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1 – 10 of 176Riley Caldwell-O’Keefe and Matt Recla
In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic…
Abstract
In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences to enhance ethical and cultural self-awareness. In the process, it also fosters a desire for participatory and justice-oriented citizenship (Westheimer & Kahne, 2004). In what follows, the authors provide a history of the development of ED200. The authors then justify the inclusion of experiential learning in the course from theoretical and practical perspectives: Why is it valuable to include experiential learning in this course and how does it advance the goal of developing critically engaged citizens through improving ethical reasoning skills and actionable understanding of diversity? Last, the authors detail positive impacts and implementation challenges and indicate next steps for continued development.
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Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for…
Abstract
Education in recent years has witnessed an increasing involvement in the conversations regarding anti-oppressive practice and contemplation, particularly as foundations for pedagogy and curricular design. Naturally, both discourses have intersected with each other through the attempts at their integration, potentially leading toward new practices of enhanced educational impact. This chapter serves as a deliberate reflection and elaboration upon the nature and potential implications of their integration. As both discourses reflect valuable approaches and ideas, it is important to carefully examine and approach their integration to ensure that the value of each perspective is preserved as well as enriched in its power to educatively stimulate meaningful learning in the classroom. In order for such an educative situation to emerge, I argue that the integration should be defined by a sustained friction and differentiation between each perspective. By sustaining the friction, each perspective preserves their power to illuminate alternative possibilities in understanding the self and the world for the other. The educative value of such friction rests within its power to carry students onto a journey of continuous learning without settling upon finalized answers. Ultimately, I conclude that this friction is made possible and sustained by being embodied as the very self of the teacher.
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Anthony Beudaert, Nil Özçağlar-Toulouse and Meltem Türe
This paper aims at revealing the process of identity reconstruction for individuals who have acquired sensory disabilities, as well as the contribution of consumption to this…
Abstract
Purpose
This paper aims at revealing the process of identity reconstruction for individuals who have acquired sensory disabilities, as well as the contribution of consumption to this process.
Methodology/approach
The data was collected through both interviews conducted in France and autobiographical accounts.
Findings
When disability occurs, individuals go through a rite of passage that shapes their identity reconstruction process. Two forms of liminality appear: acute and sustained liminality. These phases can foster or hamper individuals’ identity reconstruction.
Research limitations/implications
The mechanisms leading from one stage of the identity reconstruction process to another should be deepened through further research.
Practical/social implications
Given the fluctuating behaviors of consumers with disabilities, especially in view of their identity reconstruction process, this research encourages retailers and public policy actors not to consider them as a homogeneous consumer segment.
Originality/value
While scholars dealing with consumers with disabilities have mainly focused on the accessibility of the marketplace, this research disentangles their identity issues.
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Critical race theory is a contemporary legal movement composed of progressive scholars, primarily people who identify as people of color, who seek to challenge racism in American…
Abstract
Critical race theory is a contemporary legal movement composed of progressive scholars, primarily people who identify as people of color, who seek to challenge racism in American society. In their writing, they explore the many ways in which racism infuses American institutions, popular culture, commonsense beliefs, pervades interaction and cuts to the core of the American psyche. One of the central challenges that any person, scholar, activist faces in the U.S. is the peculiar nature of contemporary discourse on race. Often times, much of white America treats racism as if it were a thing of the past, an article of a time when the racial caste system was explicitly upheld and defended, either in the form of slavery, explicitly racist immigration laws (like the Chinese Exclusion Act), the Jim Crow laws, or when Native Americans were massacred by Union soldiers. Contemporary anti-racist work constantly confronts this denial of racism from a large segment of America.2 This denial of racism is one in which many people seem to have developed something of a psychic investment. Since the critical race theorists are working in a scholar-activist anti-racist vein, they also have to confront this massive self-delusion or mythic self-understanding.
Michelle K. Duffy, Kristin L. Scott and Anne M. O’Leary-Kelly
The impact of workplace violence on occupational stress and well being is garnering increasing attention. Despite the fact that workplace violence has been identified as a…
Abstract
The impact of workplace violence on occupational stress and well being is garnering increasing attention. Despite the fact that workplace violence has been identified as a critical organizational safety and health issue, there has been limited scholarly focus on the problem of domestic or intimate partner violence in the workplace. This paper examines intimate partner violence from both ecological and work family spillover modes of theorizing. Within this framework, we propose that the effects of intimate partner violence are reciprocal and spillover into the workplace, impacting employee and organizational well being. We conclude by discussing the implications of the integrated framework and by offering suggestions for future research in this area.
Three case studies in change involving both corporate and academic institutions are described in detail and analyzed in a systematic manner including an “autopsy” of the change…
Abstract
Three case studies in change involving both corporate and academic institutions are described in detail and analyzed in a systematic manner including an “autopsy” of the change strategies and results. In each case, the environment at the outset, the strategies for change, the concluding environment, and the autopsy are presented. Some generalized conclusions from the three cases are presented as well.
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