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Journal articles on the topic 'Narratives of professionalization'
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Battalio, John T. "The Interplay between Narrative, Education, and Exposition in an Emerging Science." Journal of Technical Writing and Communication 26, no. 2 (April 1996): 177–91. http://dx.doi.org/10.2190/tana-d8tk-5rn6-ly9g.
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Drawing upon eleven volumes of articles published between 1890 and 1990 in The Auk, journal of American ornithology, this study shows the path to professionalization through four phases of ornithological discourse history. In the science of ornithology, the interests of conservationists, science students, and scientists themselves were originally served by a single discourse form—the personal narrative of natural history. But, with professionalization, scientists increasingly associated such narratives with amateur performance. The resulting gap between professional science and public understanding of science was reinforced by the establishment of a university program of study in ornithology, by an emerging sense of a scientific community, and by the forces of environmentalism.
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Penteado, Regina Zanella, and Samuel Souza Neto. "A docência como profissão: O portfólio como dispositivo e política de formação docente no estágio supervisionado em educação física." education policy analysis archives 29 (June 14, 2021): 83. http://dx.doi.org/10.14507/epaa.29.6147.
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The goal of this article is to analyze if the portfolio in teacher education policies and in the Supervised Internship (SI) in Physical Education (PE) constitutes a formative device and to contributes to the professionalization of teaching. This qualitative, documentary research used content analysis of Curriculum Guidelines for Teacher Education and 12 portfolios produced by PE interns from a public university in Brazil. The results integrate narratives of the interns' portfolios, identified by axes: diagnostic evaluation and teaching learning. Policies are interpreted with attention to the portfolio that was treated as a technical artifact of controlled rational activity (tensioning the notion of professionalization). We concluded that the use of portfolios expanded and differed from that foreseen by the literature and the current teacher education policy. Portfolio in SI in PE emerges as a possible open and flexible training device, which is consistent with the professionalization of teaching.
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Pomson, Alex D. M. "INTERROGATING THE RHETORIC OF JEWISH TEACHER PROFESSIONALIZATION BY DRAWING ON JEWISH TEACHER NARRATIVES." Journal of Jewish Education 65, no. 1-2 (March 1999): 16–24. http://dx.doi.org/10.1080/0021624990650104.
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Duque, Nina, Mary Grace Lao, Lena Alexandra Hübner, and Thomas Hervé Mboa Nkoudou. "Public Sphere(s), Public Narratives, and Counter Public(s): Student Papers at the 2017 Canadian Communication Association." Stream: Interdisciplinary Journal of Communication 10, no. 1 (January 23, 2018): 1–2. http://dx.doi.org/10.21810/strm.v10i1.256.
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It is with enthusiasm that we present this special issue of Stream devoted to the student conference proceedings from the 2017 Canadian Communication Association annual meeting during the Congress for Social Science and Humanities held at Ryerson University. As current graduate students, we understand and appreciate the challenges that graduate students face and having a medium like the annual CCA-ACC conference provides the kind of professionalization that graduate students need to continue a career as academics.
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Wagner, Jean-Marc, and Adelheid Hu. "Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system." European Journal of Applied Linguistics 8, no. 1 (February 26, 2020): 23–48. http://dx.doi.org/10.1515/eujal-2019-0047.
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AbstractThe school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible.With its trilingual tradition and school system (mainly Luxembourgish, French and German), and at the same time a highly diverse society with more than 170 nationalities, Luxembourg represents a particularly interesting case. As the recent PISA studies have repeatedly shown, the Luxembourgish school system (including its traditional trilingualism and strong orientation on language education) produces a high degree of inequality, and represents an important challenge especially for children of migration.With our study, which is based on in-depth interviews and which adopts an analytical approach combining elements of content and discourse analysis, we found a tendency towards a backward oriented idealized orientation of the past and a high degree of insecurity. We also show which ambivalences the teachers are confronted with and their efforts to deal with these ambivalences.We hope to contribute to a deeper understanding of how teachers position themselves vis a vis the existing diversity in schools, and which discourse and argumentation patterns they rely on. We see this study as part of research on teacher professionalization that will be useful for reflexive pre- and in-service teacher training.
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Morales, Esperanza. "Discourses on the Edges of Life(V. Salvador, A. Koťátková& I. Clemente, eds.), Amsterdam: John Benjamins, 2020." Cultura, Lenguaje y Representación 25 (May 14, 2021): 337–39. http://dx.doi.org/10.6035/clr.2021.25.20.
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The title of the book shows, based on a metaphor, the use of euphemism to refer to death. The reader can obtain a transversal vision of this subject: from traditional thought to the great change that took place in the 19th century with the professionalization of health and death, and finally, in the present time, the interweaving with technology. The result is the unfolding of a wide variety of discourses: from thinkers, health professionals, patient testimonies through their narratives, stories from the doctors themselves and writers of diverse genres.
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Olson, Candi S. Carter. "“We Are the Women of Utah”: The Utah Woman’s Press Club’s Framing Strategies in the Woman’s Exponent." Journalism & Mass Communication Quarterly 95, no. 1 (May 24, 2017): 213–34. http://dx.doi.org/10.1177/1077699017700362.
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Drawing on mediated framing theory, this article considers how the 19th-century Utah Woman’s Press Club used its opportunity to control its public image in the Utah-based suffrage periodical Woman’s Exponent. The Exponent was edited by the club’s founder, Emmeline B. Wells, and was an outlet for many of the area’s women writers. This article demonstrates how the group’s three primary themes—education and professionalization, politics, and faith—developed a gendered framing of 19th-century womanhood. This exploration considers how gender-specific publications can be a powerful outlet for women to challenge mainstream narratives about women’s abilities.
