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Book part
Publication date: 26 July 2005

Celia Genishi, Shin-ying Huang and Tamara Glupczynski

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…

Abstract

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

Book part
Publication date: 26 August 2019

Tiffany M. Nyachae, Mary B. McVee and Fenice B. Boyd

Purpose – This chapter discusses youth participation in a Social Justice Literacy Workshop (SJLW). Participants were predominantly Black youth residing in an urban community with…

Abstract

Purpose – This chapter discusses youth participation in a Social Justice Literacy Workshop (SJLW). Participants were predominantly Black youth residing in an urban community with a rich history and important community resources such as libraries and churches. The SJLW used a variety of print texts, videos, artwork, documents, and other texts to explore the topic of police brutality and other justice-related topics.

Design/Methodology/Approach – This chapter uses the gradual release of responsibility (GRR) model as a lens to revisit the SJLW as designed and implemented by the first author Tiffany Nyachae. Nyachae designed and implemented the SJLW as space to inspire students to engage in critical thinking and analysis of authentic texts, and to use these textual interactions as an impetus for activism in their community. With the help of her co-authors, Nyachae reflects on the SJLW through a GRR lens to describe how students were scaffolded and supported as they moved toward activism.

Findings – Students brought their own understandings of police brutality and awareness of activism to the SJLW. These prior understandings were shaped both by their own lived experiences but also by their awareness of and interaction with social media. During the SJLW, youth read and discussed the novels All American Boys by Jason Reynolds and Brendan Kiely (2015) and Hush by Jacqueline Woodson (2002). The youth engaged in activities and discussions about how prevalent issues in each novel connected to larger social and political concerns. Students discussed the current events, engaged in reflective writing, read short pieces, and analyzed documents and videos. The SJLW was successful in such a way that all students felt comfortable voicing their opinions, even when opinions differed from their peers. Students demonstrated critical thinking about issues related to justice. All students completed an action plan to address injustice in their community. While applying the GRR to this context and reflecting, first author Nyachae began to consider the other scaffolds for youth that could have been included, particularly one youth, JaQuan, who was skeptical about what his community had done to support him. Nyachae revisits the SJLW to consider how the GRR helped to reveal the need for additional scaffolding that JaQuan or other youth may have needed from leaders in the SJLW. A literature review also revealed that very few literacy practices have brought together the GRR and social justice teaching or learning.

Research Limitations/Implications – This chapter demonstrates that the GRR framework can be effectively applied to a justice-centered teaching and learning context as a reflective tool. Since very little research exists on using the GRR framework with justice-centered teaching, there is a need for additional research in this area as the GRR model offers many affordances for researchers and teachers. There is also a need for literacy researchers to consider elements of justice even when applying the GRR framework to any classroom or out-of-school context with children and youth.

Practical Implications – The GRR can be a useful tool for reflecting the practices of literacy and justice-centered teaching. Just as the GRR can be a useful framework to help teachers think about teaching reading comprehension, it can be an effective tool to help teachers think about supporting students to grow from awareness to activism in justice-centered teaching and learning.

Originality/Value of Paper – This chapter is one of only a handful of published works that brings together a social justice perspective with the GRR.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

Book part
Publication date: 2 May 2018

Marcia Rossi

There is a paucity of research on factors influencing African-American attitudes and beliefs about pro-environmental behaviors. Environmental psychology is a growing…

Abstract

There is a paucity of research on factors influencing African-American attitudes and beliefs about pro-environmental behaviors. Environmental psychology is a growing interdisciplinary field that focuses on the relationship between humans and both the built and natural environment. This paper presents an exploratory study of 12 students enrolled in an undergraduate Environmental Psychology course at an HBCU. The course provided a unique opportunity both to educate the students about environmental issues and to study the impact of the course on their pro-environmental behaviors. Results showed that students improved their understanding of environmental justice; 10 of the 12 students reported increased intention and efforts to engage in pro-environmental behaviors; and students whose parents encouraged outdoor behavior in general were more likely to express such changes in pro-environmental behaviors.

