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Article
Publication date: 30 November 2020

Mitra Seyyedpour Esmaeilzadeh, Ahad Nejad Ebrahimi and Vahid Vaziri

Sustainability is one of the major factors in the way of creating new structures in historical contexts. The economic principle plays a very significant role in…

Abstract

Purpose

Sustainability is one of the major factors in the way of creating new structures in historical contexts. The economic principle plays a very significant role in sustainability besides the environmental and social components. Tabriz Historic Bazaar that has been inscribed on the World Heritage list has witnessed various developments in its surrounding area over recent years. The purpose of this study is to analyze the infill structure indicators in this region in terms of economic sustainability.

Design/methodology/approach

First, based on related literature reviews and approaches, the indicators that should be considered in the creation of infill structures in historical contexts were collected. Later, by considering the vicinity zone of Tabriz Historic Bazaar, the effect of each indicator on the economic sustainability of the building was gathered by means of AHP questionnaires and in-person interviews with experts and analyzed by the Expert Choice software.

Findings

The findings present a guideline which indicates that the type of materials being used is the most important factor in order to create an economically sustainable infill structure in this setting. Accordance with the Climate of the region ranks second place and the Cultural land-use as the Suitable land use for this site goes for the third. The mentioned guideline includes 25 indicators and can help designers with a clear path.

Originality/value

This paper clarifies the order of indicators' importance for enhancing the design and consequently function of infill structures, being built in this historic context, with the aim of economic sustainability. The prioritization of indicators in this research depends mainly on their relevance to the conditions of the study area, but the methodology can be used helpfully in similar cases.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Article
Publication date: 12 October 2020

Mary A. Furey, Lawrence T. Corrigan and Jean Helms Mills

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This…

Abstract

Purpose

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This study goes beyond the epistemological assumptions about the grounds for knowing about the past as the authors explore how history is produced in the context of power relations.

Design/methodology/approach

This paper imagines history-making as a storytelling performance. The authors combine critical historiography and critical sensemaking because these qualitative perspectives help us to understand the composition of the Ocean Ranger Royal Commission Report.

Findings

This case study makes a contribution within the genre of disaster inquiry reporting. The study explains how a formal historical record (the public inquiry report) may be created and how the report is related to aspects of power embedded in a writer’s sense of reality.

Social implications

The Ocean Ranger Disaster continues to be of tremendous importance to the people of Newfoundland, Canada. There have been numerous studies of the disaster, but these have been overwhelmingly focused on technical matters. To authors’ knowledge, this study is the first to consider the inquiry from an historical context perspective.

Originality/value

The study site enables reflection on a question not often asked in the management history literature: How can we critically understand the composition of an official disaster inquiry report in the context of its power relations?

Details

Journal of Management History, vol. 27 no. 2
Type: Research Article
ISSN: 1751-1348

Keywords

Article
Publication date: 1 March 2013

Jason Endacott and Sarah Brooks

Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined…

Abstract

Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.

Details

Social Studies Research and Practice, vol. 8 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 25 July 2020

Carly C. Muetterties and Erin A. Bronstein

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the…

Abstract

Purpose

This work explores the creation and purposes of an inquiry about Emilio Aguinaldo, a Filipino revolutionary and sometimes United States ally, as a means to discuss the value of both inquiry and historical empathy in bridging history instruction and civic life. Though history is often identified as a means to foster democratic dispositions, learning can often feel disconnected from students' lived experiences, let alone directly connect to their out-of-classroom circumstances. Teaching with historical empathy allows students to affectively engage with content, resulting in complex reasoning and content acquisition.

Design/methodology/approach

The authors explain an original inquiry that uses the Inquiry Design Model (IDM) and historical empathy to help students complicate Emilio Aguinaldo and his legacy. By combining historical empathy and the inquiry model, the authors structured their work for practitioner use but also as a way to draw on rarely emphasized content in US or World history courses.

Findings

In using this model, students will be able to apply their learning in a civic engagement task related to modern questions of US geopolitics.

Originality/value

The authors offer and explore the process of an original inquiry as a way to help practitioners and scholars consider how to create other such rigorous opportunities for students to practice global citizenship.

Details

Social Studies Research and Practice, vol. 15 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 24 October 2019

Tony Yan and Michael R. Hyman

Studies on cross-culture marketing often focus on either localization or globalization strategies. Based on data from pre-communist China (1912–1949), product…

Abstract

Purpose

Studies on cross-culture marketing often focus on either localization or globalization strategies. Based on data from pre-communist China (1912–1949), product hybridization – defined as a process or strategy that generates symbols, designs, behaviors and cultural identities that blend local and global elements – emerges as a popular intermediate strategy worthy of further inquiry. After examining the mechanisms and processes underlying this strategy, a schema for classifying product hybridization strategies is developed and illustrated. The paper aims to discuss these issues.

Design/methodology/approach

Critical historical research method is applied to historical data and historical “traces” from pre-communist China’s corporate documents, memoirs, posters, advertisements, newspapers and secondhand sources.

