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This project was designed to study situated literacies, using New Literacy Studies (NLS) in a community school and included five distinct, progressive phases. This chapter reports on the Preparatory Phase. We led in-service sessions to share insights for student-centered instruction from a constructivist perspective with faculty members whose experience with literacy instruction had primarily been reflective of the skills-based paradigm. The focus of the first phase was to prepare the teachers to employ literature circles to revitalize literacy instruction and achievement. During this first year of this longitudinal study, teachers began gradually introducing constructivist methodologies into their literacy instruction and discussing them with us in the in-service sessions. All aspects of this project emphasized synergistic collaboration, featuring community building and collaborative sessions with teachers. Literature circles with high-interest literature by indigenous authors enhanced the learning activities and mini-lessons prepared teachers and their students for this exploration. In-service sessions laid the foundation for the project, and these sessions provided opportunities for ongoing collaboration. As we invited teachers and administrators to participate in constructivist pedagogical approaches featuring literature circles, we emphasized collaborative discussions to determine the most beneficial books, materials, and pedagogical strategies for students. Teachers and students experienced the power of synergistic collaboration as they explored engaging literature and shared their schema in meaningful discourse. This experience revitalized literacy achievement as students became more engaged in learning, and teachers noted the impact of their enthusiasm for learning. Students and teachers have experienced the power of synergistic collaboration while reading and writing during literature circles. Connecting culture and literacy with the power of synergistic collaboration invariably increased the learners’ engagement with and enjoyment of reading, writing, speaking and listening. This research-based design can serve as a template for incorporating cultural heritage into literacy education for all who educate indigenous students.

Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students read the texts individually, then in conjunction with workshop-style instruction, discuss the texts in formal sessions. To extend their thinking, students have the opportunity to attend optional reading circles (including a formal lesson and informal discussion) designed to enhance their critical thinking and development. Discussions in these reading circles often move in directions that allow for meaning-making beyond the narrow text focus into broader, real-world applications. Project co-directors report that the texts and subsequent discussion have energized students to act and engage.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.

A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.

The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.

This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.

In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.

The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.

In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.

The job redesign framework is implicit in the Quality Control Circle literature. It separates QCC′s from any policy considerations and creates grave distortions of view. The required broadened conception of American companies′ operations core can only be achieved if the languages of different disciplines merge to confront crucial management issues.

This is the final article of a series of three which deal with Quality Circle failures. The first two papers, based on a review of the literature, dealt with the possible reasons why quality circles may fail. To carry the investigation further the authors visited five companies to examine in more detail the main reasons for quality circle failures, how to prevent such failures and plans to revive entire circle programmes. In no way do these case studies purport to be representative. However, they do highlight some important determinants of success or failure and also some aspects which may be important in maintaining the long‐term viability of circles. The investigation was carried out by structured interviews with the appropriate member(s) of the company.

A study carried out at UMIST of the operation of white‐collar circles in manufacturing firms is reported. Despite the problems associated with initiating and sustaining white‐collar circles, it is not suggested that they should be avoided.

A recent research project on white collar quality circles in manufacturing industry was carried out because previous research at UMIST indicated that white collar circles were more difficult to set up and sustain. The study involved interviews in eleven companies which had or had had white collar circles, and questionnaire surveys of manufacturing companies and quality circle consultants. The findings indicate that white collar circles are no more difficult to initiate than blue collar circles but they can be harder to sustain. There was little evidence that companies were aware of the benefits of increasing white collar productivity or the part that circles can play in this and white collar workers are often sceptical about the relevance of circles to them. It was also found that white collar circles can face difficulties such as problem choice, over‐complex projects, organising meetings and a tendency to form multi‐disciplinary groups. Companies intending to start white collar circles need to be aware of the pitfalls but these should not deter them from setting them up.

The purpose of this paper is to infer, from the mystical Islamic tradition, practical wisdom for management development on knowledge transfer and storage as well as organizational boundaries.

This exploratory research uses an ethnographic approach. Deep immersion was sought through participant observation in a Sufi Dhikr Circle.

Knowledge transfer and storage in the Sufi Dhikr Circle is a relational and collective endeavor. The Circle has fluid boundaries between the organization and the outside, as well as between intra‐organizational parts. Knowledge and boundary processes reflect that the human being is a complex actor of “body, mind and heart” with multiple senses.

Management development theory and practice may benefit through reflecting on the practices of the Sufi Dhikr Circle with regard to its group‐collective, sense‐comprehensive and actor‐complex approach to knowledge storage and transfer, as well as the spatial, temporal and content fluidity both of intra‐organizational boundaries in the Circle and vis‐à‐vis its environment. Conceptualizing the human as a complex actor with various senses may improve knowledge storage and transfer processes, as well as fluid de facto boundaries.

The observation of “different practice” which is shaped less by business discourse enables a critical reflection of “common practice” potentially leading to a new “best practice”. Reflecting on the practices of the Sufi Dhikr Circle and its conceptualization of human beings may contribute to the management development literature and practice on knowledge and boundary processes. Contemplating on what is different may help us to better comprehend what is common.