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Creating Boris: Nigel Farage and the 2019 election
No full textShort analysis of Nigel Farage's role in 2019 General Electio
Refugee children, trust and inclusive school cultures
Get PDFDrawing on the thinking of Knud Ejler Løgstrup (1905–1981), this article examines the place of mistrust and trust in the exclusion or inclusion of young refugees. Mistrust directed towards refugees takes an entirely depersonalised form when it results from exclusionary processes that situate unique persons within generalised categories. Refugees themselves can come to hold all authority figures, including educators, in suspicion. If schools are to counter this type of mistrust, they will need to become places that are worthy of the trust of young refugees. Paramount here is the creation of inclusive and trusting school cultures where all children are listened to and welcomed as distinct contributors to the life of their schools.<br/
Le contrôle des terres royales dans le royaume anglo-saxon (IX e au début du XI e siècle) : que saurions-nous sans le Domesday Book ?
No full textThe role and impact of professional accountancy associations on accounting education research: An international study
No full textThis paper explores the relative influence of the accounting academy and accountancy professional associations in the debate concerning the profile and quality of accounting education research. This research analyses 13 semi-structured interviews undertaken with members of key accounting professional associations in Australia, New Zealand (ANZ) and the United Kingdom and Ireland (UKI). The paper makes a theoretical contribution by the novel application of the institutional logics theory to the literature concerning professional accounting associations (PAAs) demonstrating the dominant commercial logic of the education function and the more traditional fiduciary logic of the technical function. The research finds that the primary stakeholders in the professional accounting curriculum development model are the PAAs and employers, whilst the accounting academy is relatively absent. The relative independence of the education and research and technical functions within PAAs is also identified: academic research and technical activity has little influence on professional education and vice versa. However, PAAs’ funding of academic research is common across all four countries for brand recognition and in some instances to influence policy rather than informing the professional curriculum
Resilience and the (Micro-)Dynamics of Organizational Ambidexterity: Implications for Strategic HRM
Get PDFIn the twenty-first century, resilience has emerged as a seminal and important topic linked to calls for adaptability, well-being and organizational performance. Extant strategic human resource management (HRM) literature and practices have developed many insights into resilience. However, overall, they have a propensity to conceptualise resilience as being associated with ‘macro-’ and ‘extreme’ situations. This paper complements the prevailing perspective by developing a micro-focus on resilience through the conceptual framework of organizational ambidexterity surfacing under-examined individual resilience in connection with HRM practices. Methodologically, the paper adopts a qualitative approach presenting data from two illustrative contexts: an ‘everyday’ quasi-governmental institution and a prima facie ‘extreme’ pan-international military organization. Using template analysis, a number of valuable themes and similarities are identified. The findings and discussion underline the managerial challenges in handling organizational ambidextrous dynamics and tensions surrounding resilience, positive and sceptical approaches in relation to individual and organizational stances towards HRM practices. As such, the results point at value in HRM managers and practices recontextualising and appreciating ‘extremes’ and resilience more as an everyday (rather than exceptional) phenomenon wherein myriad micro-moments are highly significant in constructing and influencing macro-contexts. This also implies a need to see cynical resistance as normative rather than automatically negatively.</p
Minimal Utopianism in the Classroom
Get PDFIn this paper we build on recent work on the role of the “utopian pedagogue” to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of “minimal utopianism”; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for “blueprint utopias” in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is reflected in the interdisciplinary sources on which we draw in developing our ideas, including moral philosophy, literary theory, political philosophy, anarchist theory and utopian studies
The Power of Play in HE: Creativity in Tertiary Learning
No full textThe Power of Play is an international collection which evidences the many ways in which play is being used for complex learning in universities. Drawing on practice in the UK, USA, and Europe, its editors set out the theoretical terrain of play, evidence its growth in the tertiary sector in the last five years, and argue for greater inclusion and understanding of playful and creative practices in undergraduate, postgraduate and doctoral context
Realising Creativity in Management Education: Putting Student Energy into Action
No full textThis paper discusses how creative design in first year undergraduate management education can encourage student engagement in learning. In today's landscape of educational consumerism, educators have to decide whether to offer students what they say they want, or what professional wisdom suggests they actually need. Discussion includes the challenges of creative practice for both students and academic staff, and considers theoretical perspectives that influence the intentional design of a 12 week academic and professional skills course. The paper includes personal narrative from a first year student who encountered the creativity, peer coaching, personal reading, community engagement and self-reflection elements of this approach; and who exemplifies the evolving attitudes of many students to the course.Suggestions are offered on how to manage students’ changing expectations and academic resistance to change, while valuing the professional wisdom that underpins pedagogic innovation; and some potential implications for practice and research
