYS BEFORE TYPEWRITERS, stenographers, and tape‐recorders, when every word of a book was written by hand, revised by hand, and eventually printed from the handwritten manuscript, the industry required to produce such a history as that of Gibbon is remarkable. How much more remarkable the industry of women writers, in days when authorship for women was not always regarded as a respectable profession. Consider the output of Jane Austen, compelled to write in a corner of the family sitting‐room, and to conceal her papers hastily if a caller arrived, or Mrs Trollope, nursing her dying son by day, and writing all night to support her family.

Details

Library Review, vol. 23 no. 1/2
Type: Research Article
ISSN: 0024-2535

Article
Publication date: 26 April 2023

Nove E. Variant Anna, Dessy Harisanty and Noraini Ismail

This paper aims to explore the existence of Metaverse or 3D virtual libraries and how they use Metaverse to expand library services.

Abstract

Purpose

This paper aims to explore the existence of Metaverse or 3D virtual libraries and how they use Metaverse to expand library services.

Design/methodology/approach

The authors use literature to search projects and research papers that discuss the metaverse library. They also did observations on metaverse libraries.

Findings

There are some virtual realities or metaverse platforms that a library or virtual community can use to build their 3D virtual world. Some libraries already create a virtual world library or metaverse library. However, those initiatives are still in the prototype stage and are used for exhibitions and projects.

Originality/value

This paper overviews and builds a simple understanding of the metaverse library. The value of the paper is giving motivation when building the metaverse library. This initiative shows that big hi-tech companies do not dominate Metaverse.

Details

Library Hi Tech News, vol. 40 no. 6
Type: Research Article
ISSN: 0741-9058

Keywords

Article
Publication date: 13 February 2023

Nick Midgley, Antonella Cirasola, Eva A. Sprecher, Sheila Redfern, Hannah Wright, Beth Rider and Peter Martin

The purpose of this study is to describe the development of the 14-item reflective fostering fidelity rating (RFFR), an observational rating system to evaluate model fidelity of…

Abstract

Purpose

The purpose of this study is to describe the development of the 14-item reflective fostering fidelity rating (RFFR), an observational rating system to evaluate model fidelity of group facilitators in the Reflective Fostering Programme (RFP), a mentalisation-based psychoeducation programme to support foster carers. The authors assess usability, dimensionality, inter-rater reliability and discriminative ability of the RFFR.

Design/methodology/approach

Eighty video clip extracts documenting 20 RFP sessions were independently rated by four raters using the RFFR. The dimensionality of the RFFR was assessed using principal components analysis. Inter-rater agreement was assessed using the intra-class correlation coefficient.

Findings

The proportion of missing ratings was low at 2.8%. A single principal component summarised over 90% of the variation in ratings for each rater. The inter-rater reliability of individual item ratings was poor-to-moderate, but a summary score had acceptable inter-rater reliability. The authors present evidence that the RFFR can distinguish RFP sessions that differ in treatment fidelity.

Originality/value

To the best of the authors’ knowledge, this is the first investigation and report of the RFFR’s validity in assessing the programme fidelity of the RFP. The paper concludes that the RFFR is an appropriate rating measure for treatment fidelity of the RFP and useful for the purposes of both quality control and supervision.

Details

Journal of Children's Services, vol. 18 no. 1
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 14 May 2021

Nick Midgley, Eva A. Sprecher, Antonella Cirasola, Sheila Redfern, Benita Pursch, Caroline Smith, Sue Douglas and Peter Martin

There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the…

Abstract

Purpose

There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the reflective fostering programme, a group-based programme to support foster carers. This study aimed to explore whether a version of the programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness.

Design/methodology/approach

In total, 38 foster carers attended the programme and took part in this study. Data was collected regarding carer- and child-focused outcomes at pre-intervention, post-intervention and four-month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers.

Findings

Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers.

Originality/value

These results provide a unique contribution to limited understandings of what works for supporting foster carers and the children in their care. Promising evidence is provided for the acceptability and relevance of the revised version of this novel support programme and its effectiveness in terms of carer- and child-related outcome measures. This work paves the way for further necessary impact evaluation.

Details

Journal of Children's Services, vol. 16 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

1 – 10 of over 4000