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Wathen, Maria V. "Institutional Logics and Diverging Organizational Forms: An Empirical Study in Russia." Journal of Public and Nonprofit Affairs 6, no. 2 (August 1, 2020): 159. http://dx.doi.org/10.20899/jpna.6.2.159-181.
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Using an institutional logics approach, this study investigates how the institutional logics of leaders of grassroots social service nongovernmental organizations (NGOs) in Russia changed over time and how these changes related to changes in organizational mission, people served, professionalization, and interactions with the government. Relying on interviews as well as other data gathered, this analysis of organizational leaders’ narratives reveals the identities and experiences that these leaders turn to in their sensemaking of significant events. The findings show that, on the one hand, social welfare NGOs continued to provide services, increased their advocacy efforts, and professionalized their staff. Volunteer organizations, on the other hand, discontinued provision of social services turning instead to the recruitment and development of volunteers. Theoretically, this empirical case illustrates how an interplay of factors at multiple levels can affect the expression of logics at the organizational level.
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Lichtenstein, Albert, Jumana Antoun, Chris Rule, Katherine Knowlton, and Jeffrey Sternlieb. "Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies." International Journal of Psychiatry in Medicine 53, no. 1-2 (December 13, 2017): 47–58. http://dx.doi.org/10.1177/0091217417745294.
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Introduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. Methodology: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system.
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Esfandiary, Helen. "‘We could not answer to ourselves not doing it’: maternal obligations and knowledge of smallpox inoculation in eighteenth-century elite society." Historical Research 92, no. 258 (October 9, 2019): 754–70. http://dx.doi.org/10.1111/1468-2281.12290.
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Abstract Most often depicted as the precursor to the much simpler and safer practice of Jennerian cowpox vaccination, the eighteenth-century practice of inoculating against smallpox with the live virus reveals much about the way in which pre-modern mothers and medics understood and made decisions about disease management in children. Examined from the perspective of those mothers who ultimately sanctioned its use and helped to advance the practice on English soil, despite a complex set of possible eventualities - from uncertain conferral of immunity to death - this article argues that provided an ‘English’ version of it was carried out in strict accordance with the age-old doctrines of humoral medicine, mothers deemed it an entirely rational act devoid of ‘risk’ in our modern sense. These findings run counter to established narratives asserting blanket professionalization and medicalization of childcare during this period, and they nuance the role Lady Mary Wortley Montagu played in introducing the practice she had encountered in Turkey.
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Salaymeh, Lena. "Early Islamic Legal-Historical Precedents: Prisoners of War." Law and History Review 26, no. 3 (2008): 521–44. http://dx.doi.org/10.1017/s0738248000002558.
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The inseparability of law and history is manifest when historical interpretation -an integral component of legal hermeneutics-results in juristic disagreement. This article is a foray into the shift from prohibition to permissibility of prisoner of war execution in early Islamic legal history that connects changing legal opinions to changing historiographical readings. Contemplating the contrast between historical and jurisprudential interpretations of historical events with legal implications will facilitate investigation of the interactions between historiography and legal discourse. Exploring a few questions will highlight the ambiguous, overlapping roles of historians and jurists as they construct (legal) histories: (1) Do historical narratives about all the battles that occurred during the Prophet's lifetime illustrate his legal practice concerning treatment of prisoners of war? (2) After the Prophet's death, how did Muslim jurists adjudicate this issue? (3) What legal reasoning did key Muslim jurists of the ‘professionalization’ period apply in permitting the execution of war prisoners? (4) What could explain the discrepancy between the chronologically earlier opinion (prohibiting prisoner execution) and the later, more dominant legal opinion (permitting prisoner execution)?
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GÄNGER, STEFANIE, and SU LIN LEWIS. "FORUM: A WORLD OF IDEAS: NEW PATHWAYS IN GLOBAL INTELLECTUAL HISTORY,C.1880–1930." Modern Intellectual History 10, no. 2 (July 11, 2013): 347–51. http://dx.doi.org/10.1017/s1479244313000048.
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This forum explores new directions in global intellectual history, engaging with the methodologies of global and transnational history to move beyond conventional territorial boundaries and master narratives. The papers focus on the period between the last decades of the nineteenth century and the first decades of the twentieth, an era in which the growth of cities, burgeoning print cultures and new transport and communications technology enabled the accelerated circulation and exchange of ideas throughout the globe. The proliferation of conferences, world fairs, and international congresses, the growing professionalization and definition of academic disciplines, and the enhanced circulation of scholarly journals and correspondence enabled intellectuals around the world to converse in shared vocabularies. Much of the scholarship on early twentieth-century intellectual history in the non-Western world has been viewed through the binary relationships of metropole and colony, or as nationalist reactions to colonial domination. This cluster widens the framework to consider the way in which intellectuals formed scholarly networks and gathered multiple influences to articulate new visions of community and society within a wider world of ideas. The multiplicity of imperial and transnational pathways allowed not only for “centers of calculation” in colonial metropoles, but also for points of convergence and encounter outside Europe. As these papers show, the routes by which ideas travelled brought forth a global republic of letters, composed of diverse “centers” for the collection and production of knowledge by intellectuals operating in different parts of the world.
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Letiche, Hugo, Robert v Boeschoten, and Frank de Jong. "Workplace learning: narrative and professionalization." Journal of Organizational Change Management 21, no. 5 (August 29, 2008): 641–54. http://dx.doi.org/10.1108/09534810810903261.
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Roigt, Delphine. "The Question of Professionalization: A Narrative." HEC Forum 24, no. 3 (August 15, 2012): 179–86. http://dx.doi.org/10.1007/s10730-012-9185-x.
