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1 – 10 of over 1000Martin Limbikani Mwale, Tony Mwenda Kamninga and Lucius Cassim
The paper investigates whether cultural lineage mediates gender gaps in child nutrition. It captures nutrition using height-for-age and stunting. The analysis uses the 2014 Malawi…
Abstract
The paper investigates whether cultural lineage mediates gender gaps in child nutrition. It captures nutrition using height-for-age and stunting. The analysis uses the 2014 Malawi Millennium Development Goals Endline Survey data. We find evidence of male child nutrition deprivation in matrilineal cultural lineage. The gender of the household head does not relate to the mediating role of lineage on gendered nutrition gaps. As such, the analysis of gendered nutrition should account for the potential impact of culture to produce policy relevant estimates. Furthermore, deficiencies in male nutrition remains a strong health problem, particularly in cultures that benefit most from returns on female children. In these cultures, lineage dominates personal parental preferences. Therefore, there is a need to revisit received wisdom that providing more resources to female heads eliminates gender gaps by provision of culture-tailored nutritional interventions.
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This paper aims to explore the crucial role of socio-cultural factors in the entrepreneurial experiences of women in the Gulf region.
Abstract
Purpose
This paper aims to explore the crucial role of socio-cultural factors in the entrepreneurial experiences of women in the Gulf region.
Design/methodology/approach
A focused qualitative systematic analysis of 65 published articles was conducted to present existing approaches to studying women's entrepreneurship in the Gulf Cooperation Council (GCC) and identify the key socio-cultural factors impacting women's entrepreneurial realities.
Findings
It was found that gender roles, family influence, social networking and religion are among the most significant factors influencing the entrepreneurial experiences of women in the GCC.
Research limitations/implications
It was found that the region's prevalent social norms, vis-à-vis how gender roles are defined and practiced, greatly influence the lived experiences of women entrepreneurs. The role of family support (or lack thereof) and the access to networking opportunities to start and grow ventures significantly affect women's entrepreneurial successes. The findings also point to the overarching ideological and practical guidance, Islam is believed to offer, on how life in general and businesses, in particular, should be conducted.
Originality/value
The paper contributes to the burgeoning literature on women's entrepreneurship in the Gulf by promoting context-dependent knowledge. In particular, the findings highlight the importance of critical and nuanced evaluation of existing theories of gender and entrepreneurship. The examination can help policymakers develop more effective and inclusive entrepreneurship policies in the region.
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Romanian women migrant entrepreneurs (RWMEs) are amongst the largest EU migrant communities in the UK and make significant socioeconomic contributions to both their host and…
Abstract
Purpose
Romanian women migrant entrepreneurs (RWMEs) are amongst the largest EU migrant communities in the UK and make significant socioeconomic contributions to both their host and origin nations, but academic research and policy discussions have ignored them. Intersectionality raises complex contextual issues that require comprehensive examination and inclusive policies and programmes. This study is aimed at exploring how Romanian women migrant entrepreneurs experience their transnational intersectional journeys of belonging, as they create, negotiate and enact their intersectional identities of the country of origin, gender and being entrepreneurs in the UK and Romania.
Design/methodology/approach
This Interpretative Phenomenological Analysis (IPA) draws on draws upon Crenshaw's (1991) intersectional and Social Identity theories (Tajfel and Turner, 1979) to investigate how nine interviewed RWMEs have experienced their transnational journeys of acculturative belonging in the UK and Romania.
Findings
The study findings show how RWMEs undo and negotiate their intersecting identities to adhere to socio-cultural standards in both their host and native nations. In the UK, they feel empowered as women entrepreneurs, but in patriarchal Romania, their entrepreneurial identity is revoked, contradicting the prescribed socio-cultural roles.
Research limitations/implications
This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.
Originality/value
This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.
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Women are being victimized sexually everywhere today, whether it is at home or office. Women are targeted for molestation, eve-teasing, and rape and sometimes they are murdered…
Abstract
Purpose
Women are being victimized sexually everywhere today, whether it is at home or office. Women are targeted for molestation, eve-teasing, and rape and sometimes they are murdered after rape. The objective of the present study is to understand the trend of sexual abuse in the socio-cultural context of India. The study aims to examine the relationship between the victim woman and the perpetrator and the impact of sexual abuse on the well-being of women.
Design/methodology/approach
The study applies the content analysis method for collecting data and conducting research. The data for this study were collected from June 2020 to November 2020. The sample cases for the current study were gathered manually by reading each and every news section that was published on sexual abuse in the various newspapers and magazines that were referenced in the introduction.
Findings
The study has found that women are mostly targeted for sexual abuse by known persons. The study has also found that girls between 6 and 15 years of age have suffered most from sexual abuse. Moreover, the study has pointed out that sexual abuse has a negative impact on women such as sometimes women commit suicide after sexual abuse, face psychological problems and sometimes they are, and their family members are threatened. Incidents of sexual abuse are affecting the mental happiness of women and an environment of fear is being created for women in society.
Originality/value
This is an original work of the author. The research work is based on content analysis that examines the nature and impact of sexual abuse among women in society by using socio-cultural perspective.
