Planning to fail? A critique of current project definitions as a basis for benefit realisation

This paper explores the notion that current project definitions provide a singular view: that of project managers and this perspective leads to limited boundaries which are prejudicial to good project delivery. Thus, it takes a radically different view of project failure from that which is generally accepted. We will contend that viewing projects through this limiting lens often results in failure being attributed to reasons that are only symptomatic, and that root causes are not uncovered. The paper establishes that project failure is endemic and has existed for over 25 years. Attempts to apply control and prescriptive methodologies have made the position worse. We go on to describe an appreciative research project that uses a definition of projects emphasising the realisation of benefits, rather than production of outputs. We then give an overview of the success this has achieved so far. We conclude by making some proposals for further research

Education’s Role in Democracy: The Power of Pluralism

My task in Beyond Liberal Democracy in Schools (2008) was to develop a relational, pluralistic social political theory that moves beyond liberal democracy. I find Dewey is a key source to help us find our way out of liberal democracy’s assumptions and show us how to move on. He (1949/1960) offers us the possibilities of moving beyond individualism, with his theory of social transaction and he (1938/1955) shows us how to move beyond rationalism in his arguments for truths as warranted assertions. A transactional description of selves-in-relation-with-others describes us as becoming individuals out of our social settings. At the same time that we are becoming individuals within a social setting, we are continually affecting that social setting. Individuals are not aggregates with separate boundaries that have no relation to one another. In fact, the ‘self’ is fictive, and contingent. Our ‘selves’ are multifarious and fractured, due to repressive forces imposed upon us by others as well as supportive forces offered to us by others. Others bind us and help us become free at the same time. The democratic theory I develop is a radical democratic theory that represents feminist and multicultural concerns. This theory is radical because of my efforts to present an anti-racist theory that critiques basic foundational-level assumptions embedded within both individualism and collectivism. The theory moves beyond modernism and critical theory as it seeks to address postmodern concerns of power and exclusionary practice without appealing to grand narratives such as Reason, the Scientific Method, or Dialogue. I follow Dewey’s social transactional lead and describe our world as one that is pluralistic, relational, and in process as we continually contribute to the on-going constructing of knowing. I argue, in agreement with Dewey (1916/1996), that a democracy is a mode of associated living, not just a view of political democracy, and that it needs to be struggled for on all fronts, with all our social institutions, including: political, economic, educational, scientific, artistic, religious, and familial. This comprehensive view of democracy is consistent with the transactional relational assumption I describe, for it recognizes that social institutions are no more autonomous and separate from each other than individuals are separate from each other. For this essay, I explore education’s role in helping us understand how connected we all are to each other, moving us closer to living in a world we may someday call a democracy

Managing Diversity in a Glocalizing World

Our daily lives are governed by products and images originating from all over the world, through the process of globalization. At the same time, however, globalization creates favourable conditions for all forms of particularization, localization and even fragmentation. While individuals and groups acquire mul-tiple identities, the resulting plurality gives rise to conflicts, controversies and variations, but also to attempts to live peacefully together, to co-ordinate activities, and to balance interests. The paper thus suggests (1) a plea for compatibility – instead of commonality - with regard to cultural values and (2) a strong emphasis on the interaction model in decision making, i.e. a model which does not advocate uniformity, but the compatibility of views, and in particular, practices. It concerns the coordination and combination of the proper interests of the various actors who have to depend on one another for the satisfaction of their demands or the realization of their objectives.Managing diversity, globalization, localization, glocalization, compatibility, interaction model

Expert Report of Patricia Gurin

A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike. Students learn better in a diverse educational environment, and they are better prepared to become active participants in our pluralistic, democratic society once they leave such a setting. In fact, patterns of racial segregation and separation historically rooted in our national life can be broken by diversity experiences in higher education. This Report describes the strong evidence supporting these conclusions derived from three parallel empirical analyses of university students, as well as from existing social science theory and research

Improving Participation in a Pluralistic Democracy through a Cosmopolitan Approach to Social Studies Education

Democracy in a pluralistic society depends on individual and group participation. One of the goals of social studies education is to instill a sense of civic efficacy. Some people are able to consistently participate in democratic processes, yet many are not able to because of cultural and societal marginalization. The assimilationist approach to building national unity forces individuals to give up their cultural identity in order to be accepted by the mainstream culture. This loss of identity can cause resentment and alienation, which leads to a fragmenting of the national society, and decreasing national unity. Globalization has increased the diversity of American society, and ignoring the relationships that individuals have in their local, national, and global communities can contribute to the marginalization of diverse cultural groups. A cosmopolitan approach to social studies education can reinforce democratic principles that are valued in the United States, by acknowledging the ethnic and cultural diversity and multicultural citizenship. This can increase national unity and individual civic efficacy while also celebrating the diversity found in our communities