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Franey, Laura. "ETHNOGRAPHIC COLLECTING AND TRAVEL: BLURRING BOUNDARIES, FORMING A DISCIPLINE." Victorian Literature and Culture 29, no. 1 (March 2001): 219–39. http://dx.doi.org/10.1017/s106015030129113x.
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“To tell you the truth, Stein,” I said, with an effort that surprised me, “I came here to describe a specimen. . . .” “Butterfly?” he asked, with an unbelieving and humorous eagerness. “Nothing so perfect,” I answered, feeling suddenly dispirited with all sorts of doubts. “A man!” “Ach so!” he murmured, and his smiling countenance, turned to me, became grave. Then after looking at me for a while he said slowly, “Well — I am a man, too.”— Joseph Conrad, Lord Jim(ellipsis in original)ETHNOGRAPHIC TRAVEL ACCOUNTS AND THE COLLECTING of objects — whether body parts or cultural products — functioned together in the Victorian era as a means of “knowing” other peoples and places to a degree not previously possible. It is true that travelers had long been involved in the appropriation of foreign peoples and their cultural products: we need only think of Christopher Columbus or James Cook returning to Europe with Native Americans or Pacific Islanders and their handicrafts in tow.1 But the importance of both writing about and collecting foreign peoples took on new urgency at a time when scientific organizations and newly-forming disciplines were seeking not only to classify and catalog races but also to determine the moments and means of their differentiation. The historical development of a racialized humankind as the object of intense scientific inquiry, along with the general growth of scientism and the professionalization of scientific disciplines in the Victorian period, resulted in an intense need for raw materials that could be transformed or interpreted into scientific data about non-Europeans. To a considerable extent, anatomists, natural historians, armchair ethnologists, and anthropologists created this data about race based on the information supplied by travel narratives and by the objects — including skulls, skeletons, and cultural artifacts — sent or brought to Europe by travelers to Africa, Asia, and the Americas.
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Dayal, Subah. "Making the ‘Mughal’ Soldier: Ethnicity, Identification, and Documentary Culture in Southern India, c. 1600-1700." Journal of the Economic and Social History of the Orient 62, no. 5-6 (November 12, 2019): 856–924. http://dx.doi.org/10.1163/15685209-12341496.
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AbstractThis article evaluates provincial documentary culture in the Deccan (south-central India) prior to the incorporation of this region into Mughal Hindustan in 1687. It investigates the production and content of ʿarz-o-chehrah (muster rolls), one among many documentary genres that verified the Mughal soldier and his horse circulating on the front lines of uncertain conquest. From these materials, a previous generation of scholars distilled a taxonomy of self-contained “sub-national or ethnic” or “racial” groups (“Irani,” “Turani,” “Afghan,” “Rajput,” “Deccani,” “Indian Muslim,” and “Miscellaneous”) that confirmed narratives about the Mughal nobility found in chronicle histories. However, these modern construals of “ethnicity” remain difficult to map onto the actual ones found on descriptive rolls nor do they tell us how everyday interactions between provincial scribes and the soldier-subject transformed these categories. Social identifications underwent changes when imperial officials, scribes, and soldiers shared a war front with the armies of the regional, independent Deccan sultanates. Finer degrees of specificity characterized “northern” soldiers’ labels while “southern” cavalry were defined through broad, essentialized groupings, reflecting the changing profiles of cavalry recruitment. By analyzing social identifications, this article charts the making of a pan-subcontinent system of soldier recruitment wherein the state-making processes of northern and southern India began to mirror each other, widening the ways of defining and seeing the ‘Mughal’ soldier. This unique piece of paper bound two individual creatures, man and horse, whose identities were both separate and united, into a mutually-dependent relationship. These double portraits of man and horse functioned as proxies for pay slips and not simply as pre-modern identification cards. In doing so, they also provide a window into one instance of the uneven, ambiguous professionalization of mercenary-soldiers taking place across the early modern world.
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Bentley, Dana Frantz. "Silenced Motherhood(s): Forbidden Motherings in the Early Childhood Classroom." Genealogy 4, no. 2 (March 31, 2020): 41. http://dx.doi.org/10.3390/genealogy4020041.
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What is the role of mothering in the early childhood classroom? Given the focus of the field of “professionalization” and “scientific” practices, how might the role of maternal nurturance be woven into our understandings of pedagogies? This paper addresses the disempowerment experienced by an early childhood practitioner when maternal subjectivities and practices are framed as oppositional to the “professionalization” of the field. Through narrative research as a teacher-scholar, I explore my own experiences around my role as “not-mother” in the classroom, looking critically at the interwovenness of mothering and teaching in classroom relationships and communities. Through this narrative examination, I explore the role of maternal relationships in early childhood, in conversation with my practices of mothering as the teacher-not-mother. Through narrative inquiry and analysis, I attempt to make visible the forbidden subjectivities of the not-mother, and her centrality to meaningful early childhood pedagogy.
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Sleeman, Emily J., and Noora J. Ronkainen. "The Professionalization of Women’s Football in England and its Impact on Coaches’ Philosophy of Practice." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 326–34. http://dx.doi.org/10.1123/iscj.2019-0018.
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Women’s elite football is in a transitional phase where coaches and players are increasingly offered professional contracts. The current study examined the stories of coaches currently operating in a women’s football academy in England to understand whether and how the professionalization of women’s football has influenced their coaching philosophy. Narrative interviews with 10 coaches (aged 23–60 years, two women) were carried out and analyzed using thematic narrative analysis. Observational data were also obtained while the authors were immersed within the environment. Two high-order themes were identified: (a) the coaches adapted their philosophy to meet the new needs of professionalization and (b) there were novel moral challenges surrounding the coaches’ approach to a dual career. The findings illustrated that the individuals developed a coaching philosophy that was adapted according to the coaching environment, which was largely informed from their previous experiences in men’s football. Player’s stories highlighted conflicting expectations surrounding dual careers.
