In this thesis I explore the theoretical, ethical, and practice-based implications of doing research with Indigenous, racialized, and LGBT2SQ+ youth and young people. This research traces participant conceptualizations of decolonial love, through arts- and land-based methods, within the context of ongoing settler colonialism. Through an Indigenous-led and participatory research project called Sisters Rising, I engaged in intimate conversations and facilitated research workshops with young Black, Indigenous, and people of colour (BIPOC) who reflected on their understandings of decolonial love as related to their own experiences, knowledges, and teachings. Their conceptualizations of decolonial love as inextricably tied to land, sovereignty, and resurgence disrupt settler colonial narratives that attempt to violently displace and disenfranchise BIPOC communities and undermine Indigenous intellectual knowledges as inferior or simplistic, particularly in Euro-Western academia. Through this research BIPOC young people’s understandings of decolonial love guide my praxis and ongoing learning as a frontline practitioner who is committed to cultivating and nurturing a politicized ethic of decolonial love in my child-, youth-, and family-centered praxis. / Graduate / 2022-07-05

This transformational leadership project addresses the numeric decline of historic Black churches in urban centers across the United States. The focal church of this task, Nineteenth Street Baptist Church (NSBC) in Washington, D.C., which was the founding church of seven Black historic congregations in the District, and home of several revered pastors who started Postbellum churches on the Atlantic Coast, has joined dialogs about Black Church declines since the year 2000. Speaking to the concern, this work builds on Robert L. Smith’s Black Existential Theological Hermeneutic, called the BETH approach, a practical theology method that assist leaders with African American church revitalization processes. Using NSBC’s Christian Education Ministry as the focal ministry, this project engaged the three stages of Smith’s BETH approach: Analyze, Assess, and Act. The outcomes of these stages led to offering a transformative framework for assisting the ministry’s leadership in the practices of creating a prophetic mission statement. Chiefly, this development will lead to developing and/or renewing practices authentic to Black Church witness, faithful to the mission of God in the Bible, consistent with Christian history, and relevant to the 21st Century society, all from a People of Color perspective. / 2025-03-26T00:00:00Z

Syftet med den föreliggande studien är att utveckla förståelsen av medarbetarskap och teoretiskt pröva det utifrån ett aristoteliskt perspektiv på praktisk kunskap. Frågeställningar: • På vilka sätt kan verksamhetens organisering gynna respektive motverka utveckling av medarbetarskap? • På vilka sätt kan begreppet praxis ge en fördjupad förståelse av medarbetarskap inom komplexa sociala praktiker som vårdorganisationer?

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Denna forskningsstudie syftar till att analysera förskollärares uppfattning i samband med införandet av digitala teknologier inom förskoleverksamheten samt undersöka hur dessa attityder och beteenden påverkas av etablerade normer och riktlinjer inom förskolan. Studien besvarar frågeställningarna om hur förskollärare anpassar sig till den ökande digitaliseringen, hur de förhåller sig till införandet av digitala verktyg, samt vilka konflikter och dilemman som uppstår mellan traditionella pedagogiska normer och de möjligheter som digitala verktyg erbjuder inom förskolan. För att samla data genomfördes semistrukturerade intervjuer med fem förskollärare från tre olika förskolor i samma region. I analysen användes struktureringsteorin som grund, och ett antal centrala begrepp inom teorin tillämpades som analysverktyg, vilka presenteras i teoridelen av studien. Resultaten visar att förskollärare är medvetna om och i överensstämmelse med läroplanens mål när det gäller digital teknisk användning i förskolan. De anpassar användningen av digitala verktyg för att matcha varje barns individuella behov och ser dem som ett komplement till traditionella undervisningsmetoder. Samtidigt innebär införandet av digital teknik att etablerade pedagogiska normer kan kollidera med de nya digitala normer som främjar digitala verktyg för barns lärande.  Studien drar slutsatsen att förskollärarna strävar efter att upprätthålla en balans mellan det digitala och de traditionella pedagogiska metoderna, och betonar vikten av denna balans. Integreringen av digital teknik ses som meningsfull och kompletterande snarare än som ett fullständigt ersättande för de befintliga pedagogiska traditionerna. Slutligen betonar denna forskning vikten av att utveckla digital kompetens inom förskoleverksamheten och möjligheterna till kompetensutbildning som finns tillgängliga för förskollärare. Denna kompetensutveckling underlättar integrationen av digital teknik i undervisningen och stärker förskollärares förmåga att möta samhällets krav på digital integration inom förskolan. Detta arbete visar att implementeringen av digitalisering i förskolan är en komplex process som kräver förmågan att balansera traditioner med de nya möjligheter som digital teknik erbjuder, för att skapa en berikad och meningsfull undervisningsmiljö som rustar barn för den digitala framtidens utmaningar.

