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1 – 10 of 180Magdalena Kohout-Diaz and Marie-Christine Deyrich
Our investigation of the emerging issue of teacher entitlement is viewed from the perspective of researchers trying to make sense of the concept with the intention of exploring…
Abstract
Our investigation of the emerging issue of teacher entitlement is viewed from the perspective of researchers trying to make sense of the concept with the intention of exploring its links to inclusive educational practice, teacher education and research. This chapter is therefore mainly conceptual, focusing on the limits and possibilities offered by the extension of the concept of entitlement, first relating to students, now extended to the teaching profession. The concept of entitlement is gaining currency principally in the Anglo-Saxon literature but should also be reconsidered in relation to contextual influences. In the educational field, debates denote several ‘displacements of concepts’, as shown in the extensive reviews and analyses of the concept of entitlement attitudes we undertake in this work. We first discuss developments and interpretations of the concept of entitlement specific to different disciplines in the literature. Then we undertake a contextual reframing based on a redefinition of the concept drawing on input from empirical research data, which emphasizes the challenges encountered when dealing with the phenomena of social cohesion, ethics and cultural diversity in education. The findings highlight the potential benefits of integrating the concept of teacher entitlement into valid strategies for implementing an inclusive and ethical educational process.
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The liberal wing of accounting research has taken some peculiar turns into postmodernism in recent years; gyrations that are echoed elsewhere in social science (Petras, 1991)…
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The liberal wing of accounting research has taken some peculiar turns into postmodernism in recent years; gyrations that are echoed elsewhere in social science (Petras, 1991). Such circumlocutions are also prevalent in Gallhofer and Haslam’s book. The fingerprints of Laclau (1992, 1996), Laclau and Mouffe (1985), Lyotard (1984), Nederveen (1992), etc. are all over these sections, and this is where the book alerts us to the first troubles that beset postmodernist accounting research. We begin with the uncritical embrace of the ‘philosophical critique of modernity…[specifically Laclau’s desire to go beyond]…totalizing perspectives’ (p. 19).“Totalizing,” in Laclau’s sense, is the key that gives away the punch-line. Laclau’s thesis springs directly from French disenchantment with Soviet Communism and its satellite: the French Communist Party. The red-baiters lump these “communisms” (and their progenitor, Marx) into the same dock as Totalitarianism and modern capitalism. The conclusion is that both are equally despotic.
In an April 2018 webinar, the Freedom to Read Foundation asked the question: Do information consumers have the right to be misinformed? Fake news is nuanced, prolific, sometimes…
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In an April 2018 webinar, the Freedom to Read Foundation asked the question: Do information consumers have the right to be misinformed? Fake news is nuanced, prolific, sometimes malicious, often automated, and has the added complications of emotion, privacy, and ethics. And unfortunately, fake news and its foundational components of misinformation and disinformation (mis/dis), aren’t quickly fixed by learning a few information literacy strategies or media literacy concepts. People are inclined to believe what they want to believe despite training, awareness of critical thinking, and acknowledgement of widely held “objective facts.” Are they less intelligent or information poor because they choose to exist in their own information worlds and privilege their own confirmation biases?
Individuals have the right to seek, avoid, and use information for themselves as they see fit, regardless of whether or not others deem their information deficient, insufficient, or even false. However, this is a very black and white perspective on a much more complex and nuanced moral issue. Even if it is to their detriment, people ultimately do have the right to be misinformed, choosing the information they will and won’t accept. But information professionals should still be compelled to instruct patrons on the importance of seeking, finding, and using quality information and sources.
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This chapter examines the influence of the Federalist Society for Law and Public Policy on some of the most important Supreme Court decisions of the past three decades. Mobilizing…
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This chapter examines the influence of the Federalist Society for Law and Public Policy on some of the most important Supreme Court decisions of the past three decades. Mobilizing the epistemic community framework, it demonstrates how network members, acting as amici curiae, litigators, academics, and judges worked to transmit intellectual capital to Supreme Court decision makers in 12 federalism and separation of powers cases decided between 1983 and 2001. It finds that Federalist Society members were most successful in diffusing ideas into Supreme Court opinions in cases where doctrinal distance was greatest; that is, cases where the Supreme Court moved the farthest from its established constitutional framework.