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Losano, Antonia. "The Professionalization of the Woman Artist in Anne Brontëë's The Tenant of Wildfell Hall." Nineteenth-Century Literature 58, no. 1 (June 1, 2003): 1–41. http://dx.doi.org/10.1525/ncl.2003.58.1.1.
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Critics of Anne Brontëë's The Tenant of Wildfell Hall (1848) have frequently noted the artistic endeavors of the novel's heroine, Helen Graham, yet they have not fully considered the historical and narratological ramifications of Helen's career as a painter. This essay argues that Helen's artworks cannot be considered as mere background to the novel or as simply symbolic reflections of the heroine's (or the author's) emotions. Instead, we must see the scenes of painting in Tenant as indicators of the novel's radical view of women's role as creative producers during a particularly complex moment in art history, one in which early-nineteenth-century female amateurism began its gradual transition from amateur "accomplished" woman to the professional female artist——a historical transition that, as is suggested in readings of various nineteenth-century novels, is in its earliest stages at precisely the moment of the writing and publication of Tenant. At the narrative level, the novel's many scenes of painting provide its readers with detailed, if oblique, guidelines for interpretation; the novel is formally and ideologically impacted by the presence of its painter-heroine. Most particularly, such a reevaluation of the role of painting in the novel resolves a central critical debate over the novel's problematic narrative structure.
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Kim, Mirae, and Étienne Charbonneau. "Caught Between Volunteerism and Professionalism: Support by Nonprofit Leaders for the Donative Labor Hypothesis." Review of Public Personnel Administration 40, no. 2 (December 19, 2018): 327–49. http://dx.doi.org/10.1177/0734371x18816139.
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The rise of professionalism within the nonprofit sector has transformed the sector’s reliance on well-meaning volunteers to paid professionals. While the professionalization of the nonprofit workforce is likely to continue, nonprofits are increasingly challenged for their inability to pay competitive wages. Our study argues that a social expectation for nonprofit employees to forgo some of their wages influences the donative labor narrative, which in turn impacts low nonprofit wages. We present data from an online survey experiment of executive directors at 467 nonprofits, along with their organizations’ Form 990 filings, to contrast socially biased attitudes and genuine views toward the donative labor hypothesis. The findings illustrate that the donative labor narrative should be understood as a result of social expectations for sacrifice of nonprofit employees, rather than a simple outcome of supply and demand in the labor market. We discuss the need to reframe the widespread donative labor narrative.
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van Krieken, Kobie, and José Sanders. "Framing narrative journalism as a new genre: A case study of the Netherlands." Journalism 18, no. 10 (September 26, 2016): 1364–80. http://dx.doi.org/10.1177/1464884916671156.
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Although narrative journalism has a long history in the Netherlands, it is in recent years being promoted as a ‘new’ genre. This study examines the motives underlying this promotional tactic. To that end, we analyze how narrative journalism is framed in (1) public expressions of the initiatives aimed at professionalization of the genre and (2) interviews with journalists and lecturers in journalism programs. Results indicate that in public discourse on narrative journalism, the genre is framed as moving, essential, and as high quality journalism. These frames indicate that the current promotion of narrative journalism as ‘new’ can be seen as a strategy that journalists apply to withstand the pressures they are facing in the competition with new media. These frames are deepened in the interviews with lecturers and practitioners, who frame narrative journalism as a dangerous game, a paradigm shift, and as the Holy Grail. These frames indicate that narrative journalism is regarded as the highest achievable goal for journalists, but that its practice comes with dangers and risks: it tempts journalists to abandon the traditional principles of objectivity and factuality, which can ultimately cause journalism to lose its credibility and authority. We discuss these findings in terms of boundary work and reflect on implications for narrative journalism’s societal function.
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Ho, Ken H. M., Susan K. Y. Chow, Vico C. L. Chiang, Julia S. W. Wong, and Meyrick C. M. Chow. "The technology implications of master’s level education in the professionalization of nursing: A narrative inquiry." Journal of Advanced Nursing 75, no. 9 (June 6, 2019): 1966–75. http://dx.doi.org/10.1111/jan.14044.
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O’Meara, Peter, Gary Wingrove, and Michael Nolan. "Clinical leadership in paramedic services: a narrative synthesis." International Journal of Health Governance 22, no. 4 (December 4, 2017): 251–68. http://dx.doi.org/10.1108/ijhg-03-2017-0014.
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Purpose In North America, delegated practice “medical direction” models are often used as a proxy for clinical quality and safety in paramedic services. Other developed countries favor a combination of professional regulatory boards and clinical governance frameworks that feature paramedics taking lead clinician roles. The purpose of this paper is to bring together the evidence for medical direction and clinical governance in paramedic services through the prism of paramedic self-regulation. Design/methodology/approach This narrative synthesis critically examines the long-established North American Emergency Medical Services medical direction model and makes some comparisons with the UK inspired clinical governance approaches that are used to monitor and manage the quality and safety in several other Anglo-American paramedic services. The databases searched were CINAHL and Medline, with Google Scholar used to capture further publications. Findings Synthesis of the peer-reviewed literature found little high quality evidence supporting the effectiveness of medical direction. The literature on clinical governance within paramedic services described a systems approach with shared responsibility for quality and safety. Contemporary paramedic clinical leadership papers in developed countries focus on paramedic professionalization and the self-regulation of paramedics. Originality/value The lack of strong evidence supporting medical direction of the paramedic profession in developed countries challenges the North American model of paramedics practicing as a companion profession to medicine under delegated practice model. This model is inconsistent with the international vision of paramedicine as an autonomous, self-regulated health profession.
