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Book part
Publication date: 11 December 2023

Charlie Gregson and Steve Little

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their…

Abstract

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their story of developing a working methodology in this complex landscape. By evaluating their relationship through the lenses of knowledge brokering and collaborative mentoring, they identify six themes relating to how their working environment evolved and functioned. Discussion finds significant overlap between collaborative mentoring, KE and the attainment of the Sustainable Development Goals in their ability to enable more nuanced and holistic changemaking that is contextualized in a deep understanding of need.

Knowledge brokering, a process by which an individual (or an organization) supports the transfer of research evidence into policy and practice, can improve evidence-based decision-making through knowledge exchange (KE) but is, on the whole, poorly defined in academia (Cvitanovic et al., 2017). This chapter seeks to contribute to the ‘necessary and urgent’ need for evaluation of KE in practice (Rycroft-Smith, 2022) by providing edited snippets of dialogue, analysis and key learning points. It is intended as inspiration and encouragement for academics, professionals, students and volunteers developing human-centric projects or design-thinking methodologies between universities and external partners.

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Mentoring Within and Beyond Academia
Type: Book
ISBN: 978-1-83797-565-5

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Book part
Publication date: 11 February 2003

William A. Pasmore and Richard W. Woodman

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Research in Organizational Change and Development
Type: Book
ISBN: 978-1-84950-195-8

Book part
Publication date: 17 December 2016

Jesse Davie-Kessler

This chapter examines the practical and conceptual limitations and possibilities of using ethnographic methods in the college writing classroom for the purpose of instructors’…

Abstract

This chapter examines the practical and conceptual limitations and possibilities of using ethnographic methods in the college writing classroom for the purpose of instructors’ professional development. The study is based on ethnographic research with a second-year course in Stanford University’s Program in Writing and Rhetoric. The study’s dual foci included the teacher–researcher’s pedagogical practices and students’ learning, and entailed participant-observation and the recording of ethnographic fieldnotes. It builds on the anthropology of literacy, a tradition of action research among educational ethnographers, and scholarship on composition pedagogy. Participant-observation could be helpful to other college instructors interested in improving their teaching. However, combining participant-observation with direct student feedback through interviews or surveys will be most effective in shaping educators’ professional development. Using participant-observation for professional development in the college writing classroom did not only situate me, the ethnographer, as both subject and object of research. Unexpectedly, my research also placed ethnographic methods as objects of research. By examining student learning and teaching practices ethnographically, researchers create opportunities to illuminate assumptions related to research as well as broader lessons about the study of teaching and learning.

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New Directions in Educational Ethnography
Type: Book
ISBN: 978-1-78441-623-2

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Book part
Publication date: 10 August 2023

Tara Ratnam

Teachers are generally interested in practical ideas for their classroom without being inclined to reflect on the theory behind them. Teacher aversion to theory has been a…

Abstract

Teachers are generally interested in practical ideas for their classroom without being inclined to reflect on the theory behind them. Teacher aversion to theory has been a constant source of frustration for teacher educators who conduct in-service programs in the Indian context. Teachers' disinclination to think theoretically and recognize the need to change to create more equitable educational ecologies in a rapidly evolving multicultural world can easily be taken to signify an “excessive entitled attitude,” a personality deficiency. An investigation into understanding the source of what seemed to be “excessive teacher entitled attitude” led me to become self-reflexive about my own journey as a teacher. This chapter, which unravels my reflective journey as a teacher, uses narrative inquiry to make sense of my “stories of experience”. It is an intersubjective process intertwining teacher narratives with my personal narrative. Self-reflectivity facilitates the liberation from “excessive entitled attitude” by shining a light on it and paving the way for learning and the development of new attitudes toward the self, the other and the world. The findings show the complex recursive path negotiated by me in becoming aware of the way my “excessive entitled attitude” in my position of authority as a teacher blocked my connection to my students. It also shows the place of theoretical thinking in my transformation into a more thoughtful teacher agentively creating inclusive learning spaces for all students. The story of my transformation and the attendant change in my attitude toward myself and others helps others – teachers/educators/readers – retell their stories “with added possibilities.”

Book part
Publication date: 20 August 2012

Matthew Anderson

This chapter offers a reading of the inclusion of Susan Glaspell's short story, A Jury of Her Peers, in the casebook, Procedure. What does it mean that the editors turn to a…

Abstract

This chapter offers a reading of the inclusion of Susan Glaspell's short story, A Jury of Her Peers, in the casebook, Procedure. What does it mean that the editors turn to a secular, literary narrative to ground a consideration of “The Problem of Judgment?” How should we read the irony of the reading instructions they provide, which reproduce the blindness to form – to the significance of “trifles” – that the text describes? How do we read literature in the context of law? More specifically, what does attention to the form of the story yield for an understanding of legal judgment?

