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Related Practices (relate + practice)
Selected AbstractsBeing a Good Teacher of Black Students?CURRICULUM INQUIRY, Issue 4 2005Unintentional Racism, White Teachers ABSTRACT This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy. [source] Young managers' interpersonal stress and its relationship to management development practices: an exploratory studyINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2009Jin-Feng Uen This exploratory study investigates whether there is a relationship between young managers' interpersonal stress and various management development practices. In recent years, practitioners and researchers have focused on stress studies and related practices in the workplace. However, stress encountered by young managers has received less attention. We examine possible sources of young managers' interpersonal stress and develop a scale through exploratory factor analysis. Participants are less than 35 years old, mainly from the financial, high-tech and service industries in Taiwan. Organizational managerial development practices are discussed to understand their relevance to young managers' interpersonal stress. The results suggest that the more opportunities young managers have to make decisions, the more their opinions will differ from those of their middle-aged fellow managers and senior subordinates. However, organizations with formal assessment may lessen disagreements with middle-aged fellow managers. Future studies regarding young managers' interpersonal stress can be carried out using this scale and can explore whether other, specific organizational management development practices are related to lower stress levels among young managers. [source] The Rights of Children, the Rights of Nations: Developmental Theory and the Politics of Children's RightsJOURNAL OF SOCIAL ISSUES, Issue 4 2008Colette Daiute The Convention on the Rights of the Child (CRC), U.N. General Assembly (1989) is a major breakthrough in defining children as fully human and working to ensure them the attendant benefits worldwide. While children's rights as equal human beings may seem obvious in the 21st century, the politics of establishing and ensuring such rights are contentious. The CRC is a brilliant negotiation of conceptions of the child and international relations, yet certain tensions in the children's rights process lead to a lack of clarity in a global situation that continues to leave millions of children at risk. Analyzing the CRC and related practices from a developmental perspective can help identify obstacles to the advancement of children's rights, especially those related to opportunities for rights-based thinking and the exercise of self-determination and societal-determination rights. In this article, I offer a qualitative analysis of children's rights in the context of what I refer to as the CRC activity-meaning system. I present a theoretical framework for considering this system of policy and practice as enacted in the CRC treaty and related monitoring, reporting, qualifying, and implementing documents. A discourse analysis of conceptions of the child and those responsible for ensuring their rights in seven representative documents (including the CRC Treaty, a report by the U.N. Committee on the Rights of the Child, minutes of a U.N. Security Council meeting, reports by a State-Party, and a report by a civil society group in that country) reveals tensions inherent in the CRC activity-meaning system.1 Emerging from this analysis is a tension between children's rights and nation's rights. Created in part via explicit and implicit assumptions about child development in the CRC as these posit responsibilities across actors in the broader CRC system, this tension challenges the implementation of children's rights and the development of children's rights-based understandings. I use this analysis to explain why future research and practice should address the development of children's rights-based understanding not only in terms of maturation or socialization but also as integral to salient conflicts in their every day lives. [source] Between love and property: Voice, sentiment, and subjectivity in the reform of daughter's inheritance in NepalAMERICAN ETHNOLOGIST, Issue 3 2009LAURA KUNREUTHER ABSTRACT In this article, I trace the relation between the figure of voice and subjectivity by examining a Nepali reform movement that sought to give daughters a birth right to ancestral property. At its heart was a contest over emerging class and gender subjectivities that were repeatedly defined through the figure of the voice and related practices of address, hailing, and recognition. The competing formations of voice I discuss here entail shifting notions of intimacy. To challenge property relations thus meant to change existing practices of speech, sentiment, and the meaning of voice itself. [voice, sentiment, property, subjectivity, Nepal, gender, class distinction] [source] Further examining the triangle tip: Improving support for students with emotional and behavioral needsPSYCHOLOGY IN THE SCHOOLS, Issue 1 2009Lee Kern Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this artice, we visit possible explanations for these continued poor outcomes. Breakdowns along several systems are discussed, including placement and related practices as well as the absence of individualized approaches. In addition, we offer suggestions for improvement. © 2008 Wiley Periodicals, Inc. [source] Ancestors, magic, and exchange in Yolngu doctrines: extensions of the person in time and spaceTHE JOURNAL OF THE ROYAL ANTHROPOLOGICAL INSTITUTE, Issue 3 2006Ian Keen The article draws on the association drawn by Munn between Aboriginal ancestral transformations and the moral order, and the theory of partible persons, in order to re-examine Yolngu doctrines and related practices to do with totemic ancestors and their traces, magic and sorcery, and exchange. It argues that all three broad domains draw on beliefs about intrinsic relations between part and whole, image and object, and the intrinsic powers of bodily substance and spirits of the dead. These domains imply the extension of persons in time and space, and each relates to a rather distinct aspect of the moral-political order. The article shows that the strong dichotomy drawn by Durkheim and his followers between ,religion' and ,magic' obscures the connections between these domains, and neglects the instrumental aspect of Yolngu ancestral doctrines and practices. [source] | ||||||||||