Open access in theory and practice : the theory-practice relationship and openness

Open Access in Theory and Practice investigates the theory-practice relationship in the domain of open access publication and dissemination of research outputs. Drawing on detailed analysis of the literature and current practice in OA, as well as data collected in detailed interviews with practitioners, policymakers, and researchers, the book discusses what constitutes ‘theory’, and how the role of theory is perceived by both theorists and practitioners. Exploring the ways theory and practice have interacted in the development of OA, the authors discuss what this reveals about the nature of the OA phenomenon itself and the theory-practice relationship. Open Access in Theory and Practice contributes to a better understanding of OA and, as such, should be of great interest to academics, researchers, and students working in the fields of information science, publishing studies, science communication, higher education policy, business, and economics. The book also makes an important contribution to the debate of the relationship between theory and practice in information science, and more widely across different fields of the social sciences and humanitie

Participatory reading in late-medieval England

This book explores how modern media practices can illuminate participatory reading in England from the late-fourteenth to the early-sixteenth centuries. Nonlinear apprehension, immersion and embodiment are practices intimately familiar to readers of Wikipedia, players of video games and users of multi-touch mobile devices. But far from being unique to digital media, they have clear analogues in the pre-modern era. Participatory reading in late-medieval England traces how the affinities between old and new media can reveal fresh insights not only about the digital, but also about the long history of media forms and practices. It thus casts new light on the literary practices of a period pre- and post-print to demonstrate how participatory reading vitally contributed to and shaped these negotiations of fragile authority

Reading, Naming, and Changing the World: Youth Participatory Action Research in a Hawaiʻi School

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018

Co-Creativity and Engaged Scholarship

This open access book explores creative and collaborative forms of research praxis within the social sustainability sciences. The term co-creativity is used in reference to both individual methods and overarching research approaches. Supported by a series of in-depth examples, the edited collection critically reviews the potential of co-creative research praxis to nurture just and transformative processes of change. Included amongst the individual chapters are first-hand accounts of such as: militant research strategies and guerrilla narrative, decolonial participative approaches, appreciative inquiry and care-ethics, deep-mapping, photo-voice, community-arts, digital participatory mapping, creative workshops and living labs. The collection considers how, through socially inclusive forms of action and reflection, such co-creative methods can be used to stimulate alternative understandings of why and how things are, and how they could be. It provides illustrations of (and problematizes) the use of co-creative methods as overtly disruptive interventions in their own right, and as a means of enriching the transformative potential of transdisciplinary and more traditional forms of social science research inquiry. The positionality of the researcher, together with the emotional and embodied dimensions of engaged scholarship, are threads which run throughout the book. So too does the question of how to communicate sustainability science research in a meaningful way

Transitioning to Gender Equality

Gender Equality, the fifth UN Sustainable Development Goal (SDG 5), aims for the elimination of all forms of discrimination against women and girls. It thereby addresses all forms of violence, unpaid and unacknowledged care and domestic work, as well as the need for equal opportunities for leadership at all levels of decision-making in political, economic and public life. Thus, the areas in which changes with regard to gender equality on a global scale are needed are very broad. In this volume, we focus on three main areas of inquiry, ‘Sexuality’, ‘Politics of Difference’ and ‘Care, Work and Family’, and raise the following transversal questions: How can gender be addressed in an intersectional perspective, linking gender to further categories of difference, which are involved in discrimination? In which ways are binary notions of gender taking part in inequality regimes and by which means can these binaries be questioned? How can we measure, control and portray progress with regard to gender equality and how do we, in doing so, define gender? Which multi-, inter- or transdisciplinary perspectives are needed for understanding the diversity of gender, in order to support a transition to 'gender equality'? Transitioning to Gender Equality is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. Set to be published in 2020/2021, the book series is intended to reach beyond disciplinary, even academic boundaries. MDPI supports the United Nations Sustainable Development Goals. For use of the SDG logos and design, please see the according Guidelines for the use of the SDG logo, color wheel, and 17 icons

Transitioning to Gender Equality

Gender Equality, the fifth UN Sustainable Development Goal (SDG 5), aims for the elimination of all forms of discrimination against women and girls. It thereby addresses all forms of violence, unpaid and unacknowledged care and domestic work, as well as the need for equal opportunities for leadership at all levels of decision-making in political, economic and public life. Thus, the areas in which changes with regard to gender equality on a global scale are needed are very broad. In this volume, we focus on three main areas of inquiry, ‘Sexuality’, ‘Politics of Difference’ and ‘Care, Work and Family’, and raise the following transversal questions: How can gender be addressed in an intersectional perspective, linking gender to further categories of difference, which are involved in discrimination? In which ways are binary notions of gender taking part in inequality regimes and by which means can these binaries be questioned? How can we measure, control and portray progress with regard to gender equality and how do we, in doing so, define gender? Which multi-, inter- or transdisciplinary perspectives are needed for understanding the diversity of gender, in order to support a transition to 'gender equality'? Transitioning to Gender Equality is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. Set to be published in 2020/2021, the book series is intended to reach beyond disciplinary, even academic boundaries. MDPI supports the United Nations Sustainable Development Goals. For use of the SDG logos and design, please see the according Guidelines for the use of the SDG logo, color wheel, and 17 icons

