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1 – 10 of over 3000
Book part
Publication date: 26 July 2021

Jessica Tunney and Amy Hanreddy

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built…

Abstract

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.

Details

Minding the Marginalized Students Through Inclusion, Justice, and Hope
Type: Book
ISBN: 978-1-83982-795-2

Keywords

Book part
Publication date: 9 April 2021

Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao and Francis Ansah

This chapter presents the findings of a Gender and Leadership study on promoting gender responsiveness and equality in Ghanaian Colleges of Education (CoEs) conducted in 2017…

Abstract

This chapter presents the findings of a Gender and Leadership study on promoting gender responsiveness and equality in Ghanaian Colleges of Education (CoEs) conducted in 2017. Specifically, this chapter explores CoEs actors’ perspectives on and experiences with using predetermined gender-responsive scorecard (GRS) as a strategy for promoting gender equality within the CoEs. Multiple-case study involving 10 CoEs selected purposively was used to explore the GRS implementation. Data collection and analysis methods included semi-structured interviews and “processual” analysis. The findings revealed a general contradiction among respondents regarding which gender actions/strategies had been implemented in the case study CoEs. Nonetheless, amid reported implementation challenges, there was general acknowledgment of the importance of the GRS in running gender-responsive CoEs in Ghana. The study concludes that the effective use and implementation of the GRS strategies appear imperative in promoting female success in CoEs, not only in Ghana but also in contexts where gender gap is an issue in teacher education.

Details

International Perspectives in Social Justice Programs at the Institutional and Community Levels
Type: Book
ISBN: 978-1-80043-489-9

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Book part
Publication date: 19 December 2016

Halima-Sa’adia Kassim

This chapter considers the commitment of gender equality at universities and how it is expressed and measured via a gender equality scorecard. The Gender Equality Scorecard is…

Abstract

This chapter considers the commitment of gender equality at universities and how it is expressed and measured via a gender equality scorecard. The Gender Equality Scorecard is seen as an accountability measure that seeks to build awareness of the magnitude of the problem (if it exists), interpret the meaning of the (in)equities, and move to action. It is regarded as a supportive mechanism to the development and implementation of a Gender Policy as articulated in The UWI Strategic Plan, 2012–2017. The development of a Scorecard is also seen as an example of collaborative governance in action that fosters engagement, commitment, and action across an institution. The proposed model draws upon the experiences of the Gender Equity Scorecards used by international development agencies and other higher educational institutions. The chapter proposes a framework and methodology using staff and student data from The University of the West Indies for the period 1990–1991 to 2011–2012 to build a Gender Scorecard. Finally, the Scorecard is seen as a tool to track performance related to the creation and enhancement of relevant structures and processes to institutionalize gender equality into the functions, operations, and governance of institutions.

Book part
Publication date: 30 September 2019

Alice Merab Kagoda

Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United…

Abstract

Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United Nations Strategic Development Goals (SDG), especially Goal #4 relating to education and Goal #5 mandating gender equality. This chapter begins with an overview of the nation, its geography, history and policies with regard to education and gender. This is followed by a discussion of pedagogy and especially gender responsive pedagogy and the barriers to implementing it. The chapter continues with the methods, goals and results of a qualitative study designed to assess the understanding of gender and its practices of the staff and teacher trainees in the School of Education at Makerere University and offers recommendations and conclusions stemming from the study. Most students and staff have basic understandings of concepts such as gender, sex, and sexual harassment, but are unfamiliar with the idea of gender responsive pedagogy. While there are graduate level courses that focus on gender, undergraduate students have limited contact with relevant instructors or coursework. Recommendations take into account that, given the structure of the university and the way prospective teachers are trained, such gender-affirming steps as affirmative action policies, a gender mainstreaming department within the Academic Registrar’s Office and the presence of a School of Gender and Women Studies at the university have little impact on teacher trainees or their trainers.

