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This paper investigates educational leadership of an intercultural employee group in a large language centre providing first-language tuition in Sweden. The project is based on engaged scholarship (Van de Ven, 2007), which describes research in which the researcher works closely with multiple actors on different levels in an organisation in order to establish an overall picture. The views of both management and teachers with regard to national culture, language and norms are explored, in order to establish which intercultural aspects play a role in how leaders manage the heterogenous employee group. An important starting point for this research is the idea that individuals’ own cultures and norms affect motivation and engagement for workplace learning. A democratic, discussion based educational leadership style is held as an ideal in Swedish school principal training. However, “mother tongue” instruction stands out as an area within Swedish school provision as having a workforce comprised predominantly of non-Swedish native employees but that is subject to Swedish management principles. The findings of the study show that the intercultural language centre environment gives rise to difficulties in communication, target-setting and expectations regarding authority, while an educational leadership style with focus on rapport, personal development and trust helps to counteract some of these difficulties. / Denna artikel undersöker pedagogiskt ledarskap i ett stort språkcenter med en heterogen arbetargrupp som tillhandahåller modersmålsundervisning i Sverige. Projektet utgår ifrån engaged scholarship (Ven de Ven, 2007), som beskriver forskning där forskaren arbetar nära praktiken på olika nivåer en organisation för att skapa en helhetsbild. Både ledningens och lärarnas syn på ledarskap, kultur, språk och normer utforskas för att fastställa vilka interkulturella aspekter som spelar roll för hur ledare hanterar den heterogena arbetargruppen. En viktig utgångspunkt för denna forskning är påståendet att individers egna kulturer och normer påverkar motivation och engagemang för lärande på arbetsplatsen. Medan en så kallad demokratisk, diskussionsbaserad pedagogisk ledarskapsstil blir allt mer normativ inom svensk skolledningsutbildning., framstår ”modersmålsundervisning” som ett område inom svensk skolverksamhet med en majoritet av icke-svenskt infödda anställda som arbetar under svenska ledningsprinciper. Den interkulturella språkcentermiljön ger upphov till svårigheter gällande kommunikation, målsättning och förväntningar på auktoritet. Däremot motverkar en pedagogisk ledarstil, genom sin fokus på relation, personlig utveckling och tillit, en del av dessa svårigheter.

No / This article reports on original research designed to track the impact on student learning and development of fundamental pedagogical changes - from tradition to critical pedagogy - in undergraduate conflict resolution teaching in the Department of Peace Studies, University of Bradford. Using grounded theory methodology, the authors researched the transformative learning potential of the pedagogy. They found broad support for the pedagogy on student learning and development grounds in relation to the praxeological challenges of peacebuilding and conflict resolution work many of their students will expect to do after graduation. Out of the data emerged four clusters of learning experience that support transformative learning theory, particularly the role of disruption in learning and the importance of critical reflection, but that also, in a preliminary way, suggest some gaps in our current levels of understanding of transformative learning as praxis.

Yes / This paper critically revisits the debate on natural resource rent, curse and conflict, interrogating some of the key assumptions that have become received knowledge in extant discourses. The paper demonstrates how orthodox theories’ preoccupation with issues of resource rent and resource curse tend to be marred by slants of ahistoricity and state-centricity. Adopting a stakeholder approach to the issues of resource rent and conflict in Africa, the author argues that natural resource rents produce and attract a multiplicity of competitive stakeholders, both domestic and external, in the resource-rich states. The competition and jostling of stakeholders for access to, and appropriation of, rentier resources is too often an antagonistic process in many emerging economies that has consequences and implications for violent conflict. The paper attempts a new conceptual explanation of how natural resource rents dialectically generate stakes, stakeholders and political conflict. The paper concludes by proposing the need for the more conflict-prone African rentier states to transition to a more functional state model, the transformative state.

