Search results

This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.

Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.

The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.

This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

The purpose of this paper is to advance knowledge and obtain an understanding of the phenomenon of public sector external auditing (PSEA) in Tanzania.

The paper used a grounded theory method informed by a critical approach. It used data from multiple sources including interviews, observations and documents, to provide a theoretical and practical understanding of PSEA in Tanzania. The theoretical aspects were developed ‘in vivo’ and were also informed by the Habermasian concept of colonisation.

The principal research findings from the data concern the central phenomenon of managing colonising tendencies in PSEA which appeared to be the core strategy for both the government and external auditors. While the government appeared to manage the National Audit Office of Tanzania (NAOT) appearance and exploited the legitimising features of PSEA, external auditors manoeuvred within colonising tendencies and attempted to maintain the ‘audit supremacy’ image. PSEA in Tanzania encountered colonising tendencies because of weak working relationship between the NAOT and other accountability agencies, inconsistencies in governance and politics, the culture of corruption and secrecy, dependence on foreign financing and mimicking of foreign models. To coexist within this colonising environment, external auditors managed their relationship with auditees and the complexities of PSEA roles. Managing colonising tendencies resulted into obscured subordination of PSEA, contributing to cosmetic accountability and growing public interest in PSEA.

It is hoped that future research in other countries, in and beyond Africa, will be undertaken to broaden and deepen our understanding of the external auditing of public sector entities.

The paper combines grounded theory with a critical approach to understand PSEA in a developing country.

I summarize my views on democratic governance before responding to critics. Governance arose partly from the impact of modernist social science on public policy and it limits the space for democratic action. My preferred alternative is an interpretive social science inspiring more participatory and dialogic democratic practices. In defending these arguments, I concentrate on the nature of interpretive social science and its relation to democratic theory. I define interpretive social science in theoretical terms as based on recognition of the role of meanings in human life and the holistic and historical nature of meanings. This interpretive social science does not lead to any particular methods or topics, but it does rule out reified and deterministic appeals to structures. Democratic renewal depends on promoting interpretive social science, not institutional blueprints.

Researchers have studied processes of improving road traffic-safety culture by explicitly evaluating the socio-psychological phenomenon of traffic-risk. The implicit traffic-system cues play an important role in explaining urban traffic-culture. This paper aims to ascertain an interpretive framework of the alternative processes of road traffic safety culture is antecedent to promote traffic-safety behaviour in Indian urban context. Subsequently, the authors discussed the reasons for those relationships exists.

Four experts of the urban traffic-safety domain participated in total interpretive structural modelling (TISM) study by completing an interpretive consensus-driven questionnaire. The drafted interpretive model was evaluated for road users proactive action orientation about the traffic-safety decision.

The evolved directed graph (digraph) of the culture of urban traffic-safety management was a serial three-mediator model. The model argued: In the presence of traffic-risk cues, people may become apprised to safety goals that initiate traffic-safety action. Consequently, expectancy-value evaluation motivates the continuation of traffic-safety intention that may lead to the implementation of adaptation plan (volitional control), thus habituating road users to traffic-safety management choice.

The modellers of traffic psychology may empirically estimate and test for the quality criteria to ascertain the applicability of the proposed mechanism of urban traffic-safety culture. The decision-makers should note the importance of arousal of emotions regarding traffic-risk, reduce the impact of maladaptive motivations and recursively improve control over safety actions for promoting safety interventions.

The authors attempted to induce an interpretive model of urban traffic-safety culture that might augment extant discussion regarding how and why people behave in an urban traffic system.

This chapter examines organisational change processes that occur when accountability demands from powerful external stakeholders change. It investigates, firstly, whether these external accountability demands impact on the performance management systems of two different types of organisations. Secondly, it considers whether the goals for improved performance contained within the external accountability demands are realised. The chapter derives its primary insights from analysing in-depth interviews with managers working in a private sector company and in public sector organisations. The analyses reveal complex organisational responses. In the public sector case study, the organisations tended to reorient their performance management systems towards the external accountability demands; whilst in the private sector organisation, pressures from falling share prices forced managers to focus their decision making on the preferred performance measures contained in shareholders’ accountability demands. However, whilst there is some evidence of performance management system changes, the desires for improved performance subsumed by the external accountability demands are not necessarily realised through the performance management system changes.

Recognizing the value and limitations of current knowledge of the appropriation process in the consumption of aesthetic experiences, this research aims to generate a localized account for novice and expert consumers of the varying role of cultural capital in the appropriation cycles and interpretative responses of an aesthetic experience.

This research uses a single case study design of Miró’s blockbuster exhibition, and draws on multiple sources of evidence, notably 50 in-depth visitor interviews, observations and archival records.

