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Using the philosophical lenses of revisionist ontology and the politics of personhood, this paper explores the notion of Black Founders of the United States. I introduce the concept critical intellectual agency to argue that Black Founders brought unique contributions to the American experience. Their efforts were twofold. First, Black Founders established separate Black institutions that would become staples in Black communities after emancipation. Second, Black Founders challenged the supposed egalitarian beliefs of White Founders through media outlets. To illustrate, I focus on one Black Founder, Benjamin Banneker and his letter to Thomas Jefferson to illustrate how Black Founders philosophically responded and challenged White Founders prejudicial beliefs about Blackness. This paper seeks to challenge social studies teachers’ curricular and pedagogical approaches to Black Americans during the colonial period by providing a heuristics and language to explore the voices of Black Americans in U.S. history.

This paper aims to explore alternative literacy instruction with incarcerated youth, add to the body of existing literature documenting the literacy of those incarcerated and investigate the construction of book clubs through a critical lens.

This qualitative case study answered the following research questions: What can a critical book club reveal about the literacy lives of these incarcerated youth? What can we learn from incarcerated youth through a critical book club? Data were collected through participant observation and in-depth interviews and analyzed using a critical literacy framework.

Findings indicate students used text connections to critically reflect on selves and schools. They questioned issues of power, particularly the power of literacy in their own lives as well as the power of schools, teachers and curriculum. The paper concludes with the authors’ critical reflection on both the findings and process which results in implications for future book clubs in settings with incarcerated youth.

As educators, administrators and community members living in the “age of incarceration” (Hill, 2013), there is a social responsibility to design curriculum and pedagogy that expands instruction in correctional facilities.

The need for expanded literacy instruction in juvenile detention centers has been widely documented and supported; however, conventional methods of teaching literacy are not always successful for youth who may not have had positive experiences with traditional schooling. This study expands and explores literacy instruction with incarcerated youth through book clubs, an alternative literacy structure which challenges traditional curricula, pedagogical practices and culturally irrelevant texts which often contribute to the alienation and disempowerment of many students. Book clubs can facilitate new understandings through a critical lens.

In this chapter, we present a critical assessment of contemporary organization theory variously described as either multiperspectival or fragmented. We argue that analytic philosophy as one of the major tools used for theorizing about organizations has had a major influence on the development of organization theory and largely explains the current state of affairs. At its core, we argue, is a fundamental methodological fissure in analytic philosophy itself: the distinction between descriptive and revisionary methods. The principal focus of descriptive analysis in organization theory is how agents use everyday language in organizational contexts, often by invoking language games. In contrast, revisionary approaches, concerned about the privileging of theories embedded in everyday language, as well as the complexity and ambiguity of ordinary-language use, aim for explicit theory evaluation and greater clarity by recasting ordinary language in formal systems, such as scientific, especially empiricist, theories, characteristic of the mainstream of theorizing about organizations from the 1940s onward. For a number of theoretical and epistemological reasons logical empiricism or positivism is no longer a widely held view either in the philosophy of science or in the organization theory. We examine some critical issues regarding logical empiricist epistemological foundations and propose a methodological naturalistic framework that supports the ongoing growth of knowledge in organization theory, naturalistic coherentism. In developing this new conception of science we thus opt for a revisionary methodology, but one that is beholden to neither the traditional logical empiricist/positivist conception of (organization) science nor the relativism and conservatism of postmodernist theory, widely considered to be the successor of positivist organization theory.

The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession.

The paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering “international understanding” and; (2) the release and educational recommendations of the 1997 Bringing them Home Report.

The paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways.

This research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus.

The paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state.

Training multimedia projects often face identical knowledge‐transfer obstacles that partly originate in the multidisciplinarity of the project team. The purpose of this paper is to describe these difficulties and the tools used to overcome them. In particular, the aim is to show how elements of cognitive psychology theory (concept maps, semantic networks) and instructional theory (the Gagné taxonomy) combined with mainstream epistemological research help formalise and transmit industrial knowledge through the design of training multimedia.

The paper reports on action research spanning over ten years, taking stock of the experience gathered through 15 training multimedia projects in three large European organisations and their subsidiaries. Knowledge formalisation and transfer methods are illustrated with various examples and industrial applications.

Provided certain conditions and criteria are respected, these tools help unlock various knowledge transfer barriers specific to multidisciplinary training multimedia projects, not only by contributing to tacit knowledge elicitation and codification into the training multimedia resource, but also by providing an interdisciplinary communication vector.

The paper is not concerned with issues such as collaborative use or multidisciplinary support for remote learning platforms, which offer a possible way to extend the analysis.

The knowledge formalisation methods presented in this paper can be applied to any form of project aimed at transferring intra‐disciplinary industrial knowledge within an organisation. In addition, education and training professionals (ETPs) constitute the pivotal element in this process and as such are indispensable to the successful implementation of training multimedia projects.

There is little existing research on knowledge transfer problems intrinsic to multidisciplinary team working in training multimedia projects. The article sheds light on these issues by putting together hitherto unconnected elements of conceptual analysis, which arose from fieldwork.

