An organisational perspective on social exclusion in higher education : a case study

We explore organisational mechanisms underlying social exclusion in higher education, the latter defined as the underrepresentation of students from lower socio-economic backgrounds. We focus on “decoupling,†which is a central concept in organisational institutionalism referring to the construction of gaps between public commitment and core organisational practices, a common phenomenon in organisations worldwide. In the context of social inclusion this implies that universities are often publicly committed to social inclusion whereas their actual practices reproduce social exclusion. Drawing on an in-depth case study of a Flemish university, we identify four possible antecedents of decoupling: institutional contradictions resulting from the neo-liberalisation of higher education, uncertainty about effective inclusive practices, resistance of key constituencies and resource stringency resulting from experiences of lacking public funding

English Studies as a Site for Healing: A Conversation about Place-Based and Indigenous Pedagogies in the English Classroom

This article summarizes a roundtable discussion from the 2016 Alaska Native Studies Conference among professors and students from two English Studies courses at the University of Alaska Anchorage: History of the English Language and History of Rhetoric. Jennifer and Heather discuss how the courses are traditionally taught and how they redesigned the courses to incorporate place-based and indigenous pedagogies. Then, Tayler, Samantha, Hailey, and Arlo--students from a range of backgrounds who took one or both of the classes--describe how the courses encouraged them to develop critical perspectives, build new knowledge through undergraduate research, and experience personal and professional transformations that led to advocacy. The dialogue provides a range of pedagogical perspectives and considers English Studies as a potential site for cultural and historical healing.Ye

Conflicting values in reflection on professional practice

Purpose – The purpose of this paper is to examine the use of reflection as a tool of enquiry within the context of higher education work based learning. The aim of the study is to investigate how reflection on professional practice brings about a review of the values underpinning that practice. Design/methodology/approach – The data were collected from a group of undergraduate students undertaking their studies by work based learning in the area of management in a Scottish University. An open-ended questionnaire was designed to learn about the participants’ views on their perceived freedom to reflect on their workplace practice in the university, their ability to challenge the organizational values and established practices in the workplace, and on their relationship with the workplace mentor. Findings – Students on work based learning programmes are subjected to demands from at least three directions: first, their own expectations, in terms of both what they want to achieve by way of their own development, second, the needs of their organization; and third, expectations of the university in ensuring that the work produced meets the standard for an academic award. These interests can sometimes coincide, but they can also conflict, and such a conflict can reveal tensions that run deeper into the culture of the organization. Research limitations/implications – This study is based on a relatively small sample of learners in one university, hence the findings are of preliminary nature. Despite the small sample size, the conclusions are indicative of a potential problem in the design of work based learning, and a larger cross-institutional study would allow the validity of these results to be verified. Practical implications – The findings emerging from this study have implications for the facilitators of work based learning in higher education. Although university work based learning programmes differ significantly from corporate learning and development efforts, this paper suggests that work based learning providers should co-operate more closely with the learners’ employing organizations towards creating an environment for learning at work. More co-operation between the university and the employer might be more beneficial for all stakeholders. Originality/value – The literature on work based learning focuses in the main on the use of reflection as a tool of enquiry into workplace practice. Drawing on the study of contemporary work organizations, this paper explores the tensions arising from reflection on the learners’ practice, and possible conflict of values that reflection exposes. Keywords Professional practice, Reflection, Work based learning, Organizational practices, Corporate learning, HE management programmes, Employees, Personal and professional development

‘Engage the World’: examining conflicts of engagement in public museums

Public engagement has become a central theme in the mission statements of many cultural institutions, and in scholarly research into museums and heritage. Engagement has emerged as the go-to-it-word for generating, improving or repairing relations between museums and society at large. But engagement is frequently an unexamined term that might embed assumptions and ignore power relationships. This article describes and examines the implications of conflicting and misleading uses of ‘engagement’ in relation to institutional dealings with contested questions about culture and heritage. It considers the development of an exhibition on the Dead Sea Scrolls by the Royal Ontario Museum, Toronto in 2009 within the new institutional goal to ‘Engage the World’. The chapter analyses the motivations, processes and decisions deployed by management and staff to ‘Engage the World’, and the degree to which the museum was able to re-think its strategies of public engagement, especially in relation to subjects,issues and publics that were more controversial in nature

The Arts of Persuasion in Science and Law: Conflicting Norms in the Courtroom

Epistemology is important in the debate about science and technology in the courtroom. The epistemological issues and the arguments about them in the context of scientific and technical evidence are now well developed. Of equal importance, though, is an understanding of norms of persuasion and how those norms may differ across disciplines and groups. Norms of persuasion in the courtroom and in legal briefs differ from norms at a scientific conference and in scientific journals. Here, Kritzer examines the disconnect between science and the courtroom in terms of the differing norms of persuasion found within the scientific community and within the legal community

Arts curriculum implementation: Adopt and adapt as policy translation

This paper examines macro, meso and micro understandings of policy enactment within Western Australian primary school arts education where a new national arts curriculum is being revised and implemented through a process colloquially known as ‘adopt and adapt’. This paper focuses on how a government led implementation policy has influenced arts teaching and learning in unintended ways. It Includes a theoretical reflection and a consideration of the effects of such policies. Using policy enactment theory as the enquiry lens, four contextual variables are highlighted for their impact on teachers and schools. The variables include situated contexts, material contexts, professional cultures and external factors. Effects are discussed through the perspectives of eleven arts curriculum leaders drawn from in-depth semi-structured interviews. Marginalisation of the arts, the disconnection of schools and teachers to the arts and professional learning impacts are discussed as results of this policy translation