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Article
Publication date: 3 July 2017

Helen Avery and Birgitta Nordén

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further…

Abstract

Purpose

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.

Design/methodology/approach

Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.

Findings

Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.

Research limitations/implications

However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.

Practical implications

Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.

Social implications

Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.

Originality/value

The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 11 July 2017

Karen A. Johnson

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally…

Abstract

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

Article
Publication date: 1 January 1983

Janet L. Sims‐Wood

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the…

Abstract

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Details

Reference Services Review, vol. 11 no. 1
Type: Research Article
ISSN: 0090-7324

Abstract

Details

Culturally Responsive Strategies for Reforming STEM Higher Education
Type: Book
ISBN: 978-1-78743-405-9

Book part
Publication date: 27 October 2017

Sonja Erikainen

Purpose: This chapter provides a contextualized understanding of the gendered anxieties expressed by elite sport regulators that motivated the formulation of sex testing policies…

Abstract

Purpose: This chapter provides a contextualized understanding of the gendered anxieties expressed by elite sport regulators that motivated the formulation of sex testing policies in sport between 1937 and 1968. The focus is on complicating the claim that sex testing was first instituted to prevent explicit male bodies from fraudulently masquerading as women in sport. Rather, the chapter argues that sex testing policies were formulated in response to anxieties over sex binary pollution.

Methodology: The chapter is based on a genealogical study of the female category in elite sport, built on archival research conducted at the International Olympic Committee (IOC) historical archives and online newspaper archive collections.

Findings: Boundaries around female embodiment were navigated and written into sex testing policy in response to threats to presumed ideas around gendered and sexed normality in sport. These threats were embodied by athletes who polluted or crossed the border between female and male, to the extent that their bodies were rendered hermaphroditic, excessively masculinized, or hybrid. These bodies caused gendered anxieties for sport regulators, who reacted with policy responses that aimed to purify the sex binary from category pollution or sex abnormality.

Implications: As long as sex binary policing in elite sport continues, awareness of the contextual history of sex testing is essential for understanding the underlying ideas upon which sex binary policing in sport has been built.

Details

Gender Panic, Gender Policy
Type: Book
ISBN: 978-1-78743-203-1

Keywords

Content available
Book part
Publication date: 5 December 2022

Abstract

Details

Justice for Trans Athletes
Type: Book
ISBN: 978-1-80262-985-9

Content available
Book part
Publication date: 15 April 2020

Helen Jefferson Lenskyj

Abstract

Details

The Olympic Games: A Critical Approach
Type: Book
ISBN: 978-1-83867-776-3

Article
Publication date: 1 November 1972

SOMEONE with a nice sense of alliteration has coined the phrase ‘People, Performance and Profitability’ to describe the content of a one‐day conference which the IWSP will hold at…

Abstract

SOMEONE with a nice sense of alliteration has coined the phrase ‘People, Performance and Profitability’ to describe the content of a one‐day conference which the IWSP will hold at the London Hilton on November 29th, to be opened by the Institute's President, the Duke of Edinburgh. That title is comprehensive enough to embrace the major preoccupations of Britain today.

Details

Work Study, vol. 21 no. 11
Type: Research Article
ISSN: 0043-8022

Abstract

Details

The Olympic Games: A Critical Approach
Type: Book
ISBN: 978-1-83867-776-3

Article
Publication date: 1 April 2004

David A. Gamson

Examines the history of educational administration in the USA during the Progressive era (1890‐1940). Using Callahan's Education and the Cult of Efficiency as a starting point…

1141

Abstract

Examines the history of educational administration in the USA during the Progressive era (1890‐1940). Using Callahan's Education and the Cult of Efficiency as a starting point, examines school district‐based administrative practices that offered viable alternatives to the business‐oriented, “scientific management” reforms that tended to dominate much of the educational dialogue and innovation of the early twentieth century. Offers cases studies of three superintendents who creatively resisted the ideology of efficiency or who skillfully utilized administrative structures to buttress instructional reforms. Using archival records and other historical sources, first examines Superintendent A.C. Barker in Oakland, California between 1913 and 1918 and Superintendent Charles Chadsey in Denver, Colorado during the years 1907‐1912. Then analyzes the tenure of Jesse Newlon during his superintendency in Denver from 1920 to 1927. Using the conception of “authentic leadership” and the frameworks of the ethics of care, critique, and professionalism, argues that these administrators demonstrated how leaders grounded in notions of scholarly skepticism, democratic engagement, and the compassionate care of children were sometimes able to avoid the excesses of the ideology of “efficiency”.

Details

Journal of Educational Administration, vol. 42 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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