Search results

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

Drawing upon the concepts of transmodernity, pluriversality and border thinking the author stands in a more practical fashion for the co-creation of an-other performative CMS which fosters the decolonization of (critical) management studies – as a way to contribute “to concretely changing the world(s) for the better” (as claimed by the organizers of the symposium “should critical management studies get anything done?” held at the Academy of Management Meeting in 2012 in Boston).

From a more practical and less opaque perspective on border thinking it is shown how and why border thinking can both enable and constrain critical scholars and people to move across the borders of the colonial difference and from Eurocentric modernity toward transmodern pluriversality.

The current performative turn of CMS fails to address the agency of critical knowledge as a potential reworking of Occidentalism which can be mobilized to “manage” the rise of alternatives and knowledges from the rest of the world in general and from emerging economies in particular.

Border thinking as a crucial concept from the coloniality/modernity research program from Latin America is taken as an important contribution from the colonial difference to the co-creation of decolonial management studies (DMS), an-other performative CMS which fosters the construction of a world in which many worlds and knowledges can coexist as a way to change it for the better.

This paper aims to address the relationship between critical and mainstream international business (IB) research and discuss the ways forward for the former.

The paper empirically maps critical IB scholarship by analysing more than 250 academic articles published in critical perspectives on international business (cpoib) from 2005 to 2017. The paper also includes a citation analysis that uncovers how critical IB research is recognized and discussed in mainstream IB studies.

The extant critical IB research can be broken into five main topical clusters: positioning critical IB research, postcolonial IB studies, effects of international business activities, financialization and the global financial crisis and “Black IB” and corporate social responsibility. The citation analysis demonstrates that critical IB research is rarely recognized in mainstream IB academic outlets.

This paper is the first to empirically map critical IB research and to measure its impact on mainstream IB research. Based on these insights, as well as discussions of the more critical voices within mainstream IB studies and the debate over critical performativity in critical management studies, ways of developing critical IB research are examined.

The COVID-19 pandemic has impacted the construction industry, yet still, it is unclear from existing studies about the critical challenges imposed on quality assurance (QA), particularly Cross-border Construction Logistics and Supply Chain (Cb-CLSC). Thus, this study aims to identify and examine the critical challenges of QA of Cb-CLSC during the COVID-19 pandemic.

The aim is achieved via an embedded mixed-method approach pragmatically involving a desk literature review and engaging 150 experts across the globe using expert surveys, and results confirmed by semi-structured interviews. The approach is based on Interpretive Structural Modelling (ISM) as its foundation.

The study revealed ten critical challenges of QA, with the top four including “the shortage of raw construction material (C7)”, “design changes (C6)”, “collaboration and communication difficulties (C1)” and “changes in work practices (C10)”. However, examining the interrelationships among the critical challenges using ISM confirmed C7 and C10 as the most critical challenges. The study again revealed that the critical challenges are sensitive and capable of affecting themselves due to the nature of their interrelationship based on MICMAC analysis. Hence, being consistent with why all the challenges were considered critical amid the pandemic. Sentiment analysis revealed that the critical challenges have not been entirely negative but also positive by creating three areas of opportunities for improvement: technology adoption, worker management, and work process management. However, four areas of challenges in the QA include cost, raw material, time, and work process, including inspection, testing, auditing, communication, etc.

The finding provides a convenient point of reference to researchers, policymakers, practitioners, and decision-makers on formulating policies to enhance the effectiveness of construction QA during the pandemic through to the post-pandemic era.

The study enriches the extant literature on QA, Cb-CLSC, and the COVID-19 pandemic in the construction industry by identifying the critical challenges and examining the interrelationships among them. This provides a better understanding of how the construction QA has been affected by the pandemic and the opportunities created.

Consumers, governments and regulatory agencies are concerned about the social and environmental aspect that pushes firms to move towards the circular economy. The transformation of the existing linear model into a circular model depends on several circular economy practices. Therefore, the purpose of this study is to identify and analyse the critical factors that are responsible for the adoption of circular practices.

