Search results

As noted in the introduction, this book is concerned with resistance to professional guidance that teachers may evince as they hold rigidly to an ‘inherited script’ that undermines the flexibility needed to respond to the emergent needs of learners. We propose that this resistance, and the sense of excessive entitlement that propels it, are responses to fundamentally incoherent theorizations of learning that form the basis for unworkable pedagogical models promulgated by reform-oriented teacher educators. Inherited scripts, therefore, are the only working models of pedagogy available to teachers, torn by the need to make sense of their own teaching while fending off the incomprehensible demands of their academic mentors. Our critique of learning theory is based on Thomas Kuhn's well-known perspectives on preparadigmatic science. Our thesis is that the various branches of learning theory reflect incommensurable interpretations of learning. Thus, any synthesis of perspectives – for instance, in reform pedagogies – is necessarily unstable. We support this critique through an examination of a lesson in an afterschool philosophy club illustrating lapses in reform-oriented pedagogy that trace back to incoherent theoretical framings.

We started our exploration of the notion of excessive teacher/faculty entitlement with the metaphor of digging. In this final chapter, we assemble the major themes that the international scholars in this book unearthed. This comprehensive review helps us take stock of where we started (came from) and to position us where we are at. It also opens up for further consideration where we are going. A plotline emerges for thinking about teacher support in ways that eschew entitled feelings and promotes a beneficial sense of self-esteem, moral value and professional responsibility that needs nurturing as new challenges in the field unfold.

The notion of excessive teacher entitlement arose out of concerns with trying to understand and find a language to describe the paradox of faculty/teachers' intransigence in the face of the flexibility required of them to promote the learning and well-being of all in the institutions they serve. Through unique narratives, the authors trace the parallel paths they negotiated in their challenging curricular journeys, which led them to unmute teachers' voices cached in reform stories. The first author, Tara Ratnam, coined the term “excessive teacher entitlement” to characterize the putative deficit view of teachers that is projected onto them and how the concept of the teachers' “best-loved self,” which the second author, Cheryl Craig, developed, embraces teachers' input and complements “excessive teacher entitlement,” albeit from a different direction and perspective. This introduction also provides a bird's-eye view of the diverse ways and contexts in which leading international authors examine excessive teacher entitlement in the 17 chapters that follow.

Purpose – The present study looks at the dynamic process of Mexican immigrant children and youth's civic engagement through their participation in community and family activities. In particular, it explores how their collaboration in a grassroots, immigrant community-based Centro in New York City allows for civic engagement. We demonstrate how active community participation, in the form of civic engagement, shapes children and youth's citizenship constructions.Methodology – Based on extensive participant observations and focus group interviews, this article demonstrates how children and youth's civic engagement is mediated by their integration and contributions to family and community civic activities and how these activities inform children and youth's knowledge of citizenship discourse. We present evidence that demonstrates that children and youth's involvement and participation in protests, rallies, volunteer activities, as well as the creation of a booklet, associated with immigration, human rights, and social justice, organized through the Centro Guadalupano, facilitated their knowledge about illegality and citizenship issues.Findings – Findings suggest that when indigenous Mexican children and youth are integrated into the important activities of their community, as active and engaged members, they develop a deeper understanding of civic engagement and what it means to be a participatory “citizen.”Research implications – The present study provides a starting point for future research on the importance of and possibilities for child and youth civic engagement in grassroots community organizations. For example, children and youth learn that through active civic participation and community contributions, they are able to challenge dominant discourse on immigration, human rights, and citizenship. This study sheds light on the value of involving children and youth in civic engagement opportunities – a process that can facilitate the construction of citizenship among marginalized groups, particularly undocumented Mexican immigrants from indigenous regions.Value – The findings presented extend broader discourses on the politics of immigration and citizenship, and also challenge, to some extent, mainstream constructions of children and youth. More research in these areas is needed; our paper is a small contribution to the emerging field of indigenous and immigrant children and youth's political socialization and activism.