Thesis advisor: Christopher Higgins / The heightened use of “safe space” in educational settings has been the subject of polarizing contemporary controversy and protested by conservative and progressive camps alike, raising concerns about whether “safe space” remains an educationally viable concept. In response to claims that safety is conflated with “coddling” students, censoring unpopular speech, or reinforcing privilege, this dissertation argues that safe spaces signify enduring pursuits of diversity, equity, and inclusion in higher education that are too important to be abandoned. Instead, this interdisciplinary, mixed methods project considers how safe spaces can be rehabilitated to best serve subaltern undergraduate students. Informed by the experiences of six of my former students, I investigate how predominantly White institutions (PWI), like Boston College, can be rehabilitated as places where risky, transformative education is possible. By integrating situated educational philosophy and participatory design research (PDR) that features artistic and embodied methods of relationality (self-portraits, walks, and interactive workshops), I offer a spatial turn in the safe space debates that reveals the ideologically laden ‘normative geography’ of university campuses. Attuning to safe space controversies as spatial struggles uncovers who and what is positioned as “in place” or “out of place” on campus, as well as subaltern students’ transgressive acts of place-making—the quotidian tactics of making a hostile place more habitable for themselves. My dissertation therefore culminates by proposing a risky model of higher education, inspired by Judith Butler’s proposal of ethical formation, that insists on a collective responsibility for inclusive campus place-making. In this iterative framework, safety serves not as a barrier to risk, but as a crucial, co-constructed threshold condition that makes educative risk-taking possible for all students. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

The purpose of this research was to provide a better understanding of handbooks and to establish criteria guidelines for handbook selection and use. Content analysis utilizing the library as fieldwork identified 15 handbooks for MsWs meeting selection criteria for this study. Coding and diagramming of over 2000 pages resulted in identification of 15 themes which grouped into 3 types of relationships: personal (to self and God), familial (to husband and children), and congregational (to the church). Six of these themes were recognized as distinctive to the life of the MsW. Three time frames (1940 to 1960, 1960 to 1980, and 1980 to 1998) were established, and handbooks were found to be consistent with the social context of their respective era. An unfolding picture of the life of the MsW as portrayed by key informants revealed a shift in emphasis, with earlier handbooks portraying a lifeworld revolving around role fulfillment, and later handbooks emphasizing development as a person. A lack of learning opportunities for MsWs was noted throughout the eras. A 30+ page appendix of metaphors indicates that MsWs use their gift of reasoning through word pictures. The authors taught lived world truth as they perceived it. This study indicated clues as to appropriateness of content in handbooks and safeguards to be taken in reading them for self-directed learning or other training purposes. The implication is that handbooks are adult education by default. Two original products resulting from this research were a schemata of the process of using handbooks as a format for learning and selection criteria guidelines for choosing a handbook. The process may be utilized in self-directed learning (individual or guided) and within other educational settings, and the guidelines may be adapted to handbooks for other populations. This research should encourage related studies to broaden the knowledge base of understanding handbooks and recognizing their place in training, utilizing field research using literature sources, and assisting MsWs with learning how to effectively manage their myriad roles and relationships. / Ed. D.

What motivates individuals to take part in anarchistic movements and spaces? For those who do, what occurs during engagement in anarchy? By collecting the oral histories of anarchistic activists, this study indicates how crises, personal and collective, is a not only a motivating factor for why individuals join and engage in anarchistic movements and spaces, but how crises are, in turn, radically transformed through engagement in anarchical practice. To understand this process, this study explores crises through the development of an eco-anarchistic dialectical framework--negate-subvert-create--to indicate how the crises of capital are embodied, consciously negated, subverted politically, and ultimately transformed through engagement in anarchy. Anarchy is accordingly conceptualized as a liminal spatio-temporality that allows individuals to reconnect their selves to their potentials to become something beyond the ecological destructive and dominant social world. These potential are realized through the embodiment of communitas, or collective liminality--a natural communality that individuals reconnect to engaging in anarchy. I end with an exploration of the possible outcomes and potential futures of anarchy by situating the current political, economic, social and ecological crises occurring around the globe within the eco-anarchistic framework developed in this study. Here, I indicate the importance of engaging in care practices and creating care-networks as a necessary outcome and future political practice for anarchistic movements as a way to mitigate and ultimately transform the crises of capital. / Ph. D.