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Paola Maria Anna Paniccia, Gianpaolo Abatecola and Silvia Baiocco
How does the interaction between time and knowledge affect the evolution of organizations? Past research in organizational evolution has mostly investigated time and knowledge as…
Abstract
Purpose
How does the interaction between time and knowledge affect the evolution of organizations? Past research in organizational evolution has mostly investigated time and knowledge as two separate variables. In contrast, theoretical perspectives integrating these variables are still seemingly scant. The authors believe that filling this literature gap needs attention. Thus, this study aims to contribute by developing a conceptual framework.
Design/methodology/approach
This is a conceptual study. The framework is centred on the concept of “co-evolutionary time”, which the authors explain through a business example from the tourism industry. Supported by a narrative-based style, from a methodological point of view the framework is featured by the attempt to synthesize specific, extant literature into new theoretical development.
Findings
As its main theoretical contribution, the co-evolutionary time suggests how firms can adapt in a way that, from an evolutionary perspective, proves fitting both in terms of contents and methods, thus opening possibilities for new long-term social construction and reconstruction. As its main practical contribution, co-evolutionary time can constitute not only a temporary source of organizational success and competitive advantage but also an agent of enduring change and long-term business survival.
Originality/value
As its main novelty, the framework is developed through merging two literature streams. In particular, the authors first consider the literature about time, with a focus on its objective and subjective dimensions. The authors then consider the literature about organizational evolution, with a focus on the co-evolutionary nature of the firm/environment relationship.
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Sanjna Sebastian Thoppil and Sanjay Pandy
This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can…
Abstract
Purpose
This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.
Design/methodology/approach
Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.
Findings
The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.
Originality/value
This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.
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Kardi Nurhadi, Abd. Rahman, Meita Lesmiaty Khasyar and Suharwanto Suharwanto
Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual…
Abstract
Purpose
Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD.
Design/methodology/approach
This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b).
Findings
The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD.
Research limitations/implications
The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations.
Practical implications
The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity.
Originality/value
While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teacher learning environments, trends toward innovation in teacher collaboration and communities of practice in online settings, the present study specifically looked into how participants emotionally engaged in VTPD, which is inevitably linked to physical, moral, sociocultural, professional and political geographies.
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Zahra Khozaei Ravari, Qamar Ul Islam, Fatemeh Khozaei and Sara Betlem Choupan Zarvijani
Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not…
Abstract
Purpose
Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure and genre requirements. Few available studies have investigated such challenges through the lens of supervisors in an international context. Knowledge about the factors hindering the thesis writing process of non-native MA students in English from the supervisors' perspectives is scarce. This study attempts to fill these gaps by answering this question: From supervisors' perspectives, what factors hinder the thesis writing process of non-native MA students?
Design/methodology/approach
Thirty supervisors from state and private universities across Iran voluntarily participated in this qualitative study. Drawing upon teachers' diaries and semi-structured interviews, the authors identified major factors negatively influencing the thesis work of master's students. Data were transferred into NVivo 10 and analyzed thematically following Colaizzi's method.
Findings
The study found that factors constraining students' writing were (1) students' lack of effort, (2) students' lack of a strategy for writing, (3) students' lack of autonomy and (4) students' absence of voice.
Originality/value
The authors discuss the practical implications of these factors for different stakeholders. There is a growing interest in postgraduate students' thesis writing processes. Surprisingly, no research exists on supervisors' perceptions of factors that constrain the thesis writing process of non-native English master's students.
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Ruth Rentschler, Ayse Collins, Karen Williams and Fara Azmat
Understanding disabled people as gray-collar workers who are under-paid, under-valued and under-employed is recognized as in urgent need of attention but remains unaddressed…
Abstract
Understanding disabled people as gray-collar workers who are under-paid, under-valued and under-employed is recognized as in urgent need of attention but remains unaddressed. Based on 30 semi-structured interviews with disabled people, observations and document analysis, the authors argue that the disabled gray-collar workers in the performing arts provide a context and socio-cultural perspective on how gray-collar workers can attain dignity through social inclusion. Building on a novel framework of four dimensions of social inclusion theory – access, participation, representation and empowerment – the authors identify social interactions portrayed in the performing arts in order to deconstruct the processes that normalize and reinforce exclusion and inequality. The authors demonstrate how social inclusion can be “enabled” which has implications for theory, policy and practice.
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Franklin Gyamfi Agyemang, Nicoline Wessels and Madely Du Preez
This study examines what constitutes competence and how a novice becoming a competent weaver is enabled by information literacy in the fabric-weavers’ workplace landscape.
Abstract
Purpose
This study examines what constitutes competence and how a novice becoming a competent weaver is enabled by information literacy in the fabric-weavers’ workplace landscape.
Design/methodology/approach
Ethnography as a research design was employed using participant observation and semi-structured interviews as the data collection techniques.
Findings
Competence constitutes the demonstration of Kente knowledge and mentorship capability enabled by information literacy through access to the on-the-loom and off-the-loom information in the Kente-weaving landscape.
Research limitations/implications
This study explains how the transition from a novice weaver to a competent weaver is underpinned by information literacy.
Originality/value
This is one of the first studies that contribute to the understanding of information literacy in the craft workplace. The study proposes a framework for weavers' information literacy practice.
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