Findings

Strategic interactions between domestic and foreign companies in pre-communist China fostered products and a city (Shanghai) containing Chinese and non-Chinese elements. Informed by historical traces and data from pre-communist China (1912-1949), a 2 × 2 classification schema relating company type (i.e. foreign or domestic) to values spectrum endpoint (i.e. domestic vs foreign) was formulated. This schema reflects the value of communication, negotiation and cultural (inter)penetration that accompanies cross-culture product flows.

Research limitations/implications

Cross-culture marketing strategies meant to help companies satisfy diverse marketplace interests can induce a mélange of product design elements. Because product hybridization reflects reciprocity between domestic and foreign companies that embodies multiple interests and contrasting interpretations of product meanings, researchers should examine globalization and localization synergistically.

Practical implications

Strategies adopted by domestic and foreign companies in pre-communist China (1912–1949) can help contemporary companies design effective cross-culture marketing strategies in a global marketplace infused with competing meanings and interests.

Originality/value

Examining historical strategies adopted in pre-communist China (1912–1949) can inform contemporary marketers’ intuitions. Understanding product hybridization in global marketplaces can improve marketing efficiency.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 32 no. 2
Type: Research Article
ISSN: 1355-5855

Keywords

Article
Publication date: 24 September 2019

Niall G. MacKenzie, Zoi Pittaki and Nicholas Wong

This paper aims to show how historical approaches can better inform understanding of hospitality and tourism research. Recent work in business and management has posited…

Abstract

Purpose

This paper aims to show how historical approaches can better inform understanding of hospitality and tourism research. Recent work in business and management has posited the value of historical research and narrative frameworks to explicate business phenomena – here the authors propose an approach to hospitality and tourism studies could be similarly beneficial.

Design/methodology/approach

Three principal historical approaches are proposed: systematic study of historical archives, oral histories and biography and prosopography. The paper further proposes that such work should be aligned to Andrews and Burke’s framework of the 5Cs: context, change over time, causality, complexity and contingency to help situate research appropriately and effectively.

Findings

This paper suggests that historical methods can prove particularly useful in hospitality and tourism research by testing, extending and creating theory that is empirically informed and socially situated. The analysis put forward shows that undertaking historical work set against the framework of the 5Cs of historical research offers the potential for wider and deeper understandings of hospitality and tourism research by revealing temporal and historical dynamics in the field that may hitherto be unseen or insufficiently explored.

Originality/value

Much of the existing work on the benefits of historical approaches in business and management has focussed on the why or the what. This paper focuses on the how, articulating how historical approaches offer significant potential to aid the understanding of hospitality and tourism research.

Details

International Journal of Contemporary Hospitality Management, vol. 32 no. 4
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 10 September 2018

Katherine Perrotta

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth…

Abstract

Purpose

The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.

Design/methodology/approach

A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.

Findings

Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.

Originality/value

Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.

Details

Social Studies Research and Practice, vol. 13 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 5 October 2020

Gideon Boadu

Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history…

Abstract

Purpose

Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.

Design/methodology/approach

This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.

Findings

The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.

Originality/value

This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

Details

Social Studies Research and Practice, vol. 15 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 4 October 2018

Amon Barros, Adéle de Toledo Carneiro and Sergio Wanderley

The purpose of this paper is to present the role of reflexivity in relation to archives and narratives.

Abstract

Purpose

The purpose of this paper is to present the role of reflexivity in relation to archives and narratives.

Design/methodology/approach

The authors problematize the concept of “archive,” by engaging with debates in philosophy and the archival theory. The authors also revisit historical theories and debates on the role of the narrative within historiography. Finally, the authors consider reflexivity as a methodological attitude taken by the researcher at all stages of the investigation from challenging theoretical assumptions of empirical materials to questioning the very narrative that is created when looking for alternative ones.

Findings

This paper poses questions about documents and archives that emerge from reflexivity. The authors claim that reflexivity is an ethos that allows researchers to keep the multiple narratives in which they are entangled in check. The paper brings a framework that allows researchers to use reflexivity to become more conscious of the complexities and ambiguities within the research process that leads to the writing of historical narratives.

Research limitations/implications

This paper points to the need to enhance the reflexivity at every stage of the research, including “interrogating” the archives and documents, which are compiled under a narrative.

Practical implications

The authors highlighted the multiple characteristics of archives, their meanings and the possibilities of writing narratives about them through reflexivity. The authors have the historical narrative as one possible reconstruction of a historical object, which is connected to the production conditions of the text. Through reflexivity, the authors discussed the socially constructed nature of the documents and the archives. Finally, the authors believe that debates around the production of this knowledge should continue, focusing especially on building bridges with the field of history.

Social implications

Historical narratives do not depend on the scientific character of historical sources, but it considers reflexivity by the researcher regarding the search, collection, reading and analysis of historical documents. In addition, it is necessary to think about the use of documents and archives and histories in a reflective way for a writing of history and, indirectly, for a contextual understanding of the time observed and as forged sources – or discarded – and made available.

Originality/value

Challenging the use of documents and archives in a reflexive way for the writing of historical narratives and for contextual understanding of the past is key to a richer relationship between management and history. This paper points to the role of reflexivity in relation to archives and narratives in the practice of (re)constructing the organizational past from memories and silences. It also highlights how reflexivity can be incorporated in the research process to enrich the writing of the historical narrative.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 14 no. 3
Type: Research Article
ISSN: 1746-5648

Keywords

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