This paper aims to offer a new history of management by tracing a religious dimension of scientific management. The thesis is that the good was foundational for bringing scientific management to success in Taylor’s native Quaker Philadelphia in the 1880s. The paper’s main contribution is to contrast the philosophical origins of Taylor’s ideas in scientific management to his native Quaker roots, and how Taylor, over time, into the 1910s, wrestled with this issue.

The paper is situated in historical interpretivism and subjectivism, leaning on contextual and narrative research on religious morality.

Quaker morality prevented managerial opportunism at Taylor’s Midvale Steel in the 1880s. Conversely, by the 1900s and 1910s, interest conflicts between workers and managers escalated when scientific management moved out of its traditional cultural contexts of Quaker Philadelphia and spread across the USA. The historical implication is, already for Taylor’s time, that scientific management never was the “one-best way” of management.

Future research needs to deepen and broaden research on scientific management when tracing the significance of religion and culture in management thought.

The paper has implications for modern studies of business morality by uncovering the practical relevance of religious business ethics at the outset of management studies.

The historic emergence of scientific management points to a theory of institutional evolution and economic growth, when religiously grounded governance of the firm deinstitutionalized, and institutional economic governance, with different but superior economic advantages, progressed by the 1900s.

The paper suggests an alternative version of the intellectual heritage of management studies by tracing the legacy of Taylor’s Quakerism and how religious and cultural ideas contributed to the formation of science in management.

This chapter explores the potential for and value of imagining a humanist paradigm for tourism studies. It explores how the idea of a “paradigm” in tourism can be conceptualized, arguing that dominant thoughtlines in other fields regarding the meaning of a paradigm are not sufficient for making sense of this idea in the context of tourism studies. The chapter introduces humanism as a philosophical position in the academy and as a lived cultural practice, explores examples of extant work in tourism studies that might be seen to provide the seeds of a humanist paradigm, and offers reflections on the value of imagining such a paradigm for our field.

Acts of evaluation—the assessment against implicit or explicit criteria of the value of individuals, objects, situations and outcomes—form the core of any high discretion job, where choices have to be made and decisions taken in a world of scarce resources. On a day‐by‐day basis informal evaluations pervade the job of any manager or administrator, but often this is supplemented by formal evaluation research studies—whether technology assessment, investment appraisal, the evaluation of markets and competitors, or in the case of personnel managers—the evaluation of training and development and of organisational change programmes generally. These formal studies include the evaluation studies conducted by “professional” evaluation researchers, such as those engaged in the evaluation of federally funded US social change programmes, those drawn from commercial consultancy agencies or occupying an internal consultant's role within a large company, and those applied social scientists, working in university departments and research institutions interested in issues concerning work system and organisational design . Many articles published in Personnel Review attest to this concern with evaluation research and, indeed, expertise in the conduct of formal evaluation studies has been identified as a major weapon in the armoury of personnel managers who adopt a “conformist innovator” approach to developing their power and influence.

Two important, although neglected, dimensions of market exchange are the temporal and the social. Exchanges, particularly those between organizations, may be thought of as embedded in a social framework which rewards continuity. Similarly exchanges between the same entities which recur over time take on a different character from those which are instantaneous and atomistic. Such patterns of exchange create a framework, of among other things, expectations, trust, adaptations and investments which can be said to comprise the elements of a relationship. Addresses the many reasons why individuals, but especially organizations, choose to give up freedom of choice and the open market for the confines of a stable and long‐term relationship. Where such relationships exist they provide a measure of continuity in the workings of markets. This, in turn, gives rise to enduring structures which have been labelled industrial networks. Such structures provide an important framework for exchanges within a market since they introduce interdependence and stability into the system. Markets are thus networks of connected exchange relationships, among individuals and organizations, located in time and space, and whose identity is both the product and the outcome of these exchange patterns.

The purpose of this paper is to reflect on the 2004 AAAJ special issue (SI): “Accounting and theology, an introduction: Initiating a dialogue between immediacy and eternity,” the relative immediate impact of the call for papers and the relevance of the theme to address issues in accounting today and in the future.

The paper is a reflection and is framed around three different modes of engagement with new perspectives as identified by Orlikowski (2015). These are religion as phenomenon, as perspective and as a worldview. The authors draw on Burrell and Morgan’s (1979) framework in order to explore the ontological and epistemological blinkers that have limited the attempts to explore accounting from a theological perspective.

The paper argues that historical and current structures can limit the manner in which accounting research uses theological perspectives. Indeed, the concerns of the initial SI remain – that the contemporary economic and knowledge system is in crisis and alternative ways of questioning are required to understand and respond to this system.

As a reflection, this paper is subject to limitations of author bias relating to our beliefs, ethnicities and culture. The authors have sought to reduce these by drawing on a wide range of sources, critical analysis and the input of feedback from other scholars. Nevertheless, the narrative of impact remains a continuing story.

In drawing on both an original SI guest editor and a scholar for whom the 2004 SI has become a touchstone and springboard, this paper provides multiple viewpoints on the issue of accounting and theology.