An evidence-based framework of the appropriation process for novice and expert consumers of aesthetic experiences is offered. This framework highlights the significance of appropriation pace and personal versus communal interpretations – amongst other features – in distinguishing distinct versions of the appropriation process in accordance with the varied accumulation of consumer cultural capital.

The transferability of the findings to other aesthetic or experience-based consumption contexts such as performing arts or sports is discussed, alongside the relevance of the proposed framework for researchers of aesthetic experiences.

The empirical investigation of the understudied connection between visitors’ cultural capital and their museum experiences provides insights into curatorial and marketing practices in terms of broadening, diversifying and engaging museum audiences.

This research provides new theoretical insights into the literature of appropriation process and consumption of art experiences by bringing together consumers’ cultural capital with the appropriation process and interpretive responses to an aesthetic experience.

Climate change and global warming pose a serious threat to the community as deglaciating environments trigger glacial lake outburst floods (GLOFs). The Sendai framework underpins the role of disaster risk reduction (DRR) for sustainable development, thereby calling for the development of GLOF hazard and risk assessment procedures. This study aims to delineate the enablers of GLOF risk and establish a contextual relationship between them.

The risk enablers are identified from the extant GLOF literature, and the experts from disaster management area are consulted to explore the underlying contextual relationship among them. An interpretive structural model is developed from the responses to analyze the contextual relationships among the risk enablers.

The interpretive structural modeling results manifest that seismic activity, temperature and precipitation events, and proximity are key drivers that trigger flash floods from the lakes and an effective assessment of these triggers may contribute significantly to GLOF risk mitigation.

The study models the complex relationship among the risk enablers for a glacial flood hazard that find commonality across all geographic contexts. The findings provide the practitioners of DRR useful insights into these factors and their subsequent impact on others, while conducting hazard assessment of glacial lakes that may contribute to the sustainable development of settlements lying downstream to glacial lakes.

Humanitarian supply chains (HSCs) by their very nature require urgent reaction to unforeseeable needs, making it difficult to properly plan for the support of actual demands. As such, integrating sustainability into traditional HSC practices continues to present a challenge to governments, nongovernmental organizations (NGOs) and other humanitarian-related agencies. This study focuses on identifying and categorizing the leading enablers to green humanitarian supply chains (GHSCs) and proposes a model for improving the responsiveness based upon a fuzzy total interpretive structural modelling approach.

Total interpretive structural modelling (TISM) uses group decision-making to identify contextual relationships among each pair of enablers and elucidates the nature of each underlying relationship. The fuzzy TISM shows the level of strength (very high influence, high influence, low influence and very low influence) of each enabler in relation to other enablers, which can help to inform management decision-making.

GHSC management requires strategic planning of inventory and logistics management. The importance of collaborative relationship building with HSC partners for developing capability and the effective use of available resources are keys to success. These improved relationships also help to promote postponement and similar speculation-based logistics strategies, as well as advanced purchasing and pre-positioning strategies. Finally, the speed and quality of response is found to be the top enabler in GHSC management.

One noted shortcoming of the chosen research method is its reliance on subjective expert judgement. However, collecting judgements is at the basis of many research methods, and the research team took utmost care throughout the research process to allay biases. Future empirical research can further examine the relationships suggested herein. Managers can use the model developed in this research to consider impactful ways to design and execute sustainable HSCs.

To the best of the authors' knowledge, this is a novel attempt to identify enablers to GHSC management. Secondly, the research team has used an advanced methodology (fuzzy TISM) to develop the contextual inter-relationships among the enablers which has not been used earlier in this direction before and thus advances the GHSC literature.

Emotional and interpretive responses to three short stories were noted in two study populations of similar age: Qatari students in a post-highschool foundation program preparing to attend branch campuses of western universities located in Qatar, and American students, many of Mexican-American heritage, from a small college in a rural setting in South Texas. It has long been thought that reading literature from a foreign culture confers educational value on the reader; in this investigation the nature of that ‘value’ was placed under study. Written responses to quiz questions or assignments were used as data; responses critical of or affirming of character, setting, plot, and literary tropes were particularly noted. Our data show that readings from an author whose culture was similar to the reader’s created interest and urged both intellectual and affective types of understanding, such as remembering, grieving, healing, forgiving, and feeling pride. Readings from ‘classic’ literature presented in historical context strongly enabled critical discussion among students in a multicultural setting, since the author’s absence from the scene ‘allows’ free conversation about his or her work without fear of insulting the author’s culture. Readings by contemporary writers from outside the reader’s culture, or ‘multicultural literature’, may cause some readers to shy away from the challenge of understanding another culture or to voice stereotypes instead of seeking ideas. Readings from outsider cultures, however, and the affective distancing of ‘othering’, enable the well-prepared educator and student to discuss how culture patterns our lives.

The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students.

The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers.

In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation.

While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts.

Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.