Studiens syfte är att fördjupa kunskapen om hur yrkesverksamma lärare upplever förutsättningarna för att bedriva relationell pedagogik i praktiken för att synliggöra till vilken grad den svenska högstadie- och gymnasie skolan stödjer den relationella pedagogiken. Metoden som användes var en kvalitativ metod med semistrukturerade intervjuer som datainsamlingsmetod. En tematisk analys användes för att analysera empirin. Resultatet i studien visar på en instrumentell praxis och en objektiv syn på eleven. Kunskapen om den relationella pedagogiken är begränsad och upplevs vara en erfarenhetsbaserad praxis som bortser från skolans huvudsakliga mål, som enligt empirin är akademisk utveckling. Den akademiska utvecklingen är central även i den relationella pedagogiken, men står inte över andra aspekter som demokratiskfostran, individuell och social utveckling. En ökad standardisering av undervisningen och ökad styrning från Skolverket och skolan som institution efterfrågas. Synen på eleven är objektiv med en på förhand önskad förändring hos eleven som följer en generaliseringsprincip. Det drogs inga generella slutsaster av resultatet från denna studie på grund av att den genomfördes på grundnivå i utbildningen.

Life stories were constructed for three young women from Appalachia to explore their mathematics experiences as students in public schools of the region. Data sources included interviews, school records, and a self-drawn chart of estimated mathematics ability for each year, from kindergarten through twelfth grade. A cross-case analysis revealed similar characteristics among the three women including shyness, difficulty with middle school mathematics and with high school geometry, the choice not to take a mathematics course in the last year of high school, and an awareness of a negative Appalachian stereotype. The mathematics education received by all the women was inadequate as demonstrated by their self-created graphs, their life story accounts, and their initial difficulties in making the minimum required score on the Praxis I Mathematics test. Their subsequent successes in graduating from college can be attributed to their own motivation and tenacity in addition to the encouragement of their families and some teachers. Connections to Standards-based reform in mathematics education include questions about the teaching and learning of geometry and about opportunities for students, especially females, to participate in mathematical discourse throughout their school mathematics experiences, a situation impacted by their expressed shyness and by overt and subtle incidences of gender and racial biases. Appalachian cultural connections seem to be an aspect of fatalism which influences attribution of natural ability versus effort and, in some instances, a climate of male dominance. Connections to the problems of education in rural poverty included a number of ineffective teachers, a situation exacerbated by a sense of social stratification within the Appalachian culture and a reluctance to challenge school or teacher practices. As for learning preferences, the women tended to favor teachers who offered good explanations and who demonstrated caring, which highlights an emphasis placed on relationships within the Appalachia culture. Determining the degree of influence of the Appalachian culture on the education, especially in mathematics, of these three young women was difficult to ascertain. The factors of culture, socioeconomic levels, and rural isolation combined with the effects of race, gender and ethnicity in the individual to impact the opportunities to a quality education. / Ph. D.

Yes / Adopting digital technologies in different organisations has become a trend over the last decade, yet our understanding of the impact of digital technologies on strategising is fragmented and unclear. To address this gap, this paper reviews existing research on the intersection between digital transformation and strategic management. Specifically, the aim is to explore how the digital context changes strategising. Based on a systematic review of empirical evidence from 163 journal articles, we showcased the manifestation of strategising in the digital age in terms of strategic practitioners, practices and praxis. Consolidating these findings, a typology of strategies in the digital age is developed and discussed, showing the interplay among changes in Strategy-as-Practice parameters. This framework contributes to providing clarity in strategic scenarios of digital transformation and identifies various strategic directions and actions. Overall, we argue that although digital transformation has created additional strategic options, it has yet to change the underlying assumptions of strategising in firms. / The full-text of this article will be released for public view at the end of the publisher embargo.