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Special Issue: The Discourse of Judging
Type: Book
ISBN: 978-1-78052-871-7

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Book part
Publication date: 18 August 2017

Abstract

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Breaking the Zero-Sum Game
Type: Book
ISBN: 978-1-78743-186-7

Book part
Publication date: 3 September 2021

Estelle Barrett

In this chapter, I suggest that institutional guidelines and principles for conducting ethical research within Indigenous and cross-cultural contexts (see for example, the…

Abstract

In this chapter, I suggest that institutional guidelines and principles for conducting ethical research within Indigenous and cross-cultural contexts (see for example, the Australian Institute of Aboriginal and Torres Strait Islander Studies Guidelines for Ethical Research in Indigenous Studies, 2012) may not, in themselves be enough to promote the ethical practices nor lead to innovative outcomes if the fundamental premises of Western research in Indigenous contexts remain the same. Alternatively, valuing and applying Indigenous conceptions of Being, relationality and knowing when engaging with Indigenous participants and also, within actual procedures of research may lead to greater ethical know-how and a deeper understanding of how Indigenous modes of knowledge production can extend the frontiers of knowledge to solve real world problems. Such possibilities are predicated on recognising the limitations of our own epistemologies and ontologies and addressing the question of how we might refigure the role and positioning of ‘outsider’ researchers in ways that imbed, more self-reflexive and culturally appropriate modes of engagement and the application of Indigenous notions of Being, knowing and doing into research procedures to enhance the impact and benefits of research both within and beyond Indigenous communities.

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Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems
Type: Book
ISBN: 978-1-80043-007-5

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Book part
Publication date: 6 August 2020

Kate Sylvester and Brent McDonald

Purpose – This chapter illustrates how female university kendo club members participate in kendo-related hegemonic drinking in formal (heterosocial) and informal (homosocial) club…

Abstract

Purpose – This chapter illustrates how female university kendo club members participate in kendo-related hegemonic drinking in formal (heterosocial) and informal (homosocial) club settings. An alternative perspective on gender relations and identity politics in Japan is outlined in this chapter by describing the significance of hegemonic drinking for female kendo club members within homosocial spaces.

Methodology – As a participant-observer, an ethnographic method was applied for an 18-month period as a quasi-member of a Japanese Sports University Kendo Club. Key to accessing the female members' lived experience was the primary author's participation in daily training and the consumption of alcohol in various kendo spaces. The data discussed in this chapter were collected via semi-structured interviews, daily self-reflexive descriptive field notes and ethnographic interviews.

Findings – Hegemonic drinking practices in heterosocial university kendo club spaces encompass networking opportunity, transference of knowledge, and fortitude building, all of which are systemized to support the advancement of male members. Although female members are relatively obscured in heterosocial spaces, women mimic and engage in hegemonic drinking practices in homosocial settings to substantiate meaning to their membership.

Research limitations/implication – Research that engages with the intersection of sport and gender needs to consider aspects of social interaction not only of the physical component of the sport but also the other day-to-day activities related to it. The examination of women and kendo-related hegemonic drinking in this chapter provides an insightful perspective and highlights the value of the ethnographic method in unexplored places of enquiry integral to researching physical cultures and body politics in Japan.

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Sport, Alcohol and Social Inquiry
Type: Book
ISBN: 978-1-78769-842-0

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Book part
Publication date: 19 July 2022

Jocelyn E. Marshall

Engaging with the interconnected dynamics of the classroom, this chapter draws from Audre Lorde's “Uses of Anger” to consider how empathy may be cultivated as a soft skill for…

Abstract

Engaging with the interconnected dynamics of the classroom, this chapter draws from Audre Lorde's “Uses of Anger” to consider how empathy may be cultivated as a soft skill for stronger interpersonal relationships. Jocelyn E. Marshall highlights the need for mutual vulnerability between instructor and student, where vulnerability is understood to be a mode of resistance in regards to patriarchal and hegemonic higher education institutions and learning standards. By braiding queer feminisms with interdisciplinary approaches, the trauma-informed pedagogy upholds radical empathy as the linchpin to Lorde's advocating of articulating anger with precision, listening intensely, gaining new insight, and enacting change. In creating spaces to practice and further develop empathy, the trauma-informed pedagogical approach aims to empower students with agency and equip them with skills for self-accountability and holding others accountable.

Book part
Publication date: 25 October 2021

Andrea Bramberger and Kate Winter

This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for…

Abstract

This chapter discusses and interprets examples of safe spaces through the lenses provided in Chapters 2 and 3. Specifically, we discuss a few diverse examples of safe spaces for learning and development taken from children's literature, an art exhibit, a feature-length movie, and a professional development experience, detailing how each can be seen in terms of to what extent it offers a separate safe space, works with aspects of sameness/difference and intersectionality, and/or creates a space for democratic iterations that address one or more of the levels of inequity.

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