Details

Environment, Politics, and Society
Type: Book
ISBN: 978-1-78714-775-1

Keywords

Article
Publication date: 11 October 2021

Pyemo Afego and Imhotep Alagidede

The purpose of this study is to explore how citizen protests against perceived acts of racial injustice impact on share prices of companies who weigh in on the protests. In…

Abstract

Purpose

The purpose of this study is to explore how citizen protests against perceived acts of racial injustice impact on share prices of companies who weigh in on the protests. In particular, corporate statements that directly address the issues around the protests are identified and possible mechanisms underlying how these may impact shareholder value are discussed.

Design/methodology/approach

The authors first use a qualitative research approach of content and sentiment analysis to track how companies or their chief executive officers (CEOs) present their stance against racial injustice, as represented by their use of linguistic markers. Then, the authors use an event study methodology to assess the response from stock market participants.

Findings

The findings suggest that CEOs primarily convey their stance using language that is emotive and empathic. In addition, shareholders earn a significant abnormal return of 2.13%, on average, in the three days following the release of the statements.

Research limitations/implications

This study considered only US-listed companies. The sample size, also, is relatively small. Institutional and cultural differences across countries may also vary. Thus, future research could explore the extent to which the findings generalize to other contexts.

Practical implications

Results provide insights to top managers who communicate with various stakeholders on emotionally charged social issues. Findings also offer insights on the timing of trades for investors and arbitrageurs.

Social implications

Findings contribute to the understanding of corporate behaviour in times of social upheaval. Insights from the study may also be used to inform corporate communication decisions about important social issues.

Originality/value

This study brings into focus the role that affective appeal and moral emotion can play in evoking motivation for corporate activism, and the impact that this has on investor opinions’ formation process.

Details

Society and Business Review, vol. 17 no. 2
Type: Research Article
ISSN: 1746-5680

Keywords

Article
Publication date: 27 February 2023

Carlos Sandoval

The purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden…

Abstract

Purpose

The purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement.

Design/methodology/approach

This study is situated within a teacher preparation improvement network. Forty-four teacher educators from seven university-based teacher preparation programs participated in the network. Guided by practice theory (Feldman and Orlikowski, 2011), the author collected and analyzed network meetings and artifacts to unveil facilitation practices and their relation to power.

Findings

Synthesizing emerged as a central facilitation practice. Facilitators' engagement in this practice produced power by constraining and enabling how network members participated. Finally, facilitators were systematically and advantageously positioned to prioritize some network members' perspectives while peripheralizing others'.

Practical implications

This paper offers a concrete, detailed window into a core facilitation practice in a network and problematizes it to enable network leaders to be deliberate about facilitation decisions.

Originality/value

Facilitation is a central component of effective networks (Rincón-Gallardo and Fullan, 2016) and is considered central to the work of networked improvement (Bryk et al., 2015), but there exists a dearth of research that offers insights into how facilitation comes to be enacted in practice. This study offers detailed insights into one such facilitation practice.

Details

Journal of Professional Capital and Community, vol. 8 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Book part
Publication date: 10 October 2019

David Rodríguez Goyes

In this chapter, I present the philosophical pillars of a Southern green criminology. I develop this work by asking ultimate questions. First, I argue that green criminology has…

Abstract

Summary

In this chapter, I present the philosophical pillars of a Southern green criminology. I develop this work by asking ultimate questions. First, I argue that green criminology has yet to establish and develop the most important fundamental premises that every inquiry must have – ontological, epistemological and methodological premises. To fill that gap, I examine the philosophical beliefs that guide, sustain and legitimise environmental discrimination as well as its preventive practices. Building on that analysis, I present two major philosophies – atomistic and Gestalt – that are overarching worldviews that guide our interactions with nature. I establish a Gestalt philosophy as an inquiry paradigm that can serve as the basis of a Southern green criminology.