Vassiliki Papatsiba and Eliel Cohen
Responding to the knowledge needs of stakeholders has been a defining feature of higher education research. However important responsiveness is, it does not automatically assume…
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Responding to the knowledge needs of stakeholders has been a defining feature of higher education research. However important responsiveness is, it does not automatically assume beneficial change of policy or practice as a result. When research generates impact beyond the academy, little is known about its epistemic, organisational and temporal characteristics and their links. Are these knowledge characteristics a typical reflection of the field or do they have a certain specificity that may account for their reach into the wider spheres of policy and practice and society at large? In this chapter, we look at the knowledge characteristics of higher education research that was submitted for the ‘impact’ element of the 2014 Research Excellence Framework (REF 2014) – the United Kingdom's national level assessment of research. We identified 53 impact case studies within a broadly defined and multidisciplinary field of higher education research. We investigate the theories and methodologies used, the researchers and institutions that conducted the research, its sponsors and the timescales of the various research projects. In the United Kingdom, the REF includes assessment of nonacademic impact. The latter has emerged as a key criterion and a metric for evaluating and funding academic research. We contribute a sociological conceptualisation of the knowledge characteristics and their links as an ‘epistemic-organisational-temporal nexus’ at which actors' interests intersect. This conceptual framework advances our understanding of the investigated multidisciplinary research field, with relevance to applied social sciences generally.
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This paper explores how major work in contemporary practical and applied ethics can be incorporated into the teaching of ethics (including professional, business, and applied…
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This paper explores how major work in contemporary practical and applied ethics can be incorporated into the teaching of ethics (including professional, business, and applied ethics) to enhance its practicality and relevance. It explores three areas. First, while ethics education often focusses on applying principles to fact situations, how and why practitioners in the real world will act morally also depends a quite different factor: legitimacy. Legitimacy refers to an entity’s moral status, and whether it warrants respect and support because of the presence of key qualities like efficacy, consent, deliberation, and democracy. Second, understanding ethical decision-making models can be valuable to future practitioners as it makes them aware of potential weak links in their attempts to act morally, and empowers them to think strategically about how these weaknesses may be combatted. Third, the use of philosophical theory in teaching practical ethics is a vexed question, involving issues of complexity, reductive-ness and indoctrination. However, explicitly confronting the range of epistemic states (beliefs and attitudes) that students can adopt helps show how these issues may be sensibly mitigated.
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Bill Harley and Joep Cornelissen
In this chapter, the authors critique dominant technocratic conceptions of rigor in management research and elaborate an alternative account of rigor that is rooted in methodology…
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In this chapter, the authors critique dominant technocratic conceptions of rigor in management research and elaborate an alternative account of rigor that is rooted in methodology and involves a concern with the quality of scientific reasoning rather than a narrower focus on methods or measurement issues per se. Based on the proposed redefinition, the authors conceptualize how rigor, as an essential quality of reasoning, may be defined and the authors in turn qualify alternative methodological criteria for how they might assess the rigor of any particular piece of research. In short, with this chapter the authors’ overall aim is to shift the basis of rigor to an altogether more legitimate and commensurable notion that squarely puts the focus on reasoning and scientific inference for quantitative and qualitative research alike. The authors highlight some of the benefits that such an alternative and unified view of rigor may potentially provide toward fostering the quality and progress of management research.
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Thomas E. Boudreau and Brian D. Polkinghorn
Groups often perpetuate conflict by developing and enforcing hostile, dehumanized, and objectified images of the “other” with whom they intentionally engage in conflict. The…
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Groups often perpetuate conflict by developing and enforcing hostile, dehumanized, and objectified images of the “other” with whom they intentionally engage in conflict. The thesis of this article is that if the double hermeneutics of identity “framing processes” (Lewicki, Gray, & Elliot, 2003) drive the dehumanization of the excluded or enemy other, then these same processes can be a factor in the social reconstruction of another's humanity. Specifically, a model of identity affirmation is posited that can ideally challenge and change the dominant discourses and narratives that go into the in-group's social construction of a dehumanized out-group. As such, the process of identity affirmation is designed to be used to rehumanize a once ethnic, excluded, or even enemy “other.” This model was inspired by, and is applied to, a brief case study outlined in the essay involving the Onondaga Sheriff's Department headquartered in Syracuse, New York, and the Onondaga Indians who are part of the Iroquois Confederacy.
Wolfgang Kaltenbrunner, Sarah de Rijcke, Ruth Müller and Isabel Burner-Fritsch
Khalil Gholami and Mahmoud Mehrmohammadi
Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with…
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Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.
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