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1 – 10 of 70Helen 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.
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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.
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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.
Helen H. Hu, Patricia B. Campbell, Jessica C. Johnston, Brian Avery, Greg Gagne and Julie Stewart
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.
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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.
Helen Lingard, Michelle Turner and Payam Pirzadeh
Work factors affecting the career intentions of young construction workers in structured traineeship programs are not well understood despite the increasing use of such programs…
Abstract
Purpose
Work factors affecting the career intentions of young construction workers in structured traineeship programs are not well understood despite the increasing use of such programs as pathways to career entry. To address this gap, work factors affecting the career intentions of participants in a construction-related traineeship program were investigated.
Design/methodology/approach
A questionnaire comprising measures of organisational fairness, organisation inclusion, time for life, job characteristics, and intention to pursue a career in construction was administered to 136 Australian trainees. Bivariate and logistic regression analysis explored the relationships and combined effects of work factors on career intention.
Findings
Trainees’ perceptions of the needs-supplies component of person-job (P-J) fit were a strong and significant predictor of their intention to pursue a career in construction on completion of the traineeship program. Specifically, the greater the extent to which trainees perceived a job in construction would satisfy their needs, desires or preferences, the more likely they were to indicate they would pursue a career in construction.
Practical implications
Findings provide new insights that can help to improve the industry’s ability to attract and retain school leavers in employment which is especially critical in light of the skills shortage facing the Australian construction sector.
Originality/value
The instrument used to measure subjective needs-supplies (P-J) fit enabled a fine-grained analysis of job characteristics considered important by trainees and their perceived availability in construction. Job characteristics relating to having work-life balance and health and wellbeing were of high importance but were perceived to be low in availability in construction jobs.
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