Details

Gender and Practice: Insights from the Field
Type: Book
ISBN: 978-1-83867-383-3

Keywords

Open Access
Book part
Publication date: 22 November 2019

Margaret Najjingo Mangheni, Hale Ann Tufan, Brenda Boonabana, Peace Musiimenta, Richard Miiro and Jemimah Njuki

Investments in gender training for agricultural researchers have not attained expected outcomes, bringing into question the efficacy of training approaches used. New approaches…

Abstract

Investments in gender training for agricultural researchers have not attained expected outcomes, bringing into question the efficacy of training approaches used. New approaches for transformative gender training need to draw on lessons learned from previous courses. This chapter analyses short gender training courses identified using a scoping methodology. Selected courses offered between 2005 and 2015 for scientists in Eastern Africa were critiqued against a theoretical framework for transformative gender training. Also shared is a training model (Gender Responsive Researchers Equipped for Agricultural Transformation course) that addresses gaps in previous courses. The chapter identifies critical lessons for facilitating transformative gender training for non-gender research practitioners which include the need for inter-disciplinary grounding in the disciplines of gender and agriculture, having a phased course delivery and the value of continuous technical support during and after training. Gender training models should also allow for the deepening of gender awareness and consciousness by providing safe spaces for personal reflections on the root causes of gender inequalities and for the questioning of the internalized norms and biases.

Book part
Publication date: 8 July 2016

Tarek C. Grantham, Margaret E. Hines, April Dennis, Marianne Solomon and Brittany N. Anderson

Teachers advocating for increased engagement by culturally and linguistically different (CLD) students in gifted and advanced programs can use Community Problem Solving (CmPS) to…

Abstract

Teachers advocating for increased engagement by culturally and linguistically different (CLD) students in gifted and advanced programs can use Community Problem Solving (CmPS) to promote cultural competence, positive future images, a future orientation, and critical and creative thinking skills. This chapter provides an overview of standards for developing cultural competence for working with CLD students (Ford & Whiting, 2008), taking into account principles of multicultural education (Banks & Banks, 2010) and stages within the Incubation Model of Teaching (Torrance & Safter, 1990). A guide is presented for teachers as culturally responsive coaches of CLD students in their use of CmPS to enhance their engagement in learning in gifted and advanced programs. In addition, the types of projects and documentation required as part of CmPS projects are discussed, including the written report sections and scoring criteria used in the evaluation.

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

Keywords

Book part
Publication date: 15 December 2016

Cindy Pierard, Jason Shoup, Susanne K. Clement, Mark Emmons, Teresa Y. Neely and Frances C. Wilkinson

This chapter introduces Building Back Better Libraries (BBBL) as a critical concept for improved library planning both prior to and following a disaster or other emergency…

Abstract

Purpose

This chapter introduces Building Back Better Libraries (BBBL) as a critical concept for improved library planning both prior to and following a disaster or other emergency. Building Back Better, an idea widely discussed in the disaster recovery literature, seeks to use the difficulty of a disaster as an opportunity to go beyond the status quo and to promote changes that result in stronger, more resilient communities. The authors will define BBB elements and frameworks, building upon those to create a model for library disaster planning and recovery, and applying it to cases involving space and facilities, collections, services, and people.

Methodology/approach

Literature on the Building Back Better concept and frameworks, as well as library emergency response, was reviewed. This source material was used to develop a modified framework for improved library disaster planning and recovery. The Building Back Better Libraries framework is discussed and applied to cases involving library facilities and spaces, collections, and services, and its implementation through a disaster planning team is reviewed.

Findings

Though all libraries hope to avoid disaster, few succeed. One survey found that as many as 75% of academic library respondents had experienced a disaster or emergency. Evidence also suggests that few libraries are prepared, with as many as 66–80% of libraries reporting that they have no emergency plan with staff trained to carry it out. Even when plans are in place, the rush to respond to immediate needs following a disaster can overwhelm the ability to pursue effective long-term planning. Building Back Better, when framed for libraries, provides a planning tool to balance short-term response with long-term recovery and resilience. The Building Back Better Libraries framework focuses on the areas of risk assessment for library collections and spaces; recovery and rejuvenation for facilities, collections, and services; and implementation and monitoring, with particular discussion of the human element and the role of a library disaster planning team.