Working Misunderstandings

Misunderstandings are often perceived as something to be avoided yet delineate an integrative part of everyday work. This book addresses the role that misunderstandings play in collaborative work and, above all, their effects on the organisational result. As exemplified by project collaboration across three offices of a multinational corporation in India, Frauke Mörike explores how misunderstandings shape the organisational system and why they prove not only necessary but even productive for organisational functioning. In doing so, she offers new ways to think about collaboration and establishes `misunderstanding' as a key factor of insight for the field of organisational research

Transitioning to Gender Equality

Gender Equality, the fifth UN Sustainable Development Goal (SDG 5), aims for the elimination of all forms of discrimination against women and girls. It thereby addresses all forms of violence, unpaid and unacknowledged care and domestic work, as well as the need for equal opportunities for leadership at all levels of decision-making in political, economic and public life. Thus, the areas in which changes with regard to gender equality on a global scale are needed are very broad. In this volume, we focus on three main areas of inquiry, ‘Sexuality’, ‘Politics of Difference’ and ‘Care, Work and Family’, and raise the following transversal questions: How can gender be addressed in an intersectional perspective, linking gender to further categories of difference, which are involved in discrimination? In which ways are binary notions of gender taking part in inequality regimes and by which means can these binaries be questioned? How can we measure, control and portray progress with regard to gender equality and how do we, in doing so, define gender? Which multi-, inter- or transdisciplinary perspectives are needed for understanding the diversity of gender, in order to support a transition to 'gender equality'? Transitioning to Gender Equality is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. Set to be published in 2020/2021, the book series is intended to reach beyond disciplinary, even academic boundaries. MDPI supports the United Nations Sustainable Development Goals. For use of the SDG logos and design, please see the according Guidelines for the use of the SDG logo, color wheel, and 17 icons

WOMEN WRITERS AND THE GENEALOGY OF THE GENTLEMAN: MASCULINITY, AUTHORITY, AND MALE CHARACTERS IN EIGHTEENTH-CENTURY ENGLISH NOVELS BY WOMEN

This dissertation demonstrates that women authors in the eighteenth century carved out a space for their authority not by overtly opposing their male critics and society’s patriarchal structure, but by rewriting the persona of the gentleman—the poster boy for eighteenth-century society’s moral, masculine, and patriarchal values—and thereby advocating for novels as an important site for cultivating proper masculine behavior as well as a means of renegotiating gender relationships. Eighteenth-century feminist criticism has charted the wide-ranging and creative avenues women carved out for themselves within a male-dominated, patriarchal culture. However, critics have typically dismissed the male characters of eighteenth-century female authors as poorly written or fantasy wish-fulfillment, often assuming women had no real means of influencing masculinity. Genealogy of the Gentleman addresses this critical blind spot by focusing on one of the most iconic archetypes of masculinity: the gentleman. I argue that women writers used their novels to define and popularize the gentleman as the ideal version of Western masculinity, and that they did so for strategic, professional purposes. My dissertation charts how, over the course of the eighteenth century, women writers commandeer the moral power of this gentleman persona, particularly his literary authority as the ideal author, reader, and critic. This intervention contributes to masculinity studies, which has made strides in correcting assumptions about Anglophone masculinity—that manliness is universal, innate, and rational, rather than particular, contextual, and performative. My approach offers to this conversation a crucial perspective on how women played a vital role in creating dominant standards of masculinity, and they did so by taking advantage of the performative nature of these standards in order to naturalize their own authorship

The English Writing Requirements in the First Year of a Bachelor of Communications in Oman

This thesis reports the findings of a textography undertaken to inform the teaching of English writing in a tertiary college in Oman. Textography was selected as the methodological approach because it provides a framework for integrating discourse analysis and ethnographic techniques in order to examine how and why texts written by students in this setting make the meanings they do. The framework included a World Englishes approach, which examines how English is used differently to meet the different needs of users across the globe, categorised according to whether they are Inner Circle, Outer Circle or Expanding Circle users of English. The underpinning theory chosen for text analysis was systemic functional linguistics, as it provides the tools for theorising the relationships between texts and contexts. The texts examined were authentic samples of student assessment writing. These were contextualised with reference to teacher interviews, college and Oman Ministry of Education documents as well as researcher observations recorded in notes and pictures. The study demonstrated that textography was an approach particularly well-suited to the requirements of teacher researchers working in Gulf Cooperation Council countries such as Oman where English is used as a medium of instruction in tertiary institutions. A model was developed for use by teachers to manage analysis of the range of data they can collect in a textography. The findings bring into question the delivery of "contentless" English for academic purposes programs in English-medium instruction contexts and suggest that closer cooperation between English Departments and departments teaching other disciplines is required to align the types of texts students are taught in the English Program with those they will be required to engage with in their discipline studies. A further finding is that contrary to many reports in the literature, the students in this study appeared to be supported by their Arabic literacy skills and were able to transfer these effectively to English writing. Those teachers who had Arabic language skills also used them to good effect in their teaching with no apparent negative effect on the English language learning of their students. As a result, one of the recommendations expressed in this thesis is that translanguaging should be leveraged in English-medium instruction environments and that further research should be conducted into supporting the use of translanguaging by students and teachers. It is hoped that this insight will contribute to the research field of student academic writing genres in tertiary contexts where English is used as a medium of instruction