A pesquisa visa estabelecer que os campos definidos como ARTE, DESIGN e NARRATIVA têm limites muito mais fluidos, mutáveis e permeáveis do que, de fato, reconhecemos atualmente, e pretende fazer isso problematizando suas fronteiras. Parte-se da hipótese de que a categorização desses campos em áreas estanques, aparentemente estabelecidas e claras, é rasa, artificial, arbitrária, não dá conta de uma visão diagramática da produção contemporânea nos três campos referidos, em suas fronteiras e intersecções, nem alcança a profundidade de relações de origem e de influência cruzada entre os campos. Através de análise e revisão teórica, partindo da própria estrutura das narrativas formativas e das narrativas críticas nas três áreas e em áreas de fronteira, decorrem potenciais revisões internas dos campos e de suas intersecções, uma visão atualizada da complexidade das relações entre os três campos e novas possibilidades formativas, além de uma visão crítica dos discursos acessórios e de proposições metodológicas. Do ponto de vista metodológico, de fato, a investigação apoia-se em pesquisa bibliográfica, discussão de dispositivos de exemplo e análise teórica baseada em teorias-chave dos campos descritos, ARTE, DESIGN, NARRATIVA e suas hibridizações potenciais. Também através da apresentação de dispositivos próprios que expandem as questões centrais da investigação em outros suportes e interfaces, a discussão, que tem origem prática, poética e empírica, e toma uma forma teórica, linear, analítica, mas tem também conclusões, ou possibilidades, novamente práticas, poéticas e empíricas. O intuito é a tradução de um pensamento cuja origem é prática e poética, mas também bibliográfica, em uma análise teórica, transdisciplinar, com um possível desdobramento metodológico, a proposição de uma metodologia abdutiva. Apresentada por meio de dois discursos, teórico/analítico e criativo/artístico, a pesquisa trata das possibilidades formativas em campos próximos, ARTE, DESIGN e NARRATIVA, suas potenciais influências, cruzamentos, e de como é crítica para a atividade formativa e teórica nesses campos a diferença entre discursos prescritivos/propositivos e discursos descritivos/analíticos. Do ponto de vista teórico, a discussão baseia-se nos conceitos de Praxis e Poiesis de Agamben, na noção de estética de Pareyson e de arte contemporânea de C. Cauquelin, na semiótica Peirciana, partindo da leitura de L. Santaella, e de conceitos específicos de Danto, Pross e Belting sobre Arte; Cardoso, Dune, Raby e Coles sobre Design; e Caillois e Campos aplicados sobre Narrativa. / The research aims to establish that the fields defined as ART, DESIGN and NARRATIVE have limits that are much more fluid, changeable and permeable than we actually recognize today, and intends to do so by problematizing their borders. It is based on the hypothesis that the categorization of these fields into watertight areas, apparently established and clear, is shallow, artificial, arbitrary, does not account for a diagrammatic view of contemporary production in the three fields mentioned, in their borders and intersections, nor does it reach the depth of relations of origin and cross-influence between fields. Through theoretical analysis and revision, starting from the very structure of the formative narratives and the critical narratives in the three areas and in frontier areas, not only potential internal revisions of the fields and their intersections take place, but an updated view of the complexity of the relations between the three fields and new formative possibilities, as well as a critical view of the accessory discourses and methodological propositions. From a methodological point of view, the research is based on bibliographic research, discussion of example devices and theoretical analysis based on the key theories of the fields described, ART, DESIGN, NARRATIVE and their potential hybridizations. Also, through the presentation of original devices/artwork that expand the central questions of research in other supports and interfaces, the discussion, which has practical, poetic and empirical origins, and takes a theoretical, linear, analytical form, but also has conclusions, or possibilities, again practical, poetic and empirical. The intention is the translation of a thought whose origin is practical and poetic, but also bibliographical, in a theoretical and artistic transdisciplinary analysis, with a possible methodological unfolding, the proposition of an abductive methodology. Presented through two discourses, theoretical/analytical and creative/artistic, the research deals with the formative possibilities in nearby fields, ART, DESIGN and NARRATIVE, their potential influences, crossings, and how critical it is for the formative and theoretical activity in these fields the difference between prescriptive/propositional discourses and descriptive/analytical discourses. From a theoretical point of view, the discussion is based on the concepts of Agamben\'s Praxis and Poiesis, on the notion of Pareyson aesthetics and contemporary art by C. Cauquelin, on the Peircean Semiotics, based on the reading of L. Santaella, and specific concepts from Danto, Pross and Belting on ART; Cardoso, Dune, Raby and Coles on DESIGN; and Caillois and Campos applied on NARRATIVE.

