Search results

This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.

This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.

Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.

The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.

This paper provides background for the special issue, to orient readers to the field of open education.

The purpose of this paper is to investigate how public/private hybrid and ambiguous organizations played pivotal roles in a governmental programme of housing reconstruction following a major earthquake in central Italy in 2009. Venturing beyond the boundaries of institutional isomorphism and using a Foucauldian approach, the longitudinal analysis seeks to illuminate accounting and performance challenges and provide insights to the calculative techniques associated with evacuee housing.

In “act 1” this paper investigates the role of a consortium created during the recovery stage of the disaster to construct temporary housing. In “act 2” attention shifts to consortia established for the reconstruction of buildings in devastated communities. The total observation period is 11 years. 31 semi-structured interviews were conducted with 15 key-actors. A broad range of official documents was also consulted.

In the immediate aftermath of the earthquake a comprehensive reporting system was established to facilitate the construction of 19 new towns for 15,000 evacuees. The mix of accountants, engineers and architects who developed the system and a building prototype evidences the assembly of diverse calculative techniques by different experts and the de-territorialization of subject disciplines. During reconstruction technologies of government included the introduction of standardised systems and vocabularies that homogenised administrative procedures among diverse experts.

This paper provides academics and policymakers with insights to accounting, performance management and accountability in hybrid organizations in the largely unexplored realm of post-disaster evacuee housing. Further studies are needed to examine the politics of calculation in similar contexts.

This paper fills a gap in the literature by exploring the role played by individual experts working for hybrid organizations. Further, by exploring actual practices over an extended period of post-disaster recovery and reconstruction, the study highlights how experts intervened to solve problems at the meso-political level and at the micro-organizational level.

The main aim of this paper is to develop a holistic understanding of place branding and reflect on its practical value and implications, by drawing evidence from the rebranding process of three UK towns (Alsager, Altrincham and Holmfirth) that participated in the HSUK2020 project.

A comprehensive place branding process that includes the interrelated stages of research, deliberation, consultation, action and communication is presented. The practical value of this theoretical proposition is linked to the experiences of three UK towns that participated in the HSUK2020 project.

The importance of research, the challenges of participation and the role of communications in place branding processes were identified as primary issues in all towns. The results of the project demonstrate the significance of the initial research stage of the place branding process and show that the process as a whole is valuable in helping places deal effectively with identity issues.

Participatory place branding processes can flourish when place stakeholders are engaged in the right context and are encouraged to work together. In addition, place brands are important cues and empower stakeholders’ participation in all stages of place brand processes.

Knowledge exchange projects that have the potential to engage a plethora of place stakeholders should be considered by practitioners for future place branding strategies.

The paper offers a refreshing practical grounding on participatory place branding concepts and theories. The value of knowledge exchange strategies for examining the field of place branding is also highlighted and can become a useful research approach for future research.

Drawing on evidence from ten towns (across England, Wales and Northern Ireland) participating in the High Street UK 2020 (HSUK2020) project, the purpose of this paper is to reveal how local stakeholders involved in place management respond to high street decline through a strategy of repositioning.

This paper identifies the challenges faced by the towns considering repositioning, and highlights examples of good practice of relevance to the practitioners. First, it outlines the perspectives on repositioning from the academic research and theory, before drawing on evidence from across ten UK towns that participated in the HSUK2020 project, to reveal how repositioning involves more than just taking a snapshot profile of a place.

The research revealed major challenges faced by local stakeholders in clearly identifying and communicating their market position, in particular, the maintenance of up-to-date information on catchments was lacking at all the locations. Despite having local knowledge and some data, stakeholders still did not possess a clear (or shared) understanding of the identity or function of their towns. This evidence reflects the complexity of analysing and understanding repositioning and developing coherent strategies.

Knowledge exchange between stakeholders involved in place management can help inform the identification of new strategic objectives, appropriate interventions and project planning and delivery. Where resources are limited, particularly in smaller towns and settlements, the research demonstrates the significance of collecting and sharing data and analysis with other stakeholders, because this can generate positive outcomes for all.

By offering empirical evidence based on the experience of local practitioners, this paper provides valuable insight into how town centre stakeholders collect, interpret and analyse data, revealing the challenges, opportunities and practicalities involved in developing and implementing repositioning strategies.

The purpose of the paper is to present and critically discuss the findings of the ESRC-funded HS2020 project. The aim is to discuss the retail-led change that has happened to the High Streets that participated to the project that, in some cases, is revolutionary and is leading to the reinvention of the place. To do so reference is made to various retail change theories discussing both institutional and consumer-led change.

This is a discussion paper on the findings of the HS2020 project.

The major finding reported in this paper is that the reinvention is a natural learning process that involves the comprehension of change and the development of knowledge that will lead to the reinvention of the High Street.

The findings of the research are based on data that were collected from a total of ten towns across the UK.

The paper suggests that to reinvent the High Street the stakeholders that are involved in the place decision-making processes they should embrace the change as a natural development and try to understand and learn from it rather than resisting to it. The HS2020 project provides a comprehensive guide of the areas that change can be managed and if it happens it can facilitate the reinvention.

The paper is relevant to the academic community, as it offers insight to the theories of retail change, and to the practitioners, as it provides evidence as to how to deal with the change that happens to the High Streets.