In some settings, sharecropping is associated with large extended families, high fertility, and early age of marriage. These demographic practices are often considered to be labor strategies for working extensive share‐tenancies. Where agricultural production is primarily labor intensive, landlords can increase their income, within certain limits, by maximizing the number of adult workers. If landlords hold considerable power over their tenants, they may have a large influence on demographic practices. Although this relationship between sharecropping and some of these demographic practices is found throughout much of history in northern Italy, the evidence is less clear for fifteenth‐century Tuscany. Herlihy and Klapisch‐ Zuber's study of the Catasto of 1427, a set of tax declarations, found no relation between household structure and land tenure. Some of their work suggested that fertility was higher among sharecroppers, but this relationship was not specified in detail. They did not consider the relationship between land tenure and age of marriage. This paper reconsiders the relationship between land tenure, household structure, fertility, and age of marriage. To try to correct for problems with Herlihy and Klapisch‐Zuber's land tenure variable, their data were aggregated to the administrative unit of analysis. The aggregated data show that sharecropping in rural Tuscany in 1427 was associated with household extension, high fertility, and early age of marriage, although the magnitude of this relationship was not large. Possible reasons for this weak relationship are discussed.

This paper reassesses the center-periphery relationship in light of recent developments in the international monetary system and the currency hierarchy in a geopolitical economy framework. The center-periphery relationship has historically been examined in relation to the international division of labor, the pace and diffusion of technical progress associated with it, and the pattern of consumption it embodies. As conceived by structuralists and dependentistas, it is not seen as the result of the uneven and combined development of capitalism: it does not take into account the struggle between the dominant States (center), which want to reproduce the current order and the contender States (periphery) which aim to accelerate capitalist development to reduce the unevenness, and even to undermine the imperial project of dominant states. In a geopolitical economy framework, a powerful obstacle peripheral countries face in their efforts at combined development is the international monetary system, something that the theorists of the center-periphery relationship have perhaps overlooked. Because of its subordinate position in the currency hierarchy, the periphery is subject to greater external vulnerability, greater instability of exchange and interest rates, and as a result, enjoys a more restricted policy space. In this sense, the chapter shows that, beyond macroeconomic policies, the currency hierarchy in a context of high capital mobility limits a range of developmental policies of peripheral countries, reinforcing the unevenness of world economy and constraining combined development.

The purpose of this paper is to explore the experiences gained by participants of youth leadership development (YLD) programs that introduce multi-stakeholder processes as part of its training within the last five years. Moreover, the study delves into how participants are able to apply leadership and multi-stakeholder processes in their everyday lives and in their communities.

A perception survey of 41 respondents was conducted to examine leadership concepts identified and youth leadership practices in different social reform contexts.

Diverse challenges in terms of multi-stakeholder mobilization were evident in youth leaders’ engagement in communities. In spite of this, the YLD programs’ emphasis on multi-stakeholder process is very much embedded in the current youth leaders’ practice.

The study contributes to the conduct of YLD programs, as well as on stakeholder engagement. Moreover, it contributes to advancing public leadership theory and practice by demonstrating how it extends to youth leadership experiences.

Multiple dimensions of YLD, especially in the realm of multi-stakeholder engagement, are discussed that may contribute to YLD programs.

To the best of knowledge, the authors provide the first study that investigates the contribution of the Bridging Leadership Framework that utilizes a multi-stakeholder approach in a YLD program using empirical data.

Organizations, especially youth organizations, often use media and communication tools to engage participants and achieve their goals. While these tools have the potential to benefit organizations, it is unclear whether using media tools influences effectiveness and how their use compares to traditional engagement practices. In this chapter, I examine the impact of both media tools and participant inclusion on organizational efficacy, controlling for various organizational characteristics. I use originally collected survey data from paid staff youth nonprofit civic organizations in the Raleigh, North Carolina area. I find that using Twitter increases organizational efficacy, but the effect is ameliorated by the inclusion of organizational characteristics. I also find that media tools tend to be used by organizations in a one-directional manner, which may help explain their limited impact. Using media tools is not sufficient to increase efficacy since the way they are used also matters. Including youth in daily decision-making processes, however, increases organizational efficacy and the relationship is robust to including organizational characteristics.