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1 – 10 of 51M. Candace Christensen, María Verónica Elías, Érica Alcocer and Shannyn Vicente
This study aims to illustrate how white supremacy culture can be produced within nonprofit organizations with a mandate to serve marginalized communities and provide practical…
Abstract
Purpose
This study aims to illustrate how white supremacy culture can be produced within nonprofit organizations with a mandate to serve marginalized communities and provide practical suggestions for preventing oppression.
Design/methodology/approach
The site of inquiry was a nonprofit organization in south central Texas that provides social support to queer and trans youth. Through critical ethnography, the researchers evaluated the organization's processes and structure (including hierarchy, decision-making, fundraising and interactions between leaders, partners and affected groups) to explore how the organization perpetuated attributes of white supremacy culture.
Findings
Data reveal that the organization alienates the youth, volunteers and employees through defensiveness, fear of open conflict, paternalism, perfectionism and power-hoarding.
Originality/value
A dearth of research focuses on how white supremacy culture manifests in organizations serving marginalized communities. This paper addresses this gap by focusing on a nonprofit organization in central Texas that supports queer and trans youth. The authors offer recommendations for addressing white supremacy culture in organizations and suggest future research opportunities.
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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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Mustafa F. Özbilgin, Marios Samdanis and Pelin Arsezen
Appearance has two meanings. On the one hand, appearance is about the physical qualities of a person being of certain height, weight, complexion and having a particular hair, eye…
Abstract
Appearance has two meanings. On the one hand, appearance is about the physical qualities of a person being of certain height, weight, complexion and having a particular hair, eye and skin colour as well as choice and style of dress and attire. On the other hand, appearance has a social dimension, as those physical qualities of a person are interpreted, rated and judged, and attributed varied meanings and values across different settings. Appearances can influence the experiences of individuals in the workplace in both positive and negative ways: Positive, when they are mobilised as a resource that increases the influence and advantage of individuals on others; and negative, when individuals are discriminated or disadvantaged on the basis of their appearance. Drawing on a Bourdieusian conceptual repertoire, this chapter delves into this duality of appearance and frames appearance both as a resource (a form of carnal capital) and a source of symbolic violence. As appearance is an aspect of an individual's self-identity in the workplace, this chapter explores appearance and intersectionality across gender, ethnicity, class and sexual orientation at work. Appearance is examined as a cross cutting category of diversity as both privilege (carnal capital) and disadvantage (symbolic violence).
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Minita Sanghvi and Nancy Hodges
Today, appearance is an integral aspect of a politician's image and personality and therefore his or her brand (Budesheim & DePaola, 1994; Sanghvi & Hodges, 2015; Smith & French…
Abstract
Today, appearance is an integral aspect of a politician's image and personality and therefore his or her brand (Budesheim & DePaola, 1994; Sanghvi & Hodges, 2015; Smith & French, 2009). While appearance is critical to political marketing, most of the research focusing on appearance in politics is experimental in nature (Lenz & Lawson, 2011; Olivola & Todorov, 2010; Todorov et al., 2005). This study investigates the importance of appearance for marketing politicians through a qualitative interpretivist framework that offers implications for theory. Moreover, this chapter offers a specific focus on the importance of appearance for female politicians.
Research shows women face greater scrutiny on their appearance (Carlin & Winfrey, 2009; Sanghvi, 2018). This chapter examines myriad of issues women in politics face based on their appearance. It also examines how women have successfully managed the issue of appearance at local, state and national levels. Thus, this study delivers a multifaceted view of the topic and facilitates the understanding of how appearance management enters into the political marketing process.
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The self-initiated nature of migration by self-initiated expatriates (SIEs) may make them more susceptible to the impact of the national context within which their adjustment…
Abstract
Purpose
The self-initiated nature of migration by self-initiated expatriates (SIEs) may make them more susceptible to the impact of the national context within which their adjustment takes place. Consequently, the failure or success of the expatriation depends on an SIE's ability to adapt to this national context. The paper aims to contribute to the adjustment theory literature by using the contextual angle and examining the impact of historical, legal, employment and hiring contexts on adjustment.
Design/methodology/approach
The paper uses data from a qualitative study of 42 in-depth interviews with German SIEs. The study used semi-structured in-depth interviews in order to collect a wide range of information on adjustment experiences, circumstances and expectations, enabling comparative analysis. All participants have self-initiated their move to Britain and relocated without organisational support, held university diplomas, worked according to their qualifications and relocated following a job offer.
Findings
Among the study's main findings is impact of national context on adjustment experience, especially the historical relations between the countries involved. German SIEs have enjoyed easy adaptation in their new workplaces due to structurally favourable positions within the local hierarchies of prejudice, which can be attributed to the complex historical relations between Germany and Britain. Furthermore, this study draws the attention to the particularities of the nationally constructed hiring practices. In particular, the speedy recruitment in Britain presented additional challenges in adjustment for some participants, while facilitating it for others.
Research limitations/implications
This study focuses on a specific population, and further research is needed to determine whether the findings can be generalised to other groups of SIEs in Britain and elsewhere. Another limitation of the study is the homogeneous nature of the sample in terms of education level and participant employment status (educated at a university level and found employment before relocation). Future research avenues include applying a comparative approach and focusing on the intersection between national context, employment circumstances, educational level and SIE adjustment.
Practical implications
The study documents the complex effects of the hiring context on SIE adjustment and suggests that communicating the nationally constructed recruitment practices will align the expectations of both parties. This may increase the effectiveness of hiring and placing within the company and have a positive impact on the adjustment and work performance of the SIE. Furthermore, understating the particularities of each national context can enable international human resources management (IHRM) professionals to assess the specificity of each potential employee and can provide well-considered suggestions concerning the effect of country-specific legal and historical context on their adjustment and hence provide SIEs with tailored support.
Originality/value
Although the adjustment of SIEs has attracted considerable research interest in recent years, it is often limited compared to the attention focused on assigned expatriates. This paper adds several original contributions to the IHRM literature. First, it expands knowledge on SIEs adjustment from a single country of origin living in a specific host country. Second, it enables a deep examination of the impact of the specific national context on SIEs adjustment as informed by certain historical and legal relations, as well as locally constructed hiring and employment practices.
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Maropeng Modiba and Sandra Stewart
Schooling in South Africa represents a history of gains and losses for sections of the society. The colonial, missionary, and apartheid political systems made schooling a weak…
Abstract
Schooling in South Africa represents a history of gains and losses for sections of the society. The colonial, missionary, and apartheid political systems made schooling a weak instrument for mobility for the majority within society. Post-apartheid, although school reform has provided greater access to formal education, it continues to crystallize socioeconomic inequalities. A relatively small number of the previously disadvantaged receive education that facilitates economic and social mobility. The authors examine the new funding system and equity rhetoric that is employed to justify education access to different types of schools and argue that coupling the rhetoric of social transformation with the funding system for schools and thus class, continues the unequal historical education provision. School reform fails to compensate for the adverse effects of apartheid education and is largely reproductive rather than socially transformative. The conclusion is that unless South Africa overcomes the appeasing semantic trap in its policies, historical trends that make the constitutional ideal of equal rights unrealizable are likely to be entrenched.
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