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Tzanelli, Rodanthi. "Domesticating Sweet Sadness." Cultural Studies ↔ Critical Methodologies 12, no. 2 (January 24, 2012): 159–72. http://dx.doi.org/10.1177/1532708611435216.
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The article examines Anatolítika glykà (Asia Minor sweets) and the craft of zacharoplastikí (sweet making) in Thessaloniki, Greece’s main northern city. The continuum between sweet makers and product explicates the development of zacharoplastikí—originally a colonial occupation, later a feminine craft of the domestic hearth—to a modern profession. Thessalonikiote sweet making and glykà develop as a travel narrative by obscuring their Eastern associations. Zacharoplastikí’s professionalization was assisted by the employment of spectacular representational techniques. This is today communicated on the websites of its five biggest zacharoplasteío (patisserie) chains through a covert alignment of professional self-presentation with those Greek traditions that have acquired a public face and are (potentially) globally mobile. The author, a native Thessalonikiote, fuses digital hermeneutics with phaneroscopy to explore this phenomenon from within.
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Bolívar, Antonio, and Maximiliano Ritacco. "Impacto del modelo español de dirección escolar en la identidad profesional los líderes escolares." education policy analysis archives 24 (November 28, 2016): 119. http://dx.doi.org/10.14507/epaa.24.2512.
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Spain presents a unique school management model: a teacher chosen by his own workmates (teachers) exercises the management of the school, and after this term of management (4-8 years), returns to the teacher staff. Such an itinerary of “back and forth” presents a series of duplications in identity: manager or leader; representative of the Administration and/or teaching colleagues; accountability agent and/or pedagogical agent; etc. This paper reviews the literature on management identity, especially under the ISSPP (International Successful School Principals Project), as well as the characteristics of the Spanish management model. Methodologically, from a biographical-narrative perspective, the study looks to understand the impact of the Spanish model of school management upon the identity of the principals through content analysis of the testimony of 15 school principals (in depth interviews). As a result of the data categorization process, a group of categories emerged: Personal identity; Professional identity (internal perspective); Professional identity (external perspective); Social identity; Professionalization; [and] Double identity – that reference those dimensions of the school principals’ identity impacted by the Spanish school management model. Finally, fragments and excerpts extracted from the interviewed testimonies are used in order to advance in the narrative and interpretative construction of the study (grounded theory).
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Hung, Chang-tai. "The Dance of Revolution: Yangge in Beijing in the Early 1950s." China Quarterly 181 (March 2005): 82–99. http://dx.doi.org/10.1017/s0305741005000056.
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Yangge is a popular rural dance in north China. In the Yan'an era (1936–47) the Chinese Communist Party used the art form as a political tool to influence people's thinking and to disseminate socialist images. During the early years of the People's Republic of China, the Communists introduced a simpler form of yangge in the cities. In three major yangge musicals performed in Beijing, the Party attempted to construct “a narrative history through rhythmic movements” in an effort to weave the developments of the Party's history into a coherent success story, affirming various themes: the support of the people, the valour of the Red Army, the wise leadership of the Party and the country's bright future. However, urban yangge's simplicity as an art form, the professionalization of art troupes, the nation's increasing exposure to a variety of alternative dance forms and, worse still, stifling government control all contributed to the rapid decline of this art form in urban China.
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Böser, Ursula. "“So tell me what happened!”." Translation and Interpreting Studies 8, no. 1 (July 15, 2013): 112–36. http://dx.doi.org/10.1075/tis.8.1.06bos.
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This article investigates the impact of interpreting within the discursive frame of the free recall element in forensic interview formats. The delivery of a prompted free recall has been shown to yield evidence of a better quality than that obtained through elicited accounts; free recall, therefore, constitutes a central technique in investigative interviewing. Police institutional discourse associates specific discursive behavior and conversational resources with free recall. Drawing on experimental data, this paper analyzes several effects of interpreting on achieving and maintaining free recall. The following topics are feature in this paper: the frame transition from the interviewer-led opening section to the delivery of a free narrative; the meta-talk that arises regarding interpreting; and the segmentation of the interpreted free recall and the coordination of turn-taking. The article discusses instances of misalignment between the functional goals of free recall and the interpreting-related strategies the interviewer and the interpreter adopt. This analysis demonstrates the contextual nature of “quality” as defined in institutional face-to-face interpreting and highlights discursive expertise as a central component in the professionalization of Public Service Interpreting.
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Smith, Nathan E. C. "Narrative histories in mycology and the legacy of George Edward Massee (1845–1917)." Archives of Natural History 47, no. 2 (October 2020): 361–80. http://dx.doi.org/10.3366/anh.2020.0661.