Practical implications

The proposed framework, Building Back Better Libraries (BBBL), can be used to strengthen disaster planning in a manner that balances meeting immediate needs with implementing longer term plans to create stronger and more resilient libraries.

Originality/value

Although aspects of BBB ideas are present in existing library literature, the concept is not formally defined for the library context.

Book part
Publication date: 25 September 2012

Buyana Kareem

Purpose – The chapter explores the gender dimensions of climatic impacts in urban areas and draws lessons for cities in Africa.Methodology – The data presented was generated…

Abstract

Purpose – The chapter explores the gender dimensions of climatic impacts in urban areas and draws lessons for cities in Africa.

Methodology – The data presented was generated through focus group discussions with female and male residents of Kasubi-Kawaala neighborhood in Kampala city as well as extensive review of relevant literature.

Findings – Climatic impacts in Kasubi-Kawaala and Kampala city at large, mainly include prolonged dry spells, erratic heavy rains, and seasonal floods, which destroy physical infrastructure, expose households to environmental health hazards, contaminate air and water sources, and lead to unprecedented spread of cholera and malaria. These climatic impacts on one hand do worsen gender inequalities across different urban sectors, while on the other such gender inequalities contribute to the intensity of climatic impacts. These are the gender dimensions of climatic impacts in urban areas that require deep examination while planning to adapt or reduce emissions.

Research limitation – The methods used to collect data were qualitative in nature and therefore no statistical data was obtained on gender inequalities and climatic impacts. But the review of different literature did enable the study gain relevant descriptive statistics on the effects of climatic change in Kampala city.

Value of the chapter – There have been studies on gender and climate change in Africa, but many of these have focused on rural settings and women in particular. This chapter provides a relational understanding on women's interface relative to men's interface with climatic impacts in Kampala with the aim of drawing lessons that can be applied to local circumstances in different African cities.

Details

Urban Areas and Global Climate Change
Type: Book
ISBN: 978-1-78190-037-6

Keywords

Book part
Publication date: 23 February 2010

James Hanrahan

Sustainable development may best be achieved by enhancing the commitment of local communities. Stewart and Hams (1991) argue that the requirements of sustainable development…

Abstract

Sustainable development may best be achieved by enhancing the commitment of local communities. Stewart and Hams (1991) argue that the requirements of sustainable development cannot merely be imposed but that active participation by local communities is needed. However, the terms ‘community’, ‘host community’ and ‘participation’ can be interpreted in a myriad of ways. Before entering a full discussion of host community participation in tourism planning, it is first necessary to explore the various potential interpretations of these terms and to define their meaning and function. This chapter therefore clarifies some of the issues surrounding the terms community, host, host community and participation. The major typologies and available models in relation to host communities’ participation in sustainable planning for tourism are also reviewed.

Details

Global Ecological Politics
Type: Book
ISBN: 978-1-84950-748-6

Book part
Publication date: 2 October 2023

Bahar Manouchehri, Edgar A. Burns, Ayyoob Sharifi and Sina Davoudi

Children comprise a significant component of developing countries’ populations, but are rarely present in a substantive way in urban decision-making. The first step toward…

Abstract

Children comprise a significant component of developing countries’ populations, but are rarely present in a substantive way in urban decision-making. The first step toward changing the exclusion of children in urban planning is through analyzing the roots of the problem. Applying a critical approach, this research aimed to explore and challenge the structural patterns of society that exclude children and marginalize them in the case of Iran. The present study interviewed Iranian urban planning professionals in a range of roles, to explore the roots of the persistent failure to incorporate children’s voices. The findings revealed various obstacles to including children: on the one hand, these impediments consisted of broad macro-level barriers derived from the cultural context; on the other, obstacles included micro-level barriers associated with planning processes and the urban management system. Together these embedded sociocultural roots provide insights into mechanisms maintaining a top-down approach and preventing it from shifting to a more inclusive and child-friendly approach in planning modern Iranian cities.

Details

Sociological Research and Urban Children and Youth
Type: Book
ISBN: 978-1-80117-444-2

Keywords

1 – 10 of over 3000