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1 – 10 of 13This paper aims to contribute to the ongoing methodological discussions surrounding the adoption of ethnographic approaches in accounting by undertaking a comparative analysis of…
Abstract
Purpose
This paper aims to contribute to the ongoing methodological discussions surrounding the adoption of ethnographic approaches in accounting by undertaking a comparative analysis of ethnography in anthropology and ethnography in qualitative accounting research. By doing so, it abductively speculates on the factors influencing the distinct characteristics of ethnography in accounting and explores their implications.
Design/methodology/approach
This paper uses a comparative approach, organizing the comparison using Van Maanen’s (2011a, 2011b) framework of field-, head- and text-work phases in ethnography. Furthermore, it draws on the author’s experience as a qualitative researcher who has conducted ethnographic research for more than a decade across the disciplines of anthropology and accounting, as well as for non-academic organizations, to provide illustrative examples for the comparison.
Findings
This paper finds that ethnography in accounting, when compared to its counterpart in anthropology, demonstrates a stronger inclination towards scientific aspirations. This is evidenced by its prevalence of realist tales, a high emphasis on “methodological rigour”, a focus on high-level theorization and other similar characteristics. Furthermore, the scientific aspiration and hegemony of the positivist paradigm in accounting research, when leading to a change of the evaluation criteria of non-positivist research, generate an impoverishment of interpretive and ethnographic research in accounting.
Originality/value
This paper provides critical insights from a comparative perspective, highlighting the marginalized position of ethnography in accounting research. By understanding the mechanisms of marginalization, the paper commits to reflexivity and advocates for meaningful changes within the field.
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Jane Andrews, Richard Fay, Zhuo Min Huang and Ross White
In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic…
Abstract
In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.
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Maria M. Raciti, Catherine Manathunga and Jing Qi
Social marketing and government policy are intertwined. Despite this, policy analysis by social marketers is rare. This paper aims to address the dearth of policy analysis in…
Abstract
Purpose
Social marketing and government policy are intertwined. Despite this, policy analysis by social marketers is rare. This paper aims to address the dearth of policy analysis in social marketing and introduce and model a methodology grounded in Indigenous knowledge and from an Indigenous standpoint. In Australia, a minuscule number of First Nations people complete doctoral degrees. The most recent, major policy review, the Australian Council of Learned Academies (ACOLA) Report, made a series of recommendations, with some drawn from countries that have successfully uplifted Indigenous doctoral candidates’ success. This paper “speaks back” to the ACOLA Report.
Design/methodology/approach
This paper subjects the ACOLA Report, implementation plans and evaluations to a detailed Indigenous Critical Discourse Analysis using Nakata’s Indigenous standpoint theory and Bacchi’s Foucauldian discourse analysis to trace why policy borrowing from other countries is challenging if other elements of the political, social and cultural landscape are fundamentally unsupportive of reforms.
Findings
This paper makes arguments about the effects produced by the way the “problem” of First Nations doctoral education has been represented in this suite of Australian policy documents and the ways in which changes could be made that would actually address the pressing need for First Nations doctoral success in Australia.
Originality/value
Conducting policy analysis benefits social marketers in many ways, helping to navigate policy complexities and advocate for meaningful policy reforms for a social cause. This paper aims to spark more social marketing policy analysis and introduces a methodology uncommon to social marketing.
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It is critical for those who are engaged in the work of resisting the movement of academically restrictive policy to understand that it is a deliberate act on the part of…
Abstract
Purpose
It is critical for those who are engaged in the work of resisting the movement of academically restrictive policy to understand that it is a deliberate act on the part of conservatives to outlaw critical race theory (CRT) specifically, because it is a theoretical mechanism for discrediting the rhetorical foundations of their policy movement. The knee-jerk institutional courses of action to now defund initiatives and curriculum related equity, diversity and inclusion (EDI) represent what has always been a deeply rooted investment in white supremacy on the part of the institutions (Baldwin, 2021; Patel, 2021; Squire, 2021).
Design/methodology/approach
The author explores and defines the CRT tenets of interest convergence (Bell, 1980) and whiteness as property (Harris, 1993) in relation to EI (Fricker, 2007; Dotson, 2011) as frameworks for examining three EGOs in the region where these policies have become most dominant. All three are critical tools of analysis for understanding the stake the White conservative political elite have in EGOs, and the magnitude of EI these policies represent, and stand endorse in their rhetoric. Definitions of EI often rely on the work of Amanda Fricker’s (2013) text on the subject, but this paper is invested in the expansions of this theorization for speaking to the nature of the injustice that EGOs represent as a matter of historical trend, with grave implications for futures marked by continued oppression. Whiteness as property and interest convergence are points for explicating the dialectic and material aspects of issues of race and equity in this country; namely, how knowledge processes inherent to higher education sound even more alarms as EGOs become commonplace for college campuses.
