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This chapter concerns itself primarily with questions of how students in higher education studies can best acquire, apply, create, and share knowledge. Over the past several decades, multiple forms of active learning have been proposed in order to increase student engagement and deepen their understanding. This chapter, accordingly, examines the epistemological claims of the supporters and detractors of active learning while simultaneously exploring the nascence and development of some of the major understandings which presently underpin an epistemology of active learning. While the focus of earlier works may have been on changes that higher education instructors should make to improve student understanding of key STEM concepts, this chapter addresses changes in the roles of both students and instructors as the co-creators of active learning environments and learning communities. A particular focus is given to the significance of metacognition as a critical skill that enables students to assess their own learning and also critically assess sources of information. The chapter includes a framework which indicates trends toward high-impact active learning skills for students in STEM higher education and the research which theorizes and supports these new instructional imperatives.

Purpose – The African American electorate in Savannah, Georgia, has a history of being managed and manipulated, but over a period of time it reached its full potential. This electorate evolved during the leadership of a white Democratic mayor who manipulated the increased number of black registered voters as a result of the 1965 Voting Rights Act (VRA) to maintain white empowerment in a majority black city. This struggle for power proves that national reforms do not always have the immediate consequences that national leaders hoped. This chapter explores how the African American electorate persevered and took advantage of the political mistakes of others to attain its empowerment at the mayoral level. This evolution of political mobilization and empowerment would culminate with the election of the city’s first female African American mayor in 2011.Research design – We conduct a comparative analysis of election results over time.Findings – Federal intervention has been the most powerful and helpful to the African American electorate. However, while the Savannah African American electorate was managed and manipulated, such reforms were implemented in a gradual and limited manner. Hence, the rise of black mayoral power is the result of a lot of lucky political accidents due to a shrewd Democratic mayor who used the 1965 VRA to extend and maintain white empowerment in a majority African American urban city. Thus, national reforms do not always have the immediate consequences that national leaders hoped.

We explore the significance of social ontology and its capacity to inform the specification of organizational status, architecture and capacities. We consider how different conceptions of social ontology are critical for explicating a range of epistemological and socio-economic questions concerning organizations and develop a research agenda oriented to studying these issues from the perspective of management and organization studies.

The “gender problem” emerging today in CA as it relates to and involves education actually has long history, and was a target of serious social and political reform during Soviet times. We are interested in describing the problematic emergence; subsequent decline; and current difficulties, policies and practices connected to gender equality CA – with a particular focus on education and higher education. There are important historical writings on this topic, as well as contemporary statistical description of the issues. We undertake to illustrate briefly and describe work in both areas to begin this writing. Yet, this chapter is as much interested in the experiences and understandings of gender, education and lived culture as it is in what the history books say and how the statistics read. Our historical and conceptual discussions and generalizations are thus used primarily as scene setters for our later ethnographic accounts.

The objective of this chapter is twofold: (1) to analyse meanings and practices regarding the work-family balance of fathers from different social and cultural backgrounds and (2) to explore how infancy experts and workplace cultures can influence the paid work and childcare reconciliation practices of native and immigrant fathers in Italy, in particular, from the point of view of fathers making the transition to parenthood. Little attention is paid to the role of infancy experts and workplace cultures in shaping fathers’ reconciliation perspectives. Moreover, little research has been dedicated to parenting practices among immigrant families from the fathers’ point of view. We investigate how parenthood is perceived and experienced by native and immigrant fathers, focussing on cultural differences with regard to beliefs about gender roles, children’s needs and childbearing. Our work is based on a qualitative analysis of 61 qualitative interviews with fathers, born in Italy, Romania, Peru and Morocco living in (the north of) Italy, carried out between 2010 and 2015. The results show how both infancy experts and workplace cultures tend to reinforce the widespread hegemonic ideals on ‘good father as provider’ both for natives and for immigrant fathers, despite their different socio-cultural backgrounds.

How we become a part of group, identify with the group, and acquire a “we” feeling is both simple and complex. We may absorb groupness either because we were born into the group, or because we have made a decision to choose membership into the group. In this subsection the former will be our focus, and since we have already broached the African American theme we will explain collective identity matters from this perspective.

This chapter provides an extensive review of literature on the interaction between and interdependence of informal and formal working practices in various workplace settings. The aim of the chapter is to elucidate the organisational, managerial, human relations and social factors that give rise to informal work practices and strategies, on the shop-floor not only at workers and work group levels but also at supervisory and managerial levels. This chapter helps the reader to understand the informal work practice of making a plan (planisa) in a deep-level mining workplace.