In total, 15 critical factors are identified through the literature review and 12 are finalised with the grey Delphi method. Further, these critical factors are prioritised using the weighted aggregated sum/product assessment (WASPAS) method. A sensitivity analysis is also conducted to test the robustness of the ranking of critical factors obtained from WASPAS.

The finding of this study show that “top management participation,” “market for recovered products” and “circular economy oriented R&D activities promotion” are the most significant factors for circular practice adoption. These factors need to address on the highest priority by the stakeholders.

This study is beneficial for the managers to formulate their strategies for the adoption of circular practices. The prioritisation of critical factors supports the managers and professionals to optimise their effort and resources to adopt the circular practice.

This study explores and analyses the critical factor for circular economy practice adoption in the supply chain in the context of emerging economies.

The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.

The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.

This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.

Focuses on the criticality of critical incidents in customer relationships. Aims to discuss the theoretical and practical implications of the notion of “critical” in a critical incident. Why is something perceived as critical? What does it lead to? Is criticality a feature built into the service or is it a contextually‐defined phenomenon, depending both on the customer, the service provider, the interaction and the surrounding relationship environment? Suggests a contextual framework for describing, analysing and understanding critical incidents, based on the idea that critical incidents are always embedded in customer relationships. Two interdependent context dimensions are used: the time dimension, and the situational dimension. These elements, combined, lead to a focus on customer‐perceived and relationship‐oriented contexts, which reveal new insights into the role of critical incidents. This framework is used in an empirical study concerning business customers’ perceptions of “critical incidents” in their relationship with a hotel. The findings indicate that the majority of positive and negative critical incidents reported had only a minor impact on customer behavior.

This paper aims to uncover service worker behaviours and service setting facets contributing to satisfaction/dissatisfaction during critical service encounters in the context of interpersonal services in elaborate servicescape from consumers' perspectives.

The study used the method of critical incident technique (CIT). In total, 371 critical service encounters were investigated. Actual service experience, with any one of the eight prominent interpersonal services, was collected from adult service consumers living in the national capital region of India.

Dominant worker behaviours and setting facets contributing to satisfaction/dissatisfaction in critical service encounters are identified. Analysis of behaviours confirms behavioural categories suggested by previous research, i.e. recovery, adaptability, spontaneity, courteous, information sharing, connecting and identified one additional category, namely professional behaviour. Service setting facets are ambient condition, interior, exterior and other tangibles.

Data were collected only from adult service consumers living in the national capital region of India (urban area) with a minimum education qualification of graduation. Initial encounters are not treated separately.

The identification of dominant behaviours and service setting facets in this research will help the managers to better manage and monitor service encounters leading to more satisfied customers.

This is a pioneer empirical work which investigated the various employee behaviours and service setting facets that have resulted in consumers' satisfying/dissatisfying service experiences in the context of interpersonal services with elaborate servicescapes. This study has also identified one additional category of service worker behaviour and developed a reliable classification scheme, to analyze critical service encounters, which may be of use to future researchers.

The purpose of this paper is to examine the perceptions of local project teams on critical success factors and project success in the context of international development projects in Maldives. It identifies the critical success factors of international development projects, examines how the success of international development projects in Maldives is perceived by local project team members, and analyzes the relationship between critical success factors and project success from the project teams’ perspective.

A survey questionnaire was used and 41 project team members participated in the study. Correlation analysis and regression analysis were performed to understand the relationship with project success and critical success factors.

The study found out that the levels of success of projects were perceived high among the project teams. The results indicated that monitoring CSF, coordination CSF, design CSF, training CSF, and institutional environment CSF had a significant relationship with project success. However, results of the regression analysis indicated that only monitoring CSF was significant in influencing project success.

The limited sample size and optimism bias of respondents were a constraint. Furthermore, further analysis of data may be required to advance analysis.

The study looks through the lens of project implementation teams in order to provide insights from their vantage point. The study provides insights based on the Maldivian context which will benefit similar island nation communities implementing similar projects.