Search results

The United States military, like most militaries, has traditionally been a male-dominated organisation. Contemporary military historians argue that wars and the militaries that fight them are “an entirely masculine activity” (Keegan, 1993, p. 76) and “[b]efore it was anything else, war was an assertion of masculinity. When everything else is said and done, an assertion of masculinity is what it remains” (Van Creveld, 2001, p. 161). Because the military's “core activity” is combat (…), a task viewed primarily in masculine terms because it has generally been defined as “men's work”, a “deeply entrenched cult of masculinity pervades US military culture” (Dunivin, 1997, p. 2). Language has codified the long history of the masculine warrior paradigm. Van Creveld notes that the Old Testament utilises the same term for “adult man” and “warrior” while medieval Germans used “becoming a man” and “carrying a sword” interchangeably (Van Creveld, 2001, p. 164). James Webb, former Secretary of the Navy in the late 1980s, called combat the “quintessentially male obligation in any society” (Webb, 1997, p. 4). If societies have obligated men to combat, they have rewarded them by connecting combat to the achievement of manhood. Men bestow manhood on one another: men are made, not born (Goldstein, 2001). According to Kimmel (2000a, p. 214), “What men need is men's approval (…) we test ourselves, perform heroic feats, take enormous risks, all because we want other men to grant us our manhood.”

All of these cases are evidence of violence committed against women, for the reason that they are women, i.e. because the status that society accords to their gender permits men (for the most part) to behave violently against women (for the most part). It is obvious that other groups of the population may be affected in a similar manner, but female victims of gender-based violence deserve special attention, not only because they represent the majority of victims, but also because, as opposed to children or the elderly, women can fight the violence both actively and effectively.² Gender-based violence is both of a physical and psychological nature and cuts through all cultures and societies. It is committed within the family (battering, sexual abuse of female children, dowry-related violence, marital rape, female genital circumcision, and other traditional practices that have proven to be harmful to women; non-spousal violence, and violence that accompanies various forms of female exploitation), in communities (sexual abuse, harassment, and intimidation in the workplace and educational institutions, trafficking in women, and forced prostitution), as well as in society at large (see Table 1).

This paper aims to explore the intersection of generational traits of millennial teachers, multiculturalism and teaching in an era of Uncertain Times. Uncertain Times, as a framework for the paper, characterizes changing aspects of the current era in which we live, such as the rise of the internet and interconnectivity, globalization and demographic diversity. The examination of millennial traits works to conceptualize how millennial teachers’ generational traits are always in a reciprocal relationship with Uncertain Times.

This paper draws upon life history (Cole and Knowles, 2001; Goodson and Sikes, 2001) and narrative methodologies (Bruner, 2002; Clandinin and Connelly, 2000; Mishler, 1990; Reissman, 2008) as methods appropriate for investigating how millennial teachers understand multicultural teaching in Uncertain Times. In presenting the analysis, a case-centered analysis with the aim of theorizing from the case (Stake, 1995) is pursued.

The paper highlights the complexity of millennial teachers’ openness to diversity and multiculturalism. Three themes are illuminated within the findings: the significance of millennial teachers’ generational ethos in their response to multiculturalism; a commitment to teaching “all students”; and teacher education’s role in re-framing multiculturalism in Uncertain Times.

Millennial teachers may understand diversity and culture through internal processes (belief systems, inclusion, thoughts and feelings) and may also process how the external realities play a part in shaping understandings of diversity. Yet, it may be difficult for them to place the external and the internal in relationship to each other. The paradox that Castells (2010) articulates – of diversity as a uniting but also a dividing force – may be a site of struggle for millennial teachers.

The paper recommends that teacher educators and teacher education programs re-frame multiculturalism in relationship to Uncertain Times, thereby providing novice teachers with ways to nuance their understanding of and commitment to multicultural education today.

Teacher educators and teacher education programs must work to prepare novice teachers for understanding the salience of diversity. This means going beyond an understanding of diversity and multiculturalism as merely honoring difference. Instead, it means placing these concepts in relation to the external context of Uncertain Times. This will assist novice teachers with recognizing the reciprocal relationship between one’s generational ethos and the external context in which one lives.

Throughout this paper, the external context in which teachers live and work is characterized through a framework of Uncertain Times, which depicts changing aspects of the current era in which we live. The following factors have been noted as significant: the rise of the internet and interconnectivity, globalization and demographic diversity. This paper considers how millennial teachers (those entering the teaching force today) consider the salience of multiculturalism in Uncertain Times.

Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

This study aims to identify knowledge-related tensions in remote work in higher education institutions during the COVID-19 pandemic and increase understanding of how such tensions can be managed.

The research was conducted as an inductive, qualitative study in the field of higher education in Finland. The data were collected using semi-structured interviews of 34 managers in two higher education institutions and analyzed using an inductive and interpretive analysis method.

The findings demonstrate that the knowledge-related challenges and opportunities during the remote work period of the COVID-19 pandemic in Finnish higher education institutions can be conceptualized as tensions involved in knowledge codification, knowledge silos and creating new knowledge. The study contributes to research by presenting a framework for managing knowledge-related tensions in remote work arrangements to benefit remote and hybrid work in knowledge-intensive organizations.

This paper increases the understanding of the tensions in remote work arrangements; the results can help managers understand the challenges and opportunities of remote knowledge work concerning their organization and thereby assist them in management and decision-making in complex operational environments.

This study adopted the little-used perspective of tensions to examine knowledge management issues. By examining the various affordances that remote work may allow for knowledge-intensive work and higher education institutions, the study contributes to a deepened understanding of knowledge work in remote contexts, the related tensions and their management.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.

This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of belonging and engagement can be nurtured by putting equity in the centre of what we do in facilitating student learning. In paying careful attention to these concepts, especially in implementing equity as a transformative solution to various educational challenges, educators are warned to be prepared to recognize student diversity and redistribute resources and services to all students who need them, experience anxiety and discomfort as they engage in difficult conversations, value and honour the unique backgrounds of each student, expect cultural mismatches in working with diverse students, use data consistently to inform and differentiate instruction and expect that the work in promoting equity is an ongoing and long-lasting advocacy.