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The purpose of this study is to explore the implications of national and international standards for human resource development (HRD) practice. It focuses on the experiences, perceptions and learning of those involved in the social construction of standards and standardisation processes.

The research is grounded in institutional and organisational excellence theories and adopts a qualitative approach based in social constructivism. Thematic analysis of the data obtained from 13 semi-structured interviews leads to a discussion of awareness of standards, standards adoption including constraints, and impact of standards.

The findings indicate that that there has been a disconnect between the potential impact of British Standards Institute (BSI) HR standards and what has occurred in practice with little awareness of the BSI standards among practitioners.

This paper identifies an absence of institutional isomorphism in the HR arena and highlights the potential for a “standards-practice” gap where HR standards formation processes are perceived as detracting from flexibility and innovativeness in organisational practice.

This study contributes a new perspective of the implications of HR standards formation from the perspective of those involved and further contributes to the wider theorisation of standards in the HRD field.

Heather Loya started her custom designed wedding invitations business in the aftermath of the September 11, 2001 terrorist attack, when she was no longer comfortable commuting to New York City from New Jersey for her corporate job. In the ensuing years, her business picked up to the extent that she was making a reasonable income from it. She was due to become a first time mother in July 2007. Her impending motherhood made her realize that she would not be able to work long hours in her one-person business after the birth of her child. She had started a webbased business that was set up to sell wedding invitation accessories (such as boxes, ribbons, etc.) procured from various vendors. This business was expected to take less of her time as compared to the custom business, but the custom business made better use of her creative talents. Heather now had to make a decision whether to emphasize the web-based business to compensate for the likely decrease in revenues from her custom business (because of motherhood) or to just continue her custom business in a scaled down form.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.

The purpose of this paper is to present an update on the Ealing Intensive Therapeutic and Short Breaks Service (ITSBS).

The challenges the service has faced are reviewed, including the service’s response to those challenges. Also provided is a more detailed analysis of the outcomes of the service.

The ITSBS continues to succeed in supporting young people with intellectual disabilities and challenging behaviour to stay at home with their families.

Despite considerable challenges and adaptations to the model, the ITSBS is still achieving successful outcomes for vulnerable young people and is considered nationally to be a best-practice model. Few prior articles have provided an account of how innovative service models are maintained and evolve over time.

The purpose of this paper is to examine credit usage by beginning farmers and ranchers (BFR). BFR credit usage is stratified by location (state) and by socially disadvantaged farmer and rancher (SDFR, also known as historically underserved) status. SDFR groups are defined to include women; individuals with Hispanic, Latino or Spanish Origin; individuals who identify as American Indian or Alaskan Native, Black or African American, Asian, Native Hawaiian or other Pacific Islander. Non-SDFR is defined as individuals who identify as non-Hispanic, White men.

The US Department of Agriculture’s Census of Agriculture, Agricultural Resource Management Survey (ARMS) is linked with Farm Service Agency (FSA) loan program administrative data to estimate shares of BFR operations using FSA credit. Census data provided information on population changes in total farms and BFR operations from 2012 to 2017 which are compared by SDFR status.

Results reveal differences among BFR operations active in agricultural credit markets by SDFR status and state. BFR were more common among SDFR groups as well as in regions where farms tend to be smaller, such as the Northeast, compared to a more highly agricultural upper Midwest. Among BFR, non-SDFR are more likely to utilize credit than SDFR, however, FSA appeared to be crucial in enabling BFR and especially beginning SDFR groups to access loans.

The results are timely and of keen interest to researchers, industry and policymakers and are expected to assist in developing and adjusting policies to effectively promote and improve BFR success in general and for beginning SDFR groups.

The term “curriculum” has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction. The article first reviews conventional conceptions of curriculum, and then draws on theories of cognition and learning base in phenomenology, symbolic interactionism and situated learning to identify some of the features of a naturally‐occurring curriculum in the workplace: the socio‐technical and pragmatic elements of the knowledge used in the work environment, the classification and framing of knowledge‐use, and the extent to which participants are expected to use the various forms of knowledge. That is, curriculum is essentially a socially‐constructed ordering of the knowledge‐use in a social context. These concepts are applied to two settings in which high school interns were supposed to be learning something: a history museum and a veterinary clinic.

The purpose of this paper is to develop an analysis of the improbable events of housing market bubbles occurring in a period when US and UK central bankers were responding to perceived risks of a new deflation.

The methodology focuses on how the anti-deflation policies implemented by the Federal Reserve and the Bank of England contributed to the housing market bubbles. The central bankers perceived the deflation as a Keynesian short-run deficiency in aggregate demand, triggered by a financial crisis. Indications are that the deflation is in the nature of long-run aggregate-supply-driven trend as explained in Veblen’s theory of “chronic” deflation driven by cost-reducing advances in technology and globalization.

The Keynesian anti-deflation policies of the Federal Reserve and Bank of England failed to counter the deflation risks while contributing to housing market bubbles. Moreover, the policies failed to address the structural problems of unemployment and income inequality associated with long-run aggregate supply deflation.

Effective policies must be based on a correct theoretical understanding of the problems. The chronic nature of the new deflation points to the need for new approaches to deal with the negative income and employment effects that exclude an increasing number from the housing markets.