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1 – 10 of over 2000
Book part
Publication date: 2 August 2018

Elizabeth Robinson

In the current political environment where nativist sentiments are driving policies that overtly discriminate against immigrants and refugees, most notably Muslims, it is crucial…

Abstract

In the current political environment where nativist sentiments are driving policies that overtly discriminate against immigrants and refugees, most notably Muslims, it is crucial to prepare teachers who will value and serve all students regardless of their ethnicity, language, or race. It has never been more important than now to bring the stories, experiences, and languages of all the people who make up this country into our classrooms. This study employs self-study of teacher education practices to question how teacher educators might improve our practice to better meet the needs of the diverse students in our classrooms, most specifically English Language Learners (ELLs). Self-study allowed me to engage in cycles of design and analysis to examine how well I implemented critical research as praxis as a tool to prepare students in my Sheltered English Immersion class to critically engage in theories and practices of teaching ELLs.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Book part
Publication date: 10 July 2019

Jane Wilkinson and Mervi Kaukko

Currently, the world is experiencing the highest levels of displaced peoples ever recorded by The United Nations High Commissioner for Refugees (Australian Human Rights…

Abstract

Currently, the world is experiencing the highest levels of displaced peoples ever recorded by The United Nations High Commissioner for Refugees (Australian Human Rights Commission, 2016). Consequently, greater numbers of refugees and asylum-seekers are being resettled in host nations in Anglophone and some European nations. An increasing body of literature is examining the consequences for educational systems as this new and increasingly diverse cohort of students enters various education sectors – preschools, schools, universities and adult education. Despite a surge of interest in this area, however, the practical and theoretical implications for school leaders’ practices and praxis remain under-examined and under-theorized. Moreover, scholarship on leadership for diversity fails to capture the complex nature of leading learning for refugee students who too frequently are homogenized and essentialized under the umbrella of immigrant or culturally diverse students. This chapter contributes to filling a critical gap in our knowledge in these areas.

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Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Book part
Publication date: 8 September 2023

Vanessa Irvin

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library…

Abstract

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

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How Public Libraries Build Sustainable Communities in the 21st Century
Type: Book
ISBN: 978-1-80382-435-2

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Book part
Publication date: 25 November 2019

Jan Goldenstein and Peter Walgenbach

Neo-institutional theory has been criticized for equating the macrolevel with the realm of unconsciously constraining institutions and the microlevel with the realm of actors’…

Abstract

Neo-institutional theory has been criticized for equating the macrolevel with the realm of unconsciously constraining institutions and the microlevel with the realm of actors’ reflexive agency and the origin of change. Considering the co-constitution of the macro and micro, the authors propose that change can be explained through reflexivity at the microlevel and through unconscious processes that affect the macrolevel. This chapter contributes to neo-institutional theory’s microfoundation by distinguishing four types of institutional changes. It will help institutionalists to become more explicit about what cognitive processes and what field conditions are related to what kinds of agency and change.

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Microfoundations of Institutions
Type: Book
ISBN: 978-1-78769-123-0

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Book part
Publication date: 21 November 2022

Shantelle Moreno

Implicating myself in Métis scholar Natalie Clark's question “who are you and why do you care?” (2016, p. 48), this chapter traces the theorization of love in the Human Services…

Abstract

Implicating myself in Métis scholar Natalie Clark's question “who are you and why do you care?” (2016, p. 48), this chapter traces the theorization of love in the Human Services, with a focus on the field of Child and Youth Care. I explore love as an ethical, political, and necessary force in times of ongoing colonial and state violence against Indigenous and racialized peoples (Ferguson & Toye, 2017). I go on to highlight my graduate research as a Child and Youth Care Masters student and educator, grappling with my own settler identity as a diasporic, queer, ciswoman of color, and questioning my complicity as a settler body on stolen Indigenous lands. The chapter includes vital knowledge from my research with Sisters Rising, an Indigenous-led, community-based, participatory study that uses arts-and-land-based ways of knowing to honor and uphold stories, art, and knowledge from Indigenous and racialized young peoples and communities. By tracing the reflections on decolonial love shared through Sisters Rising, I consider ways that racialized settler practitioners might engage a decolonial love ethic in praxis. Calling upon critical feminist, Indigenous, and postcolonial scholarship and brilliance, this chapter invites other settler practitioners, specifically those who identify as racialized or people of color to reckon with the intricacies of our collective complicity in notions of settler purity and apolitical practice (Shotwell, 2016). Throughout the chapter, I highlight conceptual approaches for loving politicized praxis rooted in movements toward social justice, Indigenous sovereignty-building, and decolonization.

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Decolonizing and Indigenizing Visions of Educational Leadership
Type: Book
ISBN: 978-1-83982-468-5

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Book part
Publication date: 6 November 2023

Mervi Kaukko and Jane Wilkinson

This chapter locates our book in social science debates and critiques challenging ontological and epistemological assumptions underpinning researching approaches emanating from…

Abstract

This chapter locates our book in social science debates and critiques challenging ontological and epistemological assumptions underpinning researching approaches emanating from the global north. This is an important contextualising move, given that these debates have surfaced crucial understandings about the dangers of unquestioned assumptions underpinning researching approaches in intercultural and cross-cultural contexts. The chapter outlines how practice architectures, the key theoretical lens employed in this book, have attempted to counter these exclusions. It focusses on the theory’s emergence from the relational (political and material) work of the pedagogy, education, and praxis (PEP) network. This historicising move is part of our shared authorial commitment to rendering visible the taken-for-granted assumptions underpinning researching approaches, including those, such as practice architectures theory, that have a shared commitment to critical educational praxis. The final section of the chapter considers the possibilities and limitations of practice architectures theory as a means of challenging taken-for-granted ontological and epistemological assumptions of research and researching practices.