The present chapter explicates urban and rural childhoods in India. It presents childhood as a dynamic product arising out of an intersection of children's experiences in different familial–socio-cultural contexts, and children's positions within parent–child interactions and relations. These contexts and interactions tend to colour and shape the childhoods that children inhabit. Drawing on fieldwork conducted in urban and rural India, the chapter documents (1) nature of children's engagements and (2) parent–child relations, explicitly observed in parent–child interactions, provisioning warmth and care; parental control and supervision over children and children's participation in the overall fabric of family life and so forth. Forty-eight parents (24 urban and 24 rural) of children aged 7–11 years participated in the study. Qualitative data gathered through semi-structured interviews and home observations revealed distinctions in urban and rural Indian childhoods. Urban childhood is characterised by rights and privileges, and the centrality of academic pursuits, while rural childhood is featured with subtle induction into economic and social fabric of rural life. Although the world of ‘Indian childhood’ seemed plural, childhood playfulness and learning seemed to be the unifying themes. Geared to the fact that children have to make a living with limited means in the future, both childhoods were accelerated in preparation for future. Dwelling on the complexities in children's lives, this article appreciates diversity and multiplicity in childhoods.

The purpose of this paper is to determine whether there is a difference in the development of shopping lists and use of advertisements as pre-store food-buying practices in terms of planned shopping by South African consumers who dwell in different socio-economic status (SES) areas. The paper also considers the influence of shopper and socio-demographic characteristics on pre-store food-buying practices in a developing country.

A self-administered questionnaire was used to survey 1 200 consumers in retail stores in low, middle and high SES areas in South Africa. A generalised linear model was employed for the statistical analysis of pre-store food-buying practices within the SES area groups in a developing country.

South African consumers that reside in high SES area displayed the largest of shopping list development, while consumers who dwell in low SES areas showed the highest incidence of advertisement usage. Several shopper and socio-demographic characteristics were also found to have an influence on pre-store food-buying practices in different SES areas in South Africa.

A qualitative approach would offer a deeper understanding of consumers’ pre-store food shopping predispositions as opposed to the quantitative approach, which was adopted for this study. A longitudinal design would also provide a more extensive representation of pre-store food shopping practices over a longer time frame than cross-sectional research. The survey was conducted on Saturdays, whereas consumers who shop during the week may have different shopping and socio-demographic characteristics.

Astute food brands, marketers and grocery stores could use the findings of this study to assist with their marketing efforts that they direct at consumers in different SES areas in South Africa and other developing countries.

The findings of this study may assist consumers in developing countries, especially those who reside in low SES areas, with food-buying strategies to reduce food costs, make wiser purchase decisions and reduce shopping.

No study (to the best of the researchers’ knowledge) has considered shopping list development and use of advertisements’ pre-store food-buying practices in different SES areas in a developing country. Furthermore, there is a dearth of research analysing shopper and socio-demographic characteristics in relation to pre-store food-buying practices among different SES areas in developing and developed countries.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Within the ongoing digitalization of society and dimensions of integration, equality, citizen needs, sustainability and quality of life are of increasing importance as driving forces for cities to become smart. The purpose of this paper is to examine participatory management challenges in becoming a smart old town in the context of cultural heritage.

An explorative approach was applied on a qualitative single case study including in-depth interviews with 21 stakeholders representing local entrepreneurs, nonprofit organizations, the municipality, politicians, tourism organization and residents of an old town district in a Norwegian city. Additionally, participatory observations and document studies were performed. Findings were continuously validated with the respondents.

The present study contributes with stakeholder views on challenges arising from the development of a smart old town and suggests possible innovative solutions for participatory management. The transformation of a city with cultural heritage into a smart city require efforts that go beyond smart ICT implementations into issues of social sustainability.

The study brings forward the opportunities that lie in the dynamics of interaction between the spirit of cultural heritage and the body of participatory management. It con-tributes by responding to calls for further research to deepen the insights into stakeholder inclusion in cultural heritage-based city transformation. This explorative study has its limitations as it is based on one qualitative single case.

Participatory management insights and recommendations for smart city transformation are provided.

The study addresses socially sustainable outcomes to create democratic conditions that promote inclusion and community building by understanding what people need and expect from the place where they live and work.

This study is positioned as unique in terms of its complex nature of transforming an old town to become a smart old town based on cultural heritage and an open and coordinated inclusion of stakeholders. Smartness in context of city transformation is revealed in many dimensions ranging from technology-driven to more participant-driven.

This paper introduces a methodology to identify, analyse and represent heritage site attributes, emphasizing their impact on value, authenticity, integrity and management, with a case study on Ghadames, Libya. Inscribed in 1986 and moved to the In-Danger List in 2016 due to conflict, this work seeks to update the site's attributes and values for improved management.

This methodology, focusing on Ghadames, leverages recent heritage management advancements to monitor conflict-induced changes, aiming to enhance decision-making through a detailed analysis of the site's natural and cultural attributes.

Our findings highlight the need for systematic and holistic assessments of heritage site attributes and values, crucial for managing sites of both local and global significance. This approach is a key to understanding their identity, guiding interpretation, management and preserving cultural significance.

Developed for Ghadames, the methodology requires adaptation for other sites, underscoring the importance of identifying core tangible and intangible attributes that define a site's uniqueness.

Our developed methodology offers a replicable framework that can be modified by local heritage professionals to map attributes and assess the direct and indirect impact of conflict on heritage sites.

The detailed assessment provides a foundation for crafting informed policies and effective management strategies. It specifically targets minimizing the adverse effects of conflict on heritage sites' attributes. This effort is instrumental in preparing the necessary documentation to support the delisting of these sites from the UNESCO World Heritage Site In-Danger List, promoting their preservation and recovery.