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1 – 10 of over 5000The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine…
Abstract
Purpose
The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.
Design/methodology/approach
The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.
Findings
The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.
Social implications
Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.
Originality/value
The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.
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Kaitlin K. Moran, Mary E. Sheppard and Aubrey Wang
This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution…
Abstract
Purpose
This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios.
Design/methodology/approach
The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs.
Findings
Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year.
Originality/value
This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.
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Loni Crumb, Crystal Chambers, Amy Azano, Africa Hands, Kristen Cuthrell and Max Avent
Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural…
Abstract
Purpose
Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.
Design/methodology/approach
In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.
Findings
The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.
Originality/value
The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.
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Pascale Benoliel and Chen Schechter
The need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and…
Abstract
Purpose
The need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals.
Design/methodology/approach
Drawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields.
Findings
Achieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems.
Originality/value
By integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed.
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The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of…
Abstract
Purpose
The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.
Design/methodology/approach
The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?
Findings
The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.
Originality/value
The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.
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This study aims to identify the updated areas in family business innovation (FBI) and propose a future research agenda for scholars in the domain.
Abstract
Purpose
This study aims to identify the updated areas in family business innovation (FBI) and propose a future research agenda for scholars in the domain.
Design/methodology/approach
Using VOSviewer and Bibliometrix-R, this study conducts a bibliometric analysis on 699 Scopus-indexed journal articles/reviews to analyse FBI’s performance and intellectual structure.
Findings
This study provides up-to-date assessment through performance analysis. Through the co-citation, co-word and thematic evolution analysis, this study unpacks FBI themes/topics to propose possible future avenues.
Practical implications
The findings provide insights into resilient innovation-driven family businesses to enlighten the next generation of family business leaders with essential innovation knowledge for sustainable growth.
Originality/value
This study complements past FBI reviews by offering renewed perspectives that future research can focus on, in turn, enhancing literature on contemporary, relevant topical issues in the FBI post-COVID-19 pandemic.
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Georgios Pallaris, Panayiotis Zaphiris and Antigoni Parmaxi
The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183…
Abstract
Purpose
The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.
Design/methodology/approach
The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.
Findings
The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.
Originality/value
This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.
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Sam Vaghar, Summer Wyatt-Buchan, Shriya Dayal, Srijan Banik and Ayushi Nahar
Collaboration with student leaders is fundamental to the role of higher education in advancing the Sustainable Development Goals (SDG). In 2018, Millennium Campus Network (MCN…
Abstract
Collaboration with student leaders is fundamental to the role of higher education in advancing the Sustainable Development Goals (SDG). In 2018, Millennium Campus Network (MCN) and the United Nations Academic Impact (UNAI) partnered to present the Millennium Fellowship. This semester-long leadership development program provides training, connections, and credentials to undergraduates advancing the SDGs. The Fellowship has rapidly expanded to draw over 25,000 applicants annually, with engagement on 136 campuses in 30 nations. This chapter unpacks how this program has grown through unique partnerships – with the United Nation (UN) and with universities. It also emphasizes best practices for how universities can support student leaders committed to the goals. Five best practices for collaboration will be shared:
Break down silos – Invite students to break out of their comfort zones, beyond campus, with discernment.
Prioritize mentorship (1:1 and peer to peer) – powerful faculty/staff–student relationships help students grow – and peer-to-peer mentorship builds robust communities of practice.
Align incentives for collaboration – from academic credit to seed funding, incentives can create an ideal environment for peer-to-peer collaboration.
Build virtual community – leverage technology to build cross-campus opportunities.
Centre-student voice – ensure students can co-create programs and opportunities.
To illuminate these points, we feature examples of Millennium Fellows’ experiences in the program. The prevailing theme that emerges: building processes that centre-students’ commitments and feedback builds trust and creates the foundation for dynamic partnerships to form.
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Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…
Abstract
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.
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Michael DiCicco, Shawn A. Faulkner and Mac Cooley
The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the…
Abstract
Purpose
The purpose of this viewpoint article is to share the reflections of school and university leaders on the success of their emerging school–university partnership for the preparation of middle school teachers.
Design/methodology/approach
The article is a reflective paper in which the leaders of the school–university partnership discuss the benefits of establishing the initial school–university partnership and reflect on what has helped the partnership experience success in the partnership's first five years of existence.
Findings
While the authors describe their school-university partnership as emerging, both the school and the university have experienced successes. Upon reflection, the authors discuss four specific essential elements to their initial partnership success. Communication and collaboration among all stakeholders ensure all voices are heard and valued. Allowing the university to have a physical presence in the middle school encourages the building of trusting relationships. For partnerships to succeed, partners must allow time for the partnership to mature and grow. Finally, when the middle school hires graduates from the partnering university, this benefits both the school and university partners.
Originality/value
As teacher preparation moves further away from the university campus to engage more closely with schools, there are lessons to be learned. Reflection is an essential component of growth. The partners in this school–university partnership believe sharing the partners' experiences will enhance the effectiveness of the partners' own partnership and encourage others that choose to begin this journey.
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