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Mycology is a relatively small and young discipline that has yet to achieve the institutional presence of similar disciplines such as botany and zoology. Because of this, mycological histories are often written by practitioners aiming to establish a narrative of professionalization that confirms mycology as a scientific discipline instead of a natural history pursuit. George Edward Massee (1845–1917) was one of the foremost mycologists of the late nineteenth century, achieving the top position in the field as Principal Assistant (Cryptogams) at the Royal Botanic Gardens, Kew, and publishing over 250 books and articles. Providing a link between the great Victorian mycologists Mordecai Cubitt Cooke (1825–1914) and the Revd Miles Joseph Berkeley (1803–1889) and the more modern school that included the likes of Elsie Maud Wakefield (1886–1972), he achieved this position without a university education. However, since his death, his achievements have been subject to multiple negative assessments and, as a result, he has become increasingly obscured in the history of British mycology. The majority of these unfavourable appraisals originated from the publications of Dr John Ramsbottom (1885–1974), a mycologist and historian who was a key member of the British Mycological Society and a founding member of the Society for the Bibliography of Natural History. These articles were published across the first half of the twentieth century, and Ramsbottom's works have since become standard texts in both the biography of Massee and the history of British mycology. Here I question the validity of the substance of Ramsbottom's claims against Massee, given the circumstances under which Ramsbottom's articles were written and the relationship between Massee and the fledgling British Mycological Society, initially run by Carleton Rea (1861–1946) and of which Ramsbottom was a senior member. I examine wider reasons for such strong criticism of Massee and explore the professional differences and relationships between Massee and Ramsbottom, placing the analysis firmly in the context of changing scientific practice occurring in the early twentieth century.
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WALE, MATTHEW. "Editing entomology: natural-history periodicals and the shaping of scientific communities in nineteenth-century Britain." British Journal for the History of Science 52, no. 3 (April 5, 2019): 405–23. http://dx.doi.org/10.1017/s0007087419000050.
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AbstractThis article addresses the issue of professionalization in the life sciences during the second half of the nineteenth century through a survey of British entomological periodicals. It is generally accepted that this period saw the rise of professional practitioners and the emergence of biology (as opposed to the older mode of natural history). However, recent scholarship has increasingly shown that this narrative elides the more complex processes at work in shaping scientific communities from the 1850s to the turn of the century. This article adds to such scholarship by examining the ways in which the editors of four entomological periodicals from across this time frame attempted to shape the communities of their readership, and in particular focuses upon the apparent divide between ‘mere collectors’ and ‘entomologists’ as expressed within these journals. Crucially, the article argues that non-professional practitioners were active in defining their own distinct identities and thereby claiming scientific authority. Alongside the periodicals, the article makes use of the correspondence archive of the entomologist and periodical editor Henry Tibbats Stainton (1822–1892), which has hitherto not been subject to sustained analysis by historians.
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Ritacco, Maximiliano Jose, and Antonio Bolivar. "A dual and discontinuous professional identity: school principals in Spain." International Journal of Educational Management 33, no. 5 (July 8, 2019): 806–27. http://dx.doi.org/10.1108/ijem-11-2016-0235.
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Purpose The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project (ISSPP)”, where one of the three key research strands is “Principals’ identities”. Design/methodology/approach The paper responds, from a biographical-narrative approach, to knowledge about the impact of the Spanish model of school management on the professional identity of school principals. It analyses the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. Findings The dimensions of the principals’ identities emerge in different categories: personal identity, professional identity (internal perspective), professional identity (external perspective), social identity, professionalization and dual identity. Research limitations/implications The authors studied identities in a project entitled “Successful school principals”, understanding that successful leadership practices largely depend on headteachers’ identities. That is, when the identities are weak and unstable, with a poor identification with the managerial tasks and functions, and not recognised by the teaching staff, the school will probably be unsuccessful. On the contrary, when there are headteachers with a strong professional identity, the authors want to show that there is a positive impact on improvement of results. In the future, in the development of the research project, the authors aim to verify the relationship between headteachers’ identities and educational improvement. Practical implications The knowledge gained in our study would enable us to reimagine lines in order to increase the professionalization and identities of headteachers, redesigning work contexts in ways which can strengthen fragile and unstable identities. Finally, the implications of the study in relation to future research can be summarised by the following ideas. Social implications Understanding the world of the lives (lebenswelt) of Spanish headteachers means adopting a hermeneutic approach, observing the self-interpretation comments expressed by the subjects, where the temporal and biographical dimensions occupy a key role. The authors understand professional identity as a socially constructed and personally created experience with its own meanings, feelings and intentions. Therefore, it is logical to use, for data collection, individual interviews which explore the school context and the impact which it has on those subjects who are part of the professional environment. In addition, the authors have the intention of following up the study of identities. Originality/value It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked – at the same time – to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Finally, the results are discussed, and future lines are proposed to articulate and strengthen the identity of school principals in Spain.
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Persson, Martin E., Vaughan S. Radcliffe, and Mitch Stein. "Elmer G Beamer and the American Institute of Certified Public Accountants: The pursuit of a cognitive standard for the accounting profession." Accounting History 23, no. 1-2 (December 7, 2016): 71–92. http://dx.doi.org/10.1177/1032373216668882.
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This article investigates Elmer G Beamer’s (1909–2000) activities at the American Institute of Certified Public Accountants (AICPA) during a 30-year period beginning in the 1950s, using a theoretical lens from the sociology of professions literature. Beamer was born in Cincinnati, Ohio, in 1909 and trained as an accountant with Haskins & Sells after graduating from high school. He stayed with the same firm throughout his career and rose to the position of partner. While in public practice, Beamer gave unselfishly of his time to the profession. As a member of the AICPA, Beamer chaired the Committee on the Common Body of Knowledge of CPAs (Certified Public Accountants), Committee on Education and Experience Requirements, and the Ad Hoc Committee on Continuing Education. The goal of the three committees was to establish a common body of knowledge for accountants in public practice. Beamer’s efforts resulted in the 150 credit-hour requirements for CPAs and the mandate for yearly continuing professional education for accountants to maintain an active CPA license in the United States. The article draws on archival material from the Elmer G. Beamer Papers Collection at the University of Florida. The collection contains over 500 items of Beamer’s personal correspondence, committee memorandums, and writings. The article concludes with a discussion of the empirical narrative and Beamer’s role in the larger context of the professionalization of the accounting discipline in the United States.
