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1 – 10 of 41Benjamin R. Wellenreiter, Xiaoying Zhao and Thomas Lucey
Preservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report…
Abstract
Purpose
Preservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report (2021) were patriotic.
Design/methodology/approach
This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding.
Findings
Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic.
Originality/value
This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.
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Kaleb L. Briscoe and Veronica A. Jones
Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and…
Abstract
Purpose
Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and addressing issues of race and racism to understand how People of Color are oppressed. Through rhetoric and legislative bans, this current anti-CRT movement uses race-neutral policies and practices to limit and eliminate CRT scholars, especially faculty members, from teaching and researching critical pedagogies and other race-based topics.
Design/methodology/approach
Through semi-structured interviews using Critical Race Methodology (CRM), the authors sought to understand how 40 faculty members challenged the dominant narratives presented by administrators through their responses to CRT bans. Additionally, this work aimed to examine how administrators’ responses complicate how faculty make sense of CRT bans.
Findings
Findings describe three major themes: (1) how administrators failed to respond to CRT bans, which to faculty indicated their desire to present a neutral stance as the middle ground between faculty and legislators; (2) the type of rhetoric administrators engaged in exemplified authoritarian approaches that upheld status quo narratives about diversity, exposing their inability to stand against oppressive dominant narratives; and (3) institutional leaders’ refusal to address the true threats that faculty members faced reinforced the racialized harm that individuals engaging in CRT work must navigate individually.
Originality/value
This study is one of the few that provide empirical data on this current anti-CRT movement, including problematizing the CRT bans, and how it affects campus constituents such as faculty members.
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Using the examples of Grenadian-born Jean Augustine, the first Black Member of Parliament in Canada, and Barbados' Prime Minister Mia Mottley, the piece argues that the ethos of…
Abstract
Purpose
Using the examples of Grenadian-born Jean Augustine, the first Black Member of Parliament in Canada, and Barbados' Prime Minister Mia Mottley, the piece argues that the ethos of the Emigrant Ambassador—the collective empowerment of Black feminism, liberation, and radicalism—ushered in a new era for change abroad and in Canada, as transnational and international change was driven by Black women from the West Indies.
Design/methodology/approach
The author used historical research and social science theoretical frameworks to formulate conclusions, lessons learnt and steps forward for current equity, diversity and inclusion (EDI) practitioners.
Findings
Black women born in the West Indies in the mid-twentieth century were the catalysts for social justice movements in the 2010 and 2020s. Many methods used for social change in the twentieth century are applicable in the 2020s and beyond.
Research limitations/implications
Research is focused on Canadian and West Indian relations but will have implications for those across the British Commonwealth.
Practical implications
Practitioners and students of EDI will have a new tool on how to approach and confront anti-Black racism, particularly after May 25, 2020.
Social implications
This article provides opportunities to support the dwindling efforts of anti-racism to support the lives of Black people across the Black Atlantic.
Originality/value
This is an original article built on previous scholarship of the author.
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The goal was emancipatory, to characterise and dislodge oppressive management practices, to allow for the possibility of seeking an alternative organisational construction free of…
Abstract
Purpose
The goal was emancipatory, to characterise and dislodge oppressive management practices, to allow for the possibility of seeking an alternative organisational construction free of postcolonial/subaltern subordination and discrimination in a local, well-documented narrative.
Design/methodology/approach
The study was informed by a postcolonial/subaltern perspective and drew on the employment experience of an Aboriginal woman, Canada’s first Indigenous Dean of a law school. The researcher employed a combination of case study and critical discourse analysis with the aim of advancing rich analyses of the complex workings of power and privilege in sustaining Western, postcolonial relations.
Findings
The study made several conclusions: first, that the institution, a medium-sized Canadian university, carefully controlled the Indigenous subaltern to remake her to be palatable to Western sensibilities. Second, the effect of this control was to assimilate her, to subordinate her Indigeneity and to civilise in a manner analogous to the purpose of Indian residential schools. Third, that rather than management’s action being rational and neutral, focused on goal attainment, efficiency and effectiveness, it was an implicit moral judgement based on her race and an opportunity to exploit her value as a means for the university’s growth and status.
Originality/value
Through a postcolonial/subaltern perspective, this study demonstrated how management practices reproduced barriers to the participation of an Indigenous woman and the First Nations community that an organisation was intended to serve. The study demonstrated how a Western perspective – that of a university’s administration, faculty and staff – was privileged, or taken for granted, and the Indigenous perspective subordinated, as the university remained committed to the dispossession of Indigenous knowledge and values.
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Sayedhabibollah Ahmadi Forooshani, Kate Murray, Nigar Khawaja and Zahra Izadikhah
The purpose of this study was to propose a benchmark model for the process of post-migration social adjustment based on the points of view and experiences of young individuals…
Abstract
Purpose
The purpose of this study was to propose a benchmark model for the process of post-migration social adjustment based on the points of view and experiences of young individuals from forced-migration backgrounds.
Design/methodology/approach
Twelve young adults (18–24 years) living in Australia with an experience of forced migration and from various ethnic and cultural backgrounds were recruited. Semi-structured interviews were conducted and analyzed through thematic analysis.
