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This paper examines in what ways cultural representations of money reveal deprivation and empowerment in poverty.

The study draws on Finnish poor consumers’ narratives of their daily lives to identify the discursive practices involved in money talk. Poverty is seen as a frame in which the tacit cultural knowledge of money and the ways of enacting discursive practices are sustained and produced.

The research constructs a theoretical illustration of consumer empowerment and deprivation in poverty, which is based on four discursive practices: Moneyless is powerless, Capricious money, Wrestling with money, and Happiness cannot be bought with money. The illustration shows the dynamic evolution of empowerment and deprivation as they grow from and vary within the discursive practices.

The study highlights the practical carrying out of life in poverty, which does not emerge only as deprived or as empowered, but instead involves a tension between them.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.

To explore annotated video-based portfolios and the communicative practices embedded in this technological mediation as a means for teacher candidates to construct pedagogical knowledge and develop self-examination skills leading to a deeper reflection on practice, greater perceived value of the reflection process, and the ability to identify specific behaviors for improvement.

In this chapter, we present the development of an online graduate practicum course in a Masters in Reading program, and the supportive measures put into place so students could reflect on their own and others’ practice within a video-based portfolio construction.

Observations indicate course members’ discussion regarding teaching follows a clear progression: the importance of teachers’ management of materials, space and time; developing their ability to discern patterns in student behavior; and a growing recognition of the impact teacher talk and habits have on their students. To support practicum students’ progress, we have developed a set of assumptions to guide talk about practice during annotation and discussion of video, as well as ways of using talk effectively during a video lesson.

We share this glimpse into the design of our practicum course as a means to make transparent the support systems developed so students could capture and discuss quality practice within the context of their own work with a student. We hope sharing our journey will provide others engaged in this work with a common language and lens for discussion about quality, resulting in positive outcomes for students.

This chapter critically assesses the neoconservative communitarian critique of rights talk and practices in the contemporary United States. We argue that the critics are unconvincing about: (a) the institutional history of civil rights development; (b) the actual character of rights talk and practices in ordinary life; and (c) the allegation that rights talk undermines community, which remains a poorly specified and implicitly inegalitarian standard. Our argument is developed on the basis of sociolegal theory and empirical study over the last several decades.

There is considerable variety in the use and citation of Wenger’s framework of communities of practice in educational research. In some cases, citations and references to Wenger’s work are superficial and lack meaningful theoretical application. In others, citations and use of Wenger’s work are critical and insightful, thoughtfully applying Wenger’s framework to a range of educational settings. The effect of these variable uses is a conceptual slippage that leads to the framework being misapplied, misunderstood and over-simplified. In this chapter I foreground the under-used idea of learning architectures. A learning architecture consists of an assemblage of components that may allow learning to take place. Such an assemblage might consist of a place (rooms, workshops, facilities), tools and equipment (textbooks, materials, handbooks, reading lists) and activities that require and encourage mutual engagement (seminars, tutorials, group presentations). In this chapter, drawing on previously published ethnographic research, one teacher-training course is used to model a learning architecture approach. At the same time, the chapter introduces and resolves one of the more contested aspects of Wenger’s framework, namely the position of pedagogy and assessment within a community of practice.

The demand for social responsibility accounts are not limited to corporations nor are reporting practices limited to disclosures in annual reports. Organizations such as the World Bank, with lending activities in excess of $22B yearly in at least 64 countries, exert significant influence over how social responsibility is defined and accounted for. The current study examines the provision of social responsibility accounts within the context of World Bank lending activities. Beginning from an in-depth examination of a single World Bank lending agreement in the area of basic education in Latin America as well as 40 semi-structured interviews with field participants, and a series of participant observations, we examine not only how the demand for accountability and social responsibility is satisfied via a complex of written and verbal “accounts” but also the micro-politics of such processes. This analysis highlights how the intersection between World Bank demands and existing information technologies impact on the nature of the provided written and verbal social responsibility accounts.

Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

The paper sets forth and examines the assumptions underlying two global ideas – world class and best practices – and their application to (higher) education and health organizations. Our basic (ex-ante) assumption is that both sectors are influenced by organizational fields that embody these ideas. However, we also assume that these sectors differ, and thus, that one should find between sector variations in the influence of such ideas. The findings suggest that both sectors have been affected by hegemonic ideas, yet in rather different ways, and that these ideas, particularly the metrics being used, pose different challenges in the two sectors.

Purpose – The purpose of this chapter is to advance research that relies on information from or about individuals and their role in strategic outcomes.

Methodology/approach – We start by identifying three streams of strategy research that call for individual-level data (upper echelons, micro-foundations, and strategy-as-practice) and proceed by examining the methods employed across 43 recent empirical studies.

Findings – Our analysis addresses three key challenges faced by researchers in these domains and catalogues the strategies used to surmount them.

Social implications – By helping to improve methods for research on individuals and strategy, this chapter advances understanding of how people throughout the organization may contribute to strategic outcomes.

Originality/value of paper – Our chapter is one of the first to analyze methods across three research domains that have heretofore been considered separate. In addition to describing what has been done, we suggest opportunities for improvement, frequently by finding ways to cross-fertilize methods from one stream into another.