1,478 research outputs found

    Organizing sustainable development

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    The role and meaning of sustainable development have been recognized in the scientific literature for decades. However, there has recently been a dynamic increase in interest in the subject, which results in numerous, in-depth scientific research and publications with an interdisciplinary dimension. This edited volume is a compendium of theoretical knowledge on sustainable development. The context analysed in the publication includes a multi-level and multi-aspect analysis starting from the historical and legal conditions, through elements of the macro level and the micro level, inside the organization. Organizing Sustainable Development offers a systematic and comprehensive theoretical analysis of sustainable development supplemented with practical examples, which will allow obtaining comprehensive knowledge about the meaning and its multi-context application in practice. It shows the latest state of knowledge on the topic and will be of interest to students at an advanced level, academics and reflective practitioners in the fields of sustainable development, management studies, organizational studies and corporate social responsibility

    Climate Change and Critical Agrarian Studies

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    Climate change is perhaps the greatest threat to humanity today and plays out as a cruel engine of myriad forms of injustice, violence and destruction. The effects of climate change from human-made emissions of greenhouse gases are devastating and accelerating; yet are uncertain and uneven both in terms of geography and socio-economic impacts. Emerging from the dynamics of capitalism since the industrial revolution — as well as industrialisation under state-led socialism — the consequences of climate change are especially profound for the countryside and its inhabitants. The book interrogates the narratives and strategies that frame climate change and examines the institutionalised responses in agrarian settings, highlighting what exclusions and inclusions result. It explores how different people — in relation to class and other co-constituted axes of social difference such as gender, race, ethnicity, age and occupation — are affected by climate change, as well as the climate adaptation and mitigation responses being implemented in rural areas. The book in turn explores how climate change – and the responses to it - affect processes of social differentiation, trajectories of accumulation and in turn agrarian politics. Finally, the book examines what strategies are required to confront climate change, and the underlying political-economic dynamics that cause it, reflecting on what this means for agrarian struggles across the world. The 26 chapters in this volume explore how the relationship between capitalism and climate change plays out in the rural world and, in particular, the way agrarian struggles connect with the huge challenge of climate change. Through a huge variety of case studies alongside more conceptual chapters, the book makes the often-missing connection between climate change and critical agrarian studies. The book argues that making the connection between climate and agrarian justice is crucial

    The opinions of science and mathematics teachers about beliefs, practices, and implementation of meaningful learning in Israel. A case study of Arab middle school(s)

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    Wydział Studiów EdukacyjnychWiele badań pokazuje, że przekonania nauczycieli dotyczące nauczania i uczenia się silnie oddziałują na ich praktykę zawodową. Celem tej pracy było zbadanie przekonań i praktyk nauczycieli przedmiotów ścisłych i matematyki w arabskich szkołach średnich w Izraelu w obliczy wdrażania nowej reformy edukacyjnej w tym kraju, silnie osadzonej na koncepcji meaningful learning. Zgodnie z tą koncepcją, uczniowie powinni być aktywni i zaangażowani w proces rozwiązywania problemów, którego rdzeniem jest szeroko ujmowany dialog pomiędzy uczestnikami procesu uczenia się. W badaniach wykorzystano strategię badań jakościowych. Prowadzono obserwacje w klasie, częściowo ustrukturyzowane wywiady oraz analizy dokumentów (m.in. planów lekcji, testów, arkuszy roboczych) i notatek terenowych. Uczestnikami badania było dwudziestu nauczycieli z trzech szkół średnich w społeczeństwie arabskim. Uzyskane dane pozwoliły zarysować obraz przekonań tych nauczycieli na temat meaningful learning oraz zidentyfikować sytuacje, które nauczyciele postrzegają jako realizację tej koncepcji. Praca kończy się rekomendacjami dotyczącymi dalszych etapów wdrażania reformy edukacji w Izraelu.The introduction of a new reform potentially challenges teachers’ beliefs and practices about teaching. This case study explores these challenges in the context of a new reform in Israel, where major educational reform has been undertaken. A considerable body of research, alternatively, advocates that teachers’ beliefs about teaching and learning affect their teaching practices and many aspects of their professional work. These beliefs and practices influence many factors on the contextual and teacher levels. Thus, this study aimed to investigate and understand Arab middle school science and mathematics teachers’ beliefs, practices, and implementation of meaningful learning in Israel. The resulting data served to construct a background picture regarding teachers’ beliefs on meaningful learning, classroom practices, and identifying situations that teachers perceived as the implementation of meaningful learning. The study found also that curricular demands, teacher perceptions of their students, pressures of time, assessment, crowded classrooms, lack of resources, workload, and inadequate teacher understanding of the components of meaningful learning inhibited student- centered instruction. Thus, along with the reformation of teachers, there should also be a reformation in the context of the learning atmosphere and infrastructures in tune with the new reform’s intentions

