Search results

Researchers have demonstrated that the individual and social identities of adolescents are constructed through interaction with other people as they move through various social sites: home, school, the community, and within the virtual social site created by media (Raissiquier, 1994; Weir, 1996; Willis, 2000).

This study addresses resistance and its potential to achieve social justice. Discussion of oppression begins the essay, clarifying the concepts of structure, agency, and the interaction between the two. Next, class exploitation, white supremacy, male supremacy, and epistemological imperialism illustrate forms of oppression. Epistemological emancipation and resistance elucidate agency. A conclusion summarizes the argument that a structure-and-agency perspective best conceptualizes forms of oppression and resistance.

The paper attempts to highlight and discuss the limitations of the current discourse around the role of hydrogen‐based energy in a more sustainable future.

The paper draws upon preliminary findings from qualitative fieldwork in three case studies. Focus groups were conducted with members of the public in three different areas of the UK where hydrogen projects are being planned and/or developed. Findings are connected to evidence gathered in other similar studies addressing the relationship between publics and new technologies.

In the case of hydrogen energy and its role in a future economy, questions about safety were present but did not dominate the debate. Participants in our focus groups were not only concerned about the technical and economic aspects of hydrogen technologies, but they also wanted to understand what hydrogen as an energy carrier and fuel would mean for them and in their daily lives; whether it would deliver the promise of realising a better future, for the global environment and the people; and whether it would disrupt people's lifestyles and require a significant change in collective and individual behaviour. Moreover, a frequent issue raised by many people was their ambivalence about what, and whom, to trust in the provision of information about hydrogen.

This research on public attitudes to a future hydrogen economy provides empirical insights about the socio‐cultural contexts in which lay understandings of new, unfamiliar technologies and technological systems are developed, and what issues are raised by members of the general public when an informed debate is encouraged. The research attempts to contribute to the wider debate about public engagement in technological change.

The purpose of this paper is to analyse the early days of marketing education by observing the first “Marketing” subject in Australia, which was taught at the University of Melbourne, and comparing elements of the early subject to the introductory Marketing subject of today.

The information used for this study was obtained from material in the University of Melbourne Archives, including calendar entries, subject descriptions, and university announcements, as well as from interviews and correspondence with various people including those in academic and administrative positions, and former students.

The origins of university-level marketing education in Australia can be seen to have been shaped by several influences, including: the external environment of the country at that time; the areas of interest of academic staff; the availability of teaching material – textbooks, academic articles, appropriate case studies, academic research papers, etc.; the academic staff and teaching materials from the USA; and the extent to which the supporting technology of marketing had changed.

By observing the development in marketing education over the years, from its beginnings in Australia at the University of Melbourne, this paper shows changes in the content which assists in the understanding of what has led to how marketing is taught in Australasian universities and colleges today.

Marketing education research usually focusses on what is happening at the moment, so the value of this study is that it is one of the few that looks at marketing education from a historical perspective.

Purpose – Role-taking refusal was a foundational problem in Mead's work but was ignored by subsequent interactionists who focused on the benefits of role-taking – empathy and solidarity – but failed to examine how they are destroyed or crippled from emerging as inclusionary aspects of social consciousness. Role-taking refusal constitutes both the microfoundation of dehumanization in the case of the oppressor and, in the case of the oppressed, the microfoundation of resistance. Role-taking refusal is linked to Giddens's notion of the reflective project of the self, Omi and Winant's racial formation theory, Feagin's theory of systemic racism, and the perspective of Critical Race Theory.

Methodology – I shall portray role-taking refusal by using historical, theoretical, and empirical works, especially ethnographic studies.

Social implications – The oppressed know the image their oppressors have of them. Refusing to internalize this image is the first step – the microfoundation – of resistance. Role-taking refusal in the oppressed fosters critical consciousness, which, if solidarity with others is formed, can lead to collective action and, possibly, permanent institutional change.

Originality – “The superiority delusion” is the paradigmatic ideology of all oppressors, deployed to justify their power, privilege, and prestige. This delusion is maintained by the microfoundation of dehumanization, which is a systematic refusal to role-take from those over whom oppressors oppress. All other ideologies that justify oppression are derived from some form of “the superiority delusion,” identifying for the first time role-taking refusal as paradoxically both the original sin of social relations and the foundation of social resistance.

As entrepreneurship education has seen substantial growth over the last ten years, so has the debate over the right mix of academic theory and practical insights that best equips entrepreneurial minded business students to realize their entrepreneurial goals and to impact economies. The University of Texas at Austin’s acclaimed Moot Corp Program has not only laid the groundwork for effective, powerful entrepreneurship education, it has created a model that integrates the most value added contributions from the academic and business worlds. The Moot Corp Competition, has been a pioneer as a showcase for new ventures developed at universities across the world.