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1 – 10 of 135This chapter looks at the state of current research in comparative and international education, and argues that much research is focused on practical policy concerns and driven by…
Abstract
This chapter looks at the state of current research in comparative and international education, and argues that much research is focused on practical policy concerns and driven by funding or other rewards for publishing. Theoretical explorations have been moved from the agenda, partly by external forces, and partly by internal movements that militate against ambitious theory building and critical analysis of key concepts. With a focus on the meliorative purposes of comparative and international education, too much research says little more than could have been found with a little reflection. And this is especially true of research that seeks to illuminate the attitudes of one or another group of stakeholders in the educational process.
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Fionnghuala Murphy, Fifi Phang, Alicia Weaver, Helen Minnis, Anne McFadyen and Andrew Dawson
Despite the long-established importance of infant mental health, internationally this has not been mirrored in the provision of infant mental health services. Within Scotland in…
Abstract
Purpose
Despite the long-established importance of infant mental health, internationally this has not been mirrored in the provision of infant mental health services. Within Scotland in the UK, there has been significant recent government investment in developing infant mental health services. However, existing research identifies a massive knowledge and skills gap that could create barriers to implementation. This study aims to use qualitative methods to consider the views of relevant professional stakeholders on education and training within infant mental health.
Design/methodology/approach
The authors completed semi-structured interviews with 14 professional stakeholders working in a health board in Scotland. This study used purposive sampling to include a broad range of professionals across health and social care services and analysed the resulting data using Braun and Clarke’s (2006) methodology. This study adopted a reflexive stance throughout, including the research team interviewing each other as part of the process.
Findings
Within the theme of education and training, we identified four sub-themes. These included roles for public health and societal education, training for parents, training for professionals and increasing professionals’ experience of infant mental health.
Originality/value
The issues identified are relevant in any area of the UK or internationally in considering the role of education and training in developing and maintaining new infant mental health services. Further research with families and with wider groups of professional stakeholders would be of further benefit.
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Asif Wilson, Erica Dávila, Valentina Gamboa-Turner, Anänka Shony and David Stovall
In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a…
Abstract
Purpose
In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.
Design/methodology/approach
The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.
Findings
The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.
Research limitations/practical/social implications
The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.
Originality/value
As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.
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Ian Pepper, Colin Rogers, James Turner, Nick Louis and Bronwen Williams
This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing…
Abstract
Purpose
This paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing degree (PPD) in Wales. It examines issues that act as enablers and blockers to volunteering in this public service, which also provides opportunities to develop their employability towards the careers to which they aspire. The paper provides insights from students and makes recommendations of interest to multiple stakeholders locally, regionally, nationally and internationally regarding attracting and recruiting volunteers.
Design/methodology/approach
Focus groups were conducted with students at three separate universities in the South and West of Wales. These undergraduate students were volunteers in different police forces and agreed to take part in connection with their experiences. The results were analysed using NVivo to establish commonalities.
Findings
The paper provides empirical insights concerning the issues surrounding the way those undergoing the process for recruitment as volunteers within policing are either hindered (blocked) or assisted (enabled). It identifies specific problematic areas as well as areas which have been of assistance. Policy makers, educators and recruiters should be aware of such blockers and enablers when considering adopting volunteering as an opportunity to enhance student employability. It also has resonance for other forms of volunteering in alternate public services.
Research limitations/implications
This research is limited to those volunteers who are undertaking the licenced PPD at three separate universities in Wales. Although the research adds to the broader evidence-base with regards to volunteering and its use to enhance employability.
Practical implications
The paper includes practical implications for multiple stakeholders including university programme educators, administrators and decision makers in policing with regards to volunteering, employability, programme structures and process management.
Originality/value
The research is based upon the experiences and perceptions of those individuals who are actually engaged in volunteering.
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Thalia Anthony, Juanita Sherwood, Harry Blagg and Kieran Tranter
Yavuz Idug, David Gligor, Jamie Porchia, Suman Niranjan, Ila Manuj and David R. Nowicki
Drawing on the social identity theory, this paper explores the impact of rider–driver ethnicity match on the driver’s expected ride satisfaction and willingness to perform, and…
Abstract
Purpose
Drawing on the social identity theory, this paper explores the impact of rider–driver ethnicity match on the driver’s expected ride satisfaction and willingness to perform, and rider’s trust on the driver.
Design/methodology/approach
The study relies on scenario-based online experiments with 291 ride-hailing drivers and 282 riders in the USA.
Findings
The findings indicate that ethnicity match between ride-hailing drivers and riders positively impact driver’s ride satisfaction and willingness to perform, and rider’s trust in the driver. The study also revealed a significant positive moderation effect of ethnic identity on the relationship of ethnicity match and those constructs.
Practical implications
While it may be challenging to influence an individual’s level of ethnic identity, managers can take steps to educate and train their employees regarding the impact of ethnic identity and discrimination, with a particular focus on those individuals who possess a strong sense of ethnic identity.
Originality/value
The findings of this research provide theoretical contributions to the existing literature on ride-hailing services and adds to the limited stream of logistics research that examines the impact of ethnicity on ride-hailing operations.
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