Findings
To support the arguments laid out, the author provides a historical review of the settler-colonial foundations of higher education as an american institution. This is meant to provide contour to the image of postsecondary education that exists today. In accordance with this paper’s allegiance to CRT, many of the texts would be considered revisionist history (Delgado and Stefancic, 2023), which stray from dominant narratives of american comfort and speak more accurately to the experiences of minoritized populations. The author then applies the same analysis to the sociopolitical contexts of EGOs, and to policy language itself. Each section is closed with an explanation of its connection to tenets of CRT and EI so as to provide a thread to follow into the subsequent discussion section.
Research limitations/implications
In the first presentation of the early writings of this work, the author was lucky enough to be in community with Barbara Applebaum at the annual meeting for the American Educational Studies Association and engage in discourse surrounding EI and CRT applications to EGOs. In conversations surrounding the will in the willful ignorance that is exemplified in the movement of EGOs, the author had shared with Dr Applebaum the early thinking on how that will was the same force that brought together converging interests, which have continually forecasted interest divergence. This is commonly referred to as “political backlash.” The author had said something along the lines of: “if we follow the interest convergence, we can get in front of the subsequent political moves to turn the clocks on what was once celebrates progress.” This conversation planted the seed for what is the thesis of this paper. Interest convergence and divergence happen at the will of white populations because of the american truth of whiteness as property. In the context of higher education, this means that because educational pursuit has largely been white property, it has served as an arena for white populations to converge and diverge their interests with those of the minoritized. For example, the policies that drained federal funding for higher education in the 1970s were passed on the tails of a Civil Rights Movement that shook the very foundation of this country and expanded access to postsecondary education for racially minoritized groups (Berret, 2015).
Originality/value
Ensuring that this social construction is a matter of status quo has largely been the work of postsecondary institutions, and EGOs represent the most recent attempt at epistemically imposed inferiority. Explicit attention to the fact of higher education’s complicity and overall investment in the socialization of oppression is necessary to engage in transformative practice that resists anachronism. If higher education researchers and practitioners do not recognize the stake in both the presence and resistance to EGOs, there would likely be acts of resistance that will belie an act of interest convergence – and later divergence – on the part of the state.
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Michelle Attard Tonna, Christine Helen Arnold, Marie-Christine Deyrich, Karen Marangio, Shraddha Kunwar and Tara Ratnam
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In…
Abstract
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In this chapter we explore how instructors' practices were affected by this emergency situation and the nature of changes in their conception of teaching/learning and their roles as teacher educators. Data from interviews and narratives contributed by a large number of educators spanning a variety of educational and geographical contexts have been analyzed using Lewin's three-stage model of change. This is cross-referenced against a theoretical framework informed by a sociocultural view of teaching and learning to examine the transformative nature of teaching and learning promoted by pandemic pedagogical practices. The findings show that educators' practices have necessarily had to evolve or even change significantly in order to fit the new online instructional mode. However, it is not possible to establish that these were largely transformative in nature beyond serving the existing institutional outcome needs more or less efficiently. This implies that further investment is needed in teacher education to facilitate remote teaching, redesign teaching, and reconsider technology in new ways which go beyond it being a simple tool for the transmission of knowledge. Equally important would be to support educators to put ‘Maslow before Bloom,’ meaning that safety and well-being must be given priority over teaching and learning as the mental, emotional, and physical challenges experienced during the pandemic will continue to linger post pandemic.
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Amaechi Kingsley Ekene, Kugara Stewart Lee, Mdhluli Tsetselelani Decide and Tsoaledi Daniel Thobejane
This chapter explores the role of indigenous knowledge system (IKS) in the development of informal entrepreneurial models in Africa. This was undertaken through a discussion of…
Abstract
This chapter explores the role of indigenous knowledge system (IKS) in the development of informal entrepreneurial models in Africa. This was undertaken through a discussion of the production processes and the marketing platforms used in producing and distributing mpesu (a traditional medicine used for sex enhancement and reproductive healthcare) by Traditional Healthcare Practitioners (THPs) in the Vhembe District of South Africa, and Beitbridge areas of Zimbabwe. The argument is that drawing on Vhavenda IKS-based strategies, entrepreneurs involved in the healthcare product have managed to develop context-appropriate and innovative strategies for marketing mpesu. However, while this model may appear unorthodox, it has helped sustain the appetite and demand for the product. It has also, despite its imperfections, provided economic safety-net for local entrepreneurs.
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Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete
The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers…
Abstract
Purpose
The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.
Design/methodology/approach
This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.
Findings
Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.
Originality/value
There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.
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