Details

Southern Green Criminology: A Science to End Ecological Discrimination
Type: Book
ISBN: 978-1-78769-230-5

Keywords

Article
Publication date: 12 April 2011

Christa Boske

The purpose of this paper is to examine how 15 graduate students enrolled in a US school leadership preparation program understand issues of social justice and equity through a…

Abstract

Purpose

The purpose of this paper is to examine how 15 graduate students enrolled in a US school leadership preparation program understand issues of social justice and equity through a reflective process utilizing audio and/or video software.

Design/methodology/approach

The study is based on the tradition of grounded theory. The researcher collected 225 weekly audio/video reflections in addition to field notes and participants' written narratives.

Findings

Findings from the data analysis indicate participants perceive the use of audio and video as a valuable tool to increase their awareness and responses to addressing oppressive school practices as leaders for social justice.

Originality/value

Those who prepare school leaders might consider the use of audio/video reflections as an effective tool to examine the evolution of school leadership identities in an effort to interrupt oppressive school practices.

Details

Multicultural Education & Technology Journal, vol. 5 no. 1
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 24 November 2017

Elson Szeto and Annie Yan Ni Cheng

Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in…

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Abstract

Purpose

Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels?

Design/methodology/approach

This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population.

Findings

Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership.

Research limitations/implications

This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings.

Originality/value

This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.

Details

Journal of Educational Administration, vol. 56 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 13 April 2022

Katie M. Brown and Sarah M. Brown

This chapter provides an analysis of the history of politics in sport, how nationalism has amplified divisions in politics and sports and how social media has impacted politics in…

Abstract

Purpose

This chapter provides an analysis of the history of politics in sport, how nationalism has amplified divisions in politics and sports and how social media has impacted politics in sports.

Design/methodology/approach

The authors examine how the nationalism narrative is present in sports, thus further enmeshing politics in sport. A review of literature and case studies are used to provide context of how athletes have used their social media for political purposes and how political ideologies and social media can impact international sport markets.

Findings

While politics and sports being deeply intertwined is not new, social media has pushed even publicly apolitical organizations to get involved in political discussions. Social media has allowed for some to continue pushing a nationalism narrative as it relates to sport and challenge athletes who appear to threaten seemingly nationalistic values. However, social media also enables athletes to engage their fans and advocate for themselves and political issues in real time.

Research limitations/implications (if applicable)

n/a.

Originality/value

The chapter looks at nationalism, politics in sport and how social media can be used to further amplify and/or divide over political ideologies. Athletes are in a unique position to use their social media platforms to speak directly to their fans and engage in politics, pushing organizations to seemingly abandon their once public apolitical stances. This chapter examines how athletes, organizations and politicians are using social media to debate matters, advocate for social justice and call attention to a myriad of political issues.

Details

Sport, Social Media, and Digital Technology
Type: Book
ISBN: 978-1-80071-684-1

Keywords

Book part
Publication date: 5 October 2015

Cosette M. Grant

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing…

Abstract

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice. I utilize an auto-ethnography (L. Anderson (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395; C. Ellis & A. P. Bochner (2000). Auto-ethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage; L. Richardson (2000). Writing. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). London: Sage) to detail my lived experiences as a scholar who has encountered the outsider-within status in academe (Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.). I detail my dual role as a social agent and as an African-American female scholar and the complexities of teaching social justice while promoting the need for activism of social justice and equity in our U.S. schools. Therefore, this study amplifies silenced voices regarding challenges for African-American female scholars engaged in transformative pedagogy in academe. I will utilize a Critical Race Theory lens to examine the racialized experiences that persist for African-American faculty seeking to advance transformational perspectives in academe, and thus through teaching, helping students to realize inequities in K-12 classroom settings (Grant, C. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.).

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

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