A pesquisa visa estabelecer que os campos definidos como ARTE, DESIGN e NARRATIVA têm limites muito mais fluidos, mutáveis e permeáveis do que, de fato, reconhecemos atualmente, e pretende fazer isso problematizando suas fronteiras. Parte-se da hipótese de que a categorização desses campos em áreas estanques, aparentemente estabelecidas e claras, é rasa, artificial, arbitrária, não dá conta de uma visão diagramática da produção contemporânea nos três campos referidos, em suas fronteiras e intersecções, nem alcança a profundidade de relações de origem e de influência cruzada entre os campos. Através de análise e revisão teórica, partindo da própria estrutura das narrativas formativas e das narrativas críticas nas três áreas e em áreas de fronteira, decorrem potenciais revisões internas dos campos e de suas intersecções, uma visão atualizada da complexidade das relações entre os três campos e novas possibilidades formativas, além de uma visão crítica dos discursos acessórios e de proposições metodológicas. Do ponto de vista metodológico, de fato, a investigação apoia-se em pesquisa bibliográfica, discussão de dispositivos de exemplo e análise teórica baseada em teorias-chave dos campos descritos, ARTE, DESIGN, NARRATIVA e suas hibridizações potenciais. Também através da apresentação de dispositivos próprios que expandem as questões centrais da investigação em outros suportes e interfaces, a discussão, que tem origem prática, poética e empírica, e toma uma forma teórica, linear, analítica, mas tem também conclusões, ou possibilidades, novamente práticas, poéticas e empíricas. O intuito é a tradução de um pensamento cuja origem é prática e poética, mas também bibliográfica, em uma análise teórica, transdisciplinar, com um possível desdobramento metodológico, a proposição de uma metodologia abdutiva. Apresentada por meio de dois discursos, teórico/analítico e criativo/artístico, a pesquisa trata das possibilidades formativas em campos próximos, ARTE, DESIGN e NARRATIVA, suas potenciais influências, cruzamentos, e de como é crítica para a atividade formativa e teórica nesses campos a diferença entre discursos prescritivos/propositivos e discursos descritivos/analíticos. Do ponto de vista teórico, a discussão baseia-se nos conceitos de Praxis e Poiesis de Agamben, na noção de estética de Pareyson e de arte contemporânea de C. Cauquelin, na semiótica Peirciana, partindo da leitura de L. Santaella, e de conceitos específicos de Danto, Pross e Belting sobre Arte; Cardoso, Dune, Raby e Coles sobre Design; e Caillois e Campos aplicados sobre Narrativa. / The research aims to establish that the fields defined as ART, DESIGN and NARRATIVE have limits that are much more fluid, changeable and permeable than we actually recognize today, and intends to do so by problematizing their borders. It is based on the hypothesis that the categorization of these fields into watertight areas, apparently established and clear, is shallow, artificial, arbitrary, does not account for a diagrammatic view of contemporary production in the three fields mentioned, in their borders and intersections, nor does it reach the depth of relations of origin and cross-influence between fields. Through theoretical analysis and revision, starting from the very structure of the formative narratives and the critical narratives in the three areas and in frontier areas, not only potential internal revisions of the fields and their intersections take place, but an updated view of the complexity of the relations between the three fields and new formative possibilities, as well as a critical view of the accessory discourses and methodological propositions. From a methodological point of view, the research is based on bibliographic research, discussion of example devices and theoretical analysis based on the key theories of the fields described, ART, DESIGN, NARRATIVE and their potential hybridizations. Also, through the presentation of original devices/artwork that expand the central questions of research in other supports and interfaces, the discussion, which has practical, poetic and empirical origins, and takes a theoretical, linear, analytical form, but also has conclusions, or possibilities, again practical, poetic and empirical. The intention is the translation of a thought whose origin is practical and poetic, but also bibliographical, in a theoretical and artistic transdisciplinary analysis, with a possible methodological unfolding, the proposition of an abductive methodology. Presented through two discourses, theoretical/analytical and creative/artistic, the research deals with the formative possibilities in nearby fields, ART, DESIGN and NARRATIVE, their potential influences, crossings, and how critical it is for the formative and theoretical activity in these fields the difference between prescriptive/propositional discourses and descriptive/analytical discourses. From a theoretical point of view, the discussion is based on the concepts of Agamben\'s Praxis and Poiesis, on the notion of Pareyson aesthetics and contemporary art by C. Cauquelin, on the Peircean Semiotics, based on the reading of L. Santaella, and specific concepts from Danto, Pross and Belting on ART; Cardoso, Dune, Raby and Coles on DESIGN; and Caillois and Campos applied on NARRATIVE.