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Tran, Henry, and Doug Smith. "Insufficient money and inadequate respect." Journal of Educational Administration 57, no. 2 (April 8, 2019): 152–66. http://dx.doi.org/10.1108/jea-07-2018-0129.
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Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.
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Cotton, Sam, Anna Faul, Pamela Yankeelov, and Joe D’Ambrosio. "Development of an Interprofessional Training Education Program in Geriatrics." Innovation in Aging 4, Supplement_1 (December 1, 2020): 494–95. http://dx.doi.org/10.1093/geroni/igaa057.1598.
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Abstract This study examines the development of an interprofessional training certificate program that prepares social work learners to infuse geriatrics and behavioral health into primary care settings. Since 2018, our program has trained 31 social work learners and 16 learners from counseling psychology and nursing. At the core of the certificate program is an emphasis on developing skills focused on the integration of geriatrics, behavioral health and primary care to address the lack of workforce trained at the intersection of these areas. Each series of workshop is aligned with core competencies that address the 4-M Model of Age-Friendly Health Care and SAMSHA’s Core Competencies in Behavioral Health. Our professional certificate includes training in Motivational interviewing, as well as Cognitive behavioral therapy, Mindfulness based cognitive therapy and Problem-solving therapy, Narrative Therapy, Strategic Therapy, Systemic Therapy, Life Review and Reminiscence Therapy. Additionally, students receive professionalization trainings to help prepare them for the job market. To measure the efficacy of this curriculum program, we examined the outcomes related to student knowledge of geriatrics and behavioral health including knowledge attainment, fidelity to modalities, learner self-efficacy, and learner satisfaction. The results of this study showed that integrating interprofessional education into social work settings can lead to positive outcomes for student knowledge, self-efficacy and learning satisfaction. Additionally, we found that having a curriculum that focused on interprofessional teams contributed to higher self-efficacy in completing tasks compared to previous cohorts. This has implications for the way that we conceptualization the use of interprofessional education.
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Jacobsen, Stefan Gaarsmand. "Limits to Despotism: Idealizations of Chinese Governance and Legitimizations of Absolutist Europe." Journal of Early Modern History 17, no. 4 (2013): 347–89. http://dx.doi.org/10.1163/15700658-12342370.
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Abstract The term “oriental despotism” was used to describe all larger Asian empires in eighteenth century Europe. It was meaningful to use about the Ottoman, Mughal and Chinese empires. However, this did not mean that all Europeans writing on Asian empires implied that they were all tyrannies with no political qualities. The Chinese system of government received great interest among early modern political thinkers in Europe ever since it was described in the reports that Jesuit missionaries had sent back from China in the beginning of the seventeenth century. The descriptions of an ethical and political bond between emperor and administrators in China and of specific administrative organs in which age-old principles were managed made a great impression on many European readers of these reports. Although it did not remain an undisputed belief in Europe, many intellectuals held China to be a model of how the power of a sovereign could be limited or curbed within an absolutist system of government. This article investigates three cases of how the models of China were conceived by theorists reading Jesuit reports and how they subsequently strategically communicated this model to the courts of Prussia, Austria, and Russia. These three ambitious European monarchies have been regarded to give rise to a form of “enlightened absolutism” that formed a tradition different from those of England and France, the states whose administrative systems formed the most powerful models in this period. Rather than describing the early modern theories about China’s despotism as a narrative parallel, but unrelated to the development of policy programs of the respective states, this article documents how certain elements of the model of China were integrated in the political writings of Frederick II of Prussia, Joseph II of Austria, and Catherine II of Russia. Thus, in addition to the history of political thought on China, the article adds a new perspective to how these monarchs argued for fiscal reforms and a centralization and professionalization of their administrations.
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Baladeli, Ana Paula Domingos, Aparecida De Jesus Ferreira, and Clarice Nadir Von Borstel. "Identidades docentes e diferença no discurso de professores de Língua Inglesa em formação inicial." Revista Portuguesa de Educação 29, no. 1 (July 16, 2016): 207. http://dx.doi.org/10.21814/rpe.6772.
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Neste artigo discutimos os conceitos de identidades docentes e diferença apartir de um recorte de dados de pesquisa narrativa. A pesquisa foi realizada com um grupo de professores em formação inicial participantes do Programa Institucional de Bolsa de Iniciação à Docência – Pibid. A pesquisa objetivou identificar, nos discursos de seis professores de Língua Inglesa em formação inicial de duas universidades públicas do Paraná, Brasil, quais eram os sentidos que estes sujeitos constroem sobre a profissão professor. Tal análise foi fundamentada nos Novos Estudos do Letramento e nos estudos sobre identidade, enfatizando a influência das trajetórias escolares na construção de suas identidades docentes. Em linhas gerais, foi possível observar nos discursos dos seis professores a relação entre as trajetórias escolares e os sentidos que constroem sobre o que é ser professor de Língua Inglesa. Os discursos indicaram ainda que as identidades docentes estão em permanente negociação e que a participação em programas de formação profissionalcomo o Pibid tem favorecido o processo de reflexão do grupo sobre si mesmo e sobre a profissão professor.PALAVRAS-CHAVEIdentidades docentes; Diferença; Pibid; Profissão professor ABSTRACTIn this paper we discuss the concepts of teacher identities and differencebased on a selection of data collected during a narrative research study. This research was carried out with a group of six pre-service English teachers who integrated the Pibid, a Brazilian program for teacher professionalization. The aim was to identify meanings for the teacher profession in the discourses of these teachers from two public universities in Brazil. The analysis was supported by the theoretical framework of New Literacy Studies and identity studies focused on the influence of the school trajectories on their professional identities. In general terms it was possible to observe the relation between school trajectories and the meanings constructed by the pre-service English teachers about the teacher profession. The discourses exposed that professional identities are being constantly negotiated and that the opportunity to engage pre-service students in a program such as Pibid has allowed the group to reflect about themselves as teachers and about the teacher profession.KEYWORDSTeacher identities; Difference; Pibid; Teacher profession
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Ren, Isabelle Yi. "Beyond the Tipping Point: The Role of Status in Organizations’ Public Narratives to Mobilize Support for Change." Organization Studies, September 18, 2020, 017084062095746. http://dx.doi.org/10.1177/0170840620957460.