    Under construction: infrastructure and modern fiction

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    In this dissertation, I argue that infrastructural development, with its technological promises but widening geographic disparities and social and environmental consequences, informs both the narrative content and aesthetic forms of modernist and contemporary Anglophone fiction. Despite its prevalent material forms—roads, rails, pipes, and wires—infrastructure poses particular formal and narrative problems, often receding into the background as mere setting. To address how literary fiction theorizes the experience of infrastructure requires reading “infrastructurally”: that is, paying attention to the seemingly mundane interactions between characters and their built environments. The writers central to this project—James Joyce, William Faulkner, Karen Tei Yamashita, and Mohsin Hamid—take up the representational challenges posed by infrastructure by bringing transit networks, sanitation systems, and electrical grids and the histories of their development and use into the foreground. These writers call attention to the political dimensions of built environments, revealing the ways infrastructures produce, reinforce, and perpetuate racial and socioeconomic fault lines. They also attempt to formalize the material relations of power inscribed by and within infrastructure; the novel itself becomes an imaginary counterpart to the technologies of infrastructure, a form that shapes and constrains what types of social action and affiliation are possible

    Family Life in the Time of COVID: International Perspectives

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    COVID-19 turned the world as we knew it upside down, impacting families around the world in profound ways. Seeking to understand this global experience, Family Life in the Time of COVID brings together case studies from 10 countries that explore how local responses to the pandemic shaped, and were shaped by, understandings and practices of family life. Carried out by an international team during the first year of the pandemic, these in-depth, longitudinal, qualitative investigations examined the impact of the pandemic on families and relationships across diverse contexts and cultures. They looked at how families made sense of complex lockdown laws, how they coped with collective worry about the unknown, managed their finances, fed themselves, and got to grips with online work and schooling to understand better how life had transformed (or not). In short, the research revealed their everyday joys and struggles in times of great uncertainty. Each case study follows the same methodology revealing experiences in Argentina, Chile, Pakistan, Russia, Singapore, South Africa, Sweden, Taiwan, the United Kingdom and the USA. They show how local government responses were understood and responded to by families, and how different cultures and life circumstances impacted everyday life during the pandemic. Ultimately the analysis demonstrates how experiences of global social upheaval are shaped by international and local policies, as well as the sociocultural ideas and practices of diverse families

    Northeastern Illinois University, Academic Catalog 2023-2024

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    https://neiudc.neiu.edu/catalogs/1064/thumbnail.jp

    Exploring Intercultural Becoming Dynamics of Change: Algerian Ph.D. Students’ Experiences in the UK

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    The current research project explores the intercultural becoming dynamics (Chapter 5, Section 5.1) of change of eight Algerian Ph.D. students in study abroad contexts. Drawing on a non-essentialist perspective (Holliday, 1999, 2022) to culture and interculturality, and informed by conceptualizations of dialogic (Bakhtin, 1981) and transactional learning (Dewey, 1983/2008); the study seeks to generate a holistic understanding of the dynamics of intercultural self-positioning shifts in light of negotiated meaning making in participants’ lived experiences. Driven by a narrative theoretical and methodological foundation, the study sheds light on the lived experiences of participants through narratives, documenting the intercultural positioning of self vs the other, the different perspectives and attitudes of the language-culture interplay, and the various factors affecting the course of change in a sojourn abroad. Through a constructivist and intersubjective/subjective meta-theoretical rationale, the project followed a qualitative approach, with a longitudinal dimension to the data generation. The investigation took place over the course of 8 months, with narrative interviews conducted over three rounds, resulting in 28 interviews in total. Stimulated recall episodes were used as a technique to overtly elicit positionality perspective shifts during the period of the investigation. The research data was analysed by combining narrative thematic analysis with a refined positionality lens that broadly mirrors Bamberg’s (1997, 2004) three-level positioning. A thorough analysis of the data set featured three basic findings pertinent to the research questions. Firstly, the study introduced intercultural becoming as a process of self-negotiation whereby positioning is enacted through discrete, non-linear trajectories of perspective shifts in new intercultural settings. Participant narratives were a reflective projection of the dynamic shifts they have undergone during the study abroad experience, and the various processes negotiated including stereotypes mechanism shift, self-other positionality, and cultural background perspective re-evaluation. Secondly, participants demonstrated various aspects of negotiating the language-culture relationship which contributed to the process of their intercultural becoming and the self-positioning dynamics. The language-culture attitude, the UK experience as a super diverse context, and self-other positioning dynamics are all entangled to introduce shifts in both the ideological and intercultural becoming. Perceiving the negotiation of this language-culture net from a nonessentialist perspective provides a holistic explanation of the inherent reciprocity of ideological becoming (Bakhtin 1981) and language learning in the intercultural (Harvey, 2016). Finally, a key facet of shaping the course of participants’ intercultural journeys lies partially in the interference of distinctive factors prior to and post coming to the UK including, cultural identity effect, perceived intercultural awareness and knowledge, and the role of institutional bodies. These factors contributed to identifying the course and nature of their intercultural becoming at various levels and with distinctive degrees of interference

    Rethinking Film Festivals in the Pandemic Era and After

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    ‘Rethinking Film Festivals’ explores how COVID-19 intervened in the film festival circuit by disrupting regular industry cycles and allowing new ways of reaching audiences to flourish. Films found other distribution channels, often online, while the festival format proved particularly vulnerable in a one-half-meter society. The search for a full-fledged substitute for live events and shared experiences involved all kinds of experimentation and an acceleration of digital developments that were already underway. The book documents how different festivals in different local contexts were affected differently by the pandemic and reacted differently to it as well. At the same time, the case studies confirm the interconnectedness and transnational relationships inherent in globalised media systems. Finally, the book seizes the momentum of the crisis to make the case for sustainable interventions: festivals must address their ecological footprint, decolonise their organisations, and ensure that their history and heritage is safeguarded for the future
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