Courting Multidisciplinary Illiteracy

This study examines the possibility that our undergraduates may become multidisciplinary illiterates as a result of the increasing breadth of content introduced into the IS field. An analysis of the top IS journals finds IS education isolated and detached from its research. Without a clear body of knowledge built within a succinct codified framework for students, the IS field will continue to struggle in recruiting new members into the field. The multidisciplinary nature of the content exacerbates the situation as students graduate as generalists instead of specialists. The scholarship of teaching and learning (SoTL) is proposed as an approach that will help shift the focus towards more integrated efforts in IS education

Transdisciplinarity in IS: The Next Frontier in Computing Disciplines

The world has become an open or \u27flat\u27 place. Information Systems (IS) students who graduate may wonder where their qualifications will take them in this world. How could they use it to make the most of it? And for those who want to venture into a higher degree, what can they expect in this new venture? I believe with Madni that [t]he time has come for us to begin for (sic) exploiting the \u27flatness\u27 of this world with open minds and a commitment to transdisciplinary research and education, the next frontier in the intellectual and societal growth of human kind (2007:10). This paper explores transdisciplinarity in IS by means of a literature review in order to come to a better understanding of the concept and I hope that it could make a small contribution towards the academic debate

AIS Teaching Curation Project: The Introductory Course in Information Systems

The Association for Information Systems (AIS) Teaching Curation Project aims to highlight and summarize research within the association that focuses on the major courses taught in Information Systems (IS) programs. The present literature review is a companion to a curation website specific to the introductory course in IS. In this review, we identify three major themes that pervade this literature: IS program enrollment, pedagogy, and curriculum. We use these themes to structure our summary of the research on the importance of the introductory course and various approaches to instruction. These themes also provide a framework for positioning future research. For instructors of the introductory course, this review and the companion website hosted by the AIS serve as a reference for recommendations and inspiration

AIS Teaching Curation Project: The Introductory Course in Information Systems

The Association for Information Systems (AIS) Teaching Curation Project aims to highlight and summarize research within the association that focuses on the major courses taught in Information Systems (IS) programs. The present literature review is a companion to a curation website specific to the introductory course in IS. In this review, we identify three major themes that pervade this literature: IS program enrollment, pedagogy, and curriculum. We use these themes to structure our summary of the research on the importance of the introductory course and various approaches to instruction. These themes also provide a framework for positioning future research. For instructors of the introductory course, this review and the companion website hosted by the AIS serve as a reference for recommendations and inspiration

Ethnicity, Space, and Politics in Afghanistan

The 2004 election was a disaster. For all the unity that could have come from 2001, the election results shattered any hope that the country had overcome its fractures. The winner needed to find a way to unite a country that could not be more divided. In Afghanistan’s Panjshir Province, runner-up Yunis Qanooni received 95.0% of the vote. In Paktia Province, incumbent Hamid Karzai received 95.9%. Those were only two of the seven provinces where more than 90% or more of the vote went to a single candidate. Two minor candidates who received less than a tenth of the total won 83% and 78% of the vote in their home provinces. For comparison, the most lopsided state in the 2004 United States was Wyoming, with 69% of the vote going to Bush. This means Wyoming voters were 1.8 times as likely to vote for Bush as were Massachusetts voters. Paktia voters were 120 times as likely to vote for Karzai as were Panjshir voters. While Wyoming composes .2% of the American population, those 7 provinces represent a full sixth of Afghanistan. .

Theatre across the curriculum: Playing a role in multicultural identity, literacy acquisition, special education, and beyond

The purpose of this thesis is to examine the benefits of theatre and theatrical practices across the curriculum. it is a counter weight to the pervasive argument that theatre does not offer adequate training and prospects to our students. Theatrical practices have been show to dramatically improve literacy acquisition by reinforcing the lesson

'Self-help which ennobles a nation': development, citizenship, and the obligations of eating in India's austerity years

In the years immediately following independence, India's political leadership, assisted by a network of civic organizations, sought to transform what, how, and how much Indians ate. These campaigns, this article argues, embodied a broader post-colonial project to reimagine the terms of citizenship and development in a new nation facing enduring scarcity. Drawing upon wartime antecedent, global ideologies of population and land management, and an ethos of austerity imbued with the power to actualize economic self-reliance, the new state urged its citizens to give up rice and wheat, whose imports sapped the nation of the foreign currency needed for industrial development. In place of these staples, India's new citizens were asked to adopt ‘substitute’ and ‘subsidiary’ foods—including bananas, groundnuts, tapioca, yams, beets, and carrots—and give up a meal or more each week to conserve India's scant grain reserves. And as Indian planners awaited the possibility of fundamental agricultural advance and agrarian reform, they looked to food technology and the promise of ‘artificial rice’ as a means of making up for India's perennial food deficit. India's women, as anchors of the household—and therefore, the nation—were tasked with facilitating these dietary transformations, and were saddled with the blame when these modernist projects failed. Unable to marshal the resources needed to undertake fundamental agricultural reform, India's planners placed greater faith in their ability to exercise authority over certain aspects of Indian citizenship itself, tying the remaking of practices and sentiments to the reconstruction of a self-reliant national economy.Accepted manuscrip

What is Visual Knowledge, and What is it Good for? Potential Ethnographic Lessons from the Field of Legal Practice

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Women's adult education as a 'Site of Struggle' in marriage in Mozambique

In this thesis I have adopted a feminist ethnographic approach to explore how women's adult education in Mozambique is influenced by perceptions of their gendered identities and roles as wives and mothers. Adapting narrative analysis I examine the case stories of four women who met resistance by their husbands when they went back to school as adults and one woman who was supported by her husband. I explore how they make meaning of their experiences and position themselves and their husbands in relation to dominant discourses on masculinities and femininities. I found that in the context of rapid economic and social change, the formal job market offered new opportunities for women, where completing 7th grade was a prerequisite. I argue that education can be seen as a ‘site of struggle’ in marriages where husbands tried to hinder their wives from studying. I found that the dominant femininity entailed being ‘submissive’, ‘cultivating’ and taking care of children and the household. I suggest that some men saw their wives’ education as a threat, fearing they would subsequently leave them. They also seemed to fear that if their wives became educated and employed, this would threaten their masculine position as ‘head of household’ and ‘provider’. Some women resisted dominant discourses and drew on their families for support. At the same time, they seemed to see education as a ‘fall-back’ position in cases where they felt abused by their husbands but unable to leave for lack of external support. I argue that the needs of women who wish to pursue education beyond adult literacy programmes have been somewhat forgotten and suggest the need to promote women’s adult education as a human right and pay more attention to the gendered constraints many women meet at different levels of education