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What status mechanisms underlie actors’ public narratives to mobilize change? This study examines the public narratives of a set of United States restaurant actors (2005–2016) that tried to eliminate tipping, a change which challenged a deeply ingrained social custom, took some power away from customers, and could potentially reduce servers’ income. Through a qualitative analysis of the narratives using a status lens, I reveal actors’ complex discursive status work to frame the elimination of tipping as a change that promotes compensation fairness, the professionalization of service work, cultural authenticity, and equality. This study delineates the recursive relationship between narrative and status: actors’ narratives are enabled by a rich repertoire of status hierarchies; narratives may also drive status in the sense that by organizing loose elements into coherent stories about status distinction or status problematization, narratives provide motivations for a change that may reinforce or challenge existing status hierarchies. I conclude by discussing this study’s implications for the literature on status, narrative, change, and legitimation.
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Boyd, Margaret. "“I love my work but...” The Professionalization of Early Childhood Education." Qualitative Report, January 13, 2015. http://dx.doi.org/10.46743/2160-3715/2013.1470.
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There are two separate but related issues that have challenged advocates, researchers and practitioners in the field of early education and care work for decades : improving the quality of children’s programs and increasing the wages and benefits of the workers. The solution has been framed as a need for professionalizing the workforce – professional development training, higher education and enhanced skills. While seeking professional status is expected to improve the quality of childcare programs and worker compensation, the relationship between quality, compensation and professional development training has not been fully explored. Through in - depth interviews with 32 early childhood educators I explored the relationship between educational qualifications and experience , with teacher pay and condition s of employment. Although the majority saw their work as “valuable and meaningful” they did not intend to remain in early childhood education. They experienced poverty wages, few benefits, high work related expenses and job insecurity. Their narratives highlight a crisis in early childhood education that requires radical change within the profession of early education . To retain the most qualified and motivated early childhood educators , pay and working conditions must be improved. Obtaining professional status and credentials for early education and care workers is not enough . Substantial increases in wages and benefits must be central to this movement; anything less suggests exploitation not professionalization.
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McCaffrey, Triona. "Music therapy’s development in mental healthcare: An historical consideration of early ideas and intersecting agents." Music and Medicine 7, no. 2 (September 12, 2015). http://dx.doi.org/10.47513/mmd.v7i2.158.
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Considering the history and development of music therapy in mental health is important in providing practitioners of the field with an understanding of the context in which the profession has emerged. The shaping of the discipline towards professionalization has involved multiple intersecting agents, ideas and processes over many years. This paper reviews some of the milestones and significant junctures that framed the practice of music therapy in mental health care whilst noting how some of these ingredients have been amplified or diminished over time. The author observes the numerous references to the ‘soul’ and ‘spirit’ along this trajectory and asks if such narratives are being lost in descriptions of contemporary music therapy practice in mental health.
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Aleksandrova, Nadezhda Nikolaevna. "Religious Habitus of Neopentecostalists and Community Life." Propósitos y Representaciones 9, SPE2 (2021). http://dx.doi.org/10.20511/pyr2021.v9nspe2.1086.
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This article is devoted to one of the most active Christian movements - neo-Pentecostalism. To describe the functioning of neo-Pentecostal communities in Russia, the article uses the concept of "habitus" by P. Bourdieu, thanks to which it is possible to show the role of ministry practice in the everyday communal life and the religious everyday life of a believer. The concept of "religious habitus" in the article is understood as a system of stable dispositions, functioning as a structuring principle, generating and organizing practices and beliefs, thereby setting the daily routine of a religious community. The article also examines the neo-Pentecostal teaching about the "pentahedral" ministry, about the "gifts of the Holy Spirit" and the activities of the church, and the structural principles of a religious community functioning. It is shown that a believer, within the framework of socialization in the community, goes through the following stages: calling to service, professionalization, independent service, mentoring in service. Based on field research and presented narratives, it was revealed that the choice of religious service occurs according to the following types: on the recommendation of community leaders, arbitrary disclosure of the "Holy Spirit" gifts, by personal choice, and according to the rehabilitation type. The article raises the following question: can we talk about religious service as a religious practice or as a value-rational type of religious action?
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Ibrahim, Mahajne, Nuzha Allassad Alhuzail, and Arnon Bar-On. "The professionalization of social work in Israel’s Arab society." International Social Work, October 6, 2020, 002087282095936. http://dx.doi.org/10.1177/0020872820959363.
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Social work in Israel’s indigenous Arab society developed late relative to its Jewish counterpart. Based on primary and secondary sources and semi-structured interviews with Arab social workers who were employed in social welfare bureaus during the years under review, the article describes and explains the development of social work in Israel’s Arab society in its formative years. The findings indicate this social work developed under government policies that recognized the needs of Arab society but allocated its welfare bureaus fewer resources than to the country’s Jewish society. These policies also failed to recognize the Arab narrative in welfare delivery and to incorporate Arab representation in decision-making. The relevant bodies in Israel that dealt with social work, primarily the Ministry of Welfare, used various strategies to maintain a dual system of welfare services – one for Jewish citizens