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Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

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Book part
Publication date: 30 September 2019

Kris De Welde, Marjukka Ollilainen and Catherine Richards Solomon

Feminist leadership and administrative praxis include areas overlooked or devalued by traditional leadership. In this chapter, the authors explore how academic administrators in…

Abstract

Feminist leadership and administrative praxis include areas overlooked or devalued by traditional leadership. In this chapter, the authors explore how academic administrators in the United States who self-identify as “feminist” integrate their feminist values into daily praxis, decisions, and implementation – or revision – of institutional policies. The goals of this study are to identify how feminist values inform praxis and how feminist administrators’ praxis produce successful changes. Through in-depth, semi-structured, qualitative interviews with feminist administrators in higher education, the authors find commonalities in feminist values, in how those values shape administrators’ interactions, and how they inform initiatives and policies on which administrators have worked. Feminist administrators rely on values such as transparency, collaboration, inclusivity, empowering others, and being mindful of power and personal biases. These values informed their interactions with faculty, staff, and students as well as formal policies and initiatives, which were infused with feminist principles in their efforts to make academe more just.

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Gender and Practice: Insights from the Field
Type: Book
ISBN: 978-1-83867-383-3

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Book part
Publication date: 17 November 2010

Keijo Räsänen

This chapter was inspired by and tells of a conference experience. Most “ordinary” academics like me go to a varying number of conferences annually and regularly share stories of…

Abstract

This chapter was inspired by and tells of a conference experience. Most “ordinary” academics like me go to a varying number of conferences annually and regularly share stories of these experiences with our colleagues. The conference stories are about a central set of practices in academic work, at least for active researchers. However, it is difficult to find studies of conference practices (for exceptions, see Radford, 2000), and, in particular, their broader meanings to both organizers and participants.

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Relational Practices, Participative Organizing
Type: Book
ISBN: 978-0-85724-007-1

Book part
Publication date: 17 September 2021

Solange Simões

This chapter seeks to situate theoretically and comparatively the definitions and praxis of feminism by women activists of the Brazilian participatory state feminism in comparison…

Abstract

This chapter seeks to situate theoretically and comparatively the definitions and praxis of feminism by women activists of the Brazilian participatory state feminism in comparison to the current and emerging definitions in the theories and praxis of transnational feminisms. It analyzes the answers to attitudinal as well as behavior questions to a survey conducted in 2016 among delegates to National Conference for Policies for Women, representing over 150,000 women activists from all over the country and from a wide range of organizations and movements (women’s and feminist organizations, trade unions, political parties, black movements, environmental groups, LQBT organizations, etc.). The main research question addressed in this chapter is whether current Brazilian feminisms – constructed by several generations of women – have had a trajectory, convergent with those of the feminisms of the global north and the global south, moving from the “rights feminism” of the 1970s to the current intersectional and emancipatory feminism, which goes beyond the affirmation of women’s rights and gender equality, and moves on to use the broader concept of social justice to propose equality for the whole of society, not just for women.

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Producing Inclusive Feminist Knowledge: Positionalities and Discourses in the Global South
Type: Book
ISBN: 978-1-80071-171-6

Keywords

Book part
Publication date: 26 November 2009

J.I. (Hans) Bakker

This paper endeavours to translate Peirce's ideas into paradigmatic sociological theory in general, and praxis linked to that paradigmatic theory. Greater comprehension of the…

Abstract

This paper endeavours to translate Peirce's ideas into paradigmatic sociological theory in general, and praxis linked to that paradigmatic theory. Greater comprehension of the general usefulness of a Peircian Pragmaticist semiotic perspective (and ‘fallibilism’) will enhance social action and collective responsibilities. As a philosopher, C. S. Peirce interpreted the world, but he himself did not attempt to change it. How can we incorporate a unifying ‘perspective’ such as Peirce's theory into ‘method’ (both methodology and techniques)? How does that an emphasis on methodology improves sociology as an empirically based, rigorous discipline (a human ‘science’) and various forms of praxis, especially applied sociology and public sociology? If politics is going to have any long-term impact, there has to be a degree of sophistication about the theories involved (e.g. conservation of fundamental human rights and liberties, reform within liberal parliamentary democracies, transformation within neo-conservative regimes, applied sociology in professions and occupations like social work and criminology, Feminist critique and action, GLTB action, neo-Gramscian critiques and Michael Burawoy's ‘public sociology’ in the narrow, technical sense.) Praxis can include many forms of political activity that are not specifically informed by any well-developed and coherent theory. In terms of Peirce's Pragmaticist semiotics, we can translate theoretical awareness into praxis, to interpret and to change the world. Good theory and methodology is the most practical way to promote useful social action, applied sociology and public sociology. Anything less than Peircian Pragmaticism and semiotics tends to lead to fragmentation of ‘paradigms’ or postmodernist nihilism.

Details

Nature, Knowledge and Negation
Type: Book
ISBN: 978-1-84950-606-9

1 – 10 of over 2000