Findings
The results showed that post-migration social adjustment requires effective interactions within individual, family and community domains. The participants proposed specific characteristics, enablers and barriers for each domain that can affect the process of social adjustment after the experience of forced migration.
Originality/value
Based on the reported points of view and experiences of participants in this study, the authors proposed an ecological model that can be considered as a preliminary benchmark to inform policymaking, research and services focusing on the social adjustment of young refugees. The practical implications for resettlement programs are discussed.
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The purpose of this paper is to examine Asian Americans' perceptions of the police, specifically how they construct support. Although such literature has been growing in recent…
Abstract
Purpose
The purpose of this paper is to examine Asian Americans' perceptions of the police, specifically how they construct support. Although such literature has been growing in recent years, research on Asian American interactions with the police remains limited. Additionally, this paper is situated within the theoretical framework of system justification theory to account for Asian Americans' views of the police.
Design/methodology/approach
This study relies on interview data collected from 20 Asian Americans residing in mid-Atlantic states. Participants were either recruited directly by the researchers or through the snowball-sampling method.
Findings
Police support is influenced by perception of neighborhood safety, personal police contact and empathetic feelings toward the police. Specifically, regarding the latter component, humanizing or empathizing with police officers is a form of rationalizing individual police misconduct that reinforced police legitimacy. Most participants had similar characteristics and displayed police justification. Additional research is needed regarding what characteristics or patterns are likely to lead to lower levels of police justification.
Originality/value
This article's findings improve our understanding of system justification among Asian Americans, particularly as it relates to policing.
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Nikita Rao, Jessica Kumar, Erin A. Weeks, Shannon Self-Brown, Cathleen E. Willging, Mary Helen O'Connor and Daniel J. Whitaker
Parent–child relationships formed in early childhood have profound implications for a child’s development and serve as a determinant for bio-social outcomes in adulthood. Positive…
Abstract
Purpose
Parent–child relationships formed in early childhood have profound implications for a child’s development and serve as a determinant for bio-social outcomes in adulthood. Positive parenting behaviors play a strong role in this development and are especially impactful during times of crisis because they buffer stressors that may lead to externalizing and internalizing behaviors. Children of forced migrants experience numerous extreme stressors and their parents may struggle with parenting due to their own adjustment and trauma histories. The purpose of this study is to understand how these parents conceptualize their struggles with parenting upon resettlement.
Design/methodology/approach
The authors conducted semi-structured interviews with 27 migrant parents from three communities (Afghan, Burmese and Congolese) to understand their parenting experiences. The authors applied thematic text analysis to analyze the data.
Findings
The authors identified four interrelated themes on parenting challenges across responses: adjustment to a new culture, acculturation differences, fear for children and balancing multiple responsibilities. The findings demonstrate that parents of different cultural backgrounds share certain experiences when negotiating a new cultural identity after resettlement. Providing educational programs that focus on these concerns may result in better outcomes for both parent and child.
Originality/value
These findings extend and reinforce the existing literature on parenting in a new context. While the parents in this research come from different cultures, they share certain experiences that are important to consider when developing parenting programs, social services and other interventions, such as what may be negotiable and nonnegotiable practices for parents of different cultures.
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Jason Irizarry, Yuhang Rong and Saran Stewart
This chapter examines the University of Connecticut (UConn) Neag School of Education's efforts to improve the recruitment of students of colour through an Early College Experience…
Abstract
This chapter examines the University of Connecticut (UConn) Neag School of Education's efforts to improve the recruitment of students of colour through an Early College Experience (ECE) Programme. During the pandemic, the School of Education and the ECE Programme collaborated to train and certify high school teachers to instruct the UConn's lower level undergraduate courses. The programme exposed many students of colour to teaching as a career.
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The article aims to investigate how washing practices focused on appeasing sceptics of diversity work in for-profit organizations play out in corporate online communication of…
Abstract
Purpose
The article aims to investigate how washing practices focused on appeasing sceptics of diversity work in for-profit organizations play out in corporate online communication of diversity and inclusion efforts, and how these enable communication to a wide audience that includes social equity advocates.
Design/methodology/approach
Online corporate communication data of diversity and inclusion themes were compiled from the websites of eight Swedish-based multinational corporations. The data included content from the companies’ official websites and annual reports and sustainability reports as well as diversity and inclusion-themed blog posts. A thematic analysis was conducted on the website content.
Findings
The study showcases how tensions between conflicting external demands are navigated by keeping the communication open to several interpretations and thereby achieving multivocality. In the studied corporate texts on diversity and inclusion, this is achieved by alternating between elements catering to a business case audience and those that appeal to a social justice audience, with some procedures managing to appease both audiences at the same time.
Originality/value
The article complements previously described forms of washing by introducing an additional type of washing – business case washing – an articulation of the business case rhetoric that characterizes the diversity management discourse. While much has been written about washing to satisfy advocates of social change and equity, washing to appease shareholders and boardroom members, who are focused on profit and economic growth, has received less attention. The article suggests that online corporate communication on diversity and inclusion, by appeasing diverse audiences, can be seen as aspirational talk.
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Ariel Cornett and Erin Piedmont
Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…
Abstract
Purpose
Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”
Design/methodology/approach
This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.
Findings
The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.
Originality/value
TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.
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