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1 – 2 of 2Timothy Monreal, Matthew R. Deroo and Brianne Pitts
The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of…
Abstract
Purpose
The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.
Design/methodology/approach
The paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.
Findings
The paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.
Practical implications
The paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.
Originality/value
This has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.
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Keywords
Sophie Hennekam and Kayla Follmer
This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.
Abstract
Purpose
This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.
Design/methodology/approach
We conducted a practice-based review using information obtained from organizations’ websites, summarized the information and reflected on how scholars can continue to advance this area of research based on what is happening in practice.
Findings
The review provided a selective overview of programs and practices per HR cluster: selection and recruitment; onboarding, integration and retention; job design; flexible work options and working remotely; training; employee resource groups (ESGs) and support. The review provides a description of practices and policies implemented within organizations that focus on neurodiversity among employees.
Originality/value
Our review showed that organizations have a multitude of HR practices and policies in place to include neurodivergent individuals in their workforces, though many of these have not been empirically investigated. Sharing this knowledge is important so that research insights and practice can reciprocally influence one another.
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