What Works in Race-Conscious Teacher Education? Reflections from Educators in the Field

This paper presents a study about how schools of education impact their students\u27 ability to be successful in urban schools. What experiences--if any--in teacher education programs shape the development of race-conscious White teachers? To address her goal, the author conducted a qualitative study of six teachers currently employed in urban schools. All were considered excellent White teachers of children of color. Through a series of interviews, the author explored the ways race, culture, and diversity were addressed in their teacher education programs and whether the experiences were meaningful. Participants interacted with schools and communities in several different ways during their preparation. Most only participated in fieldwork as student teachers or during their prepracticum requirements. What was common among all of the participants was that their student teaching and/or prepracticum observations took place in an urban district. Each had experiences in diverse schools. All reported having a positive experience with the students they taught. As teacher educators continue to hone their practice and pedagogy, the feedback from these urban educators provides insights as to what is critical in preparing new teachers for urban schools. They provide an oft-forgotten set of voices that can be instrumental in helping teacher educators think through their work

Heterogeneous effect of ethnic networks on international trade of Thailand: The role of family ties and ethnic diversity

Ethnic networks have been found to have a pro-trade effect in previous research. However, the heterogeneous effect of different ethnicities is under-studied. Drawing on the literature on social structure, this paper attempts to untangle the heterogeneous effect of ethnic networks on international trade using trade data of Thailand. We found that ethnic networks have a positive impact overall on trade, confirming the results of previous studies. However, the magnitude of the positive effect varies across different ethnicities along two dimensions. First, the strength of family ties in the culture of origin accelerates the pro-trade effect of its ethnic networks, suggesting ethnicities with stronger family ties have a cultural preference for trading within their own ethnic community. In comparison, ethnic diversity weakens the positive effect of ethnic networks on trade, suggesting an informational value of diverse ethnic structure in promoting trade between different ethnicities. Our study contributes new evidence of the enduring influence of social and cultural attributes on economic activities

Promoting the Development of Positive Attitudes in a Culturally Pluralistic Classroom

This project addressed the following question: How can teachers promote positive attitudes in a culturally pluralistic classroom? The review of related literature revealed a shortage of both research and practical applications regarding multicultural approaches in the classroom. Therefore, the purpose of this project was to develop a curriculum which incorporated appropriate learning activities and strategies designed to enhance positive attitudes toward cultural differences in the elementary classroom. The project was developed for third graders and goals which promoted a multicultural perspective were outlined. An attitudinal survey was developed and administered as a pre test to establish entry level attitudes toward diversity. Activities designed to facilitate the goal of the project were implemented during a six-week period. The attitudinal survey was readministered as a post test to assess potential changes in students\u27 attitudes. The data gathered was analyzed using comparisons of pre and post test responses. Positive movement occurred regarding each statement on the survey and ranged from negligible to significant. It was therefore determined that the unit of instruction fostered the development of more positive attitudes in a culturally pluralistic classroom. Other conclusions and recommendations were also included

The Importance of Multiple Narrative Spirituality in Child Development of Morality in a Pluralistic Society

With the assumption that humans are innately spiritual, I investigate research regarding the development of spirituality that takes place from childhood to adulthood. Over the past 30 years, James Fowler has called upon Erikson’s and Piaget’s cognitive developmental stages of children, in order to understand their spiritual development phases. When reading the myths and origin stories of spiritual belief systems, the commonality found within all of these narratives is the persistent focus on underlying morality. When utilizing stories as a way to teach spiritual morality, children are easily able to recognize and go back to these basic narratives, using their imagination to superimpose them onto their own lived experiences. Drawing from a wide array of sources, I argue that these spiritual myths and origin stories, in fact, become the underlying foundation of children’s ideologies. In others words, these spiritual stories actually become vital life-affirming resources, as they have the potential to expose people to, and catalyze in them, moral development and connection that is crucial to sustain life. In the end, these narratives guide children with their decisions through their ever-changing lives, for they increase quality of life by enhancing the value of others, as well as the self-esteem of themselves through solid identity. This reality creates pluralistic interconnectedness and shows a strong responsibility for community support to better extend cultural and spiritual awareness, and help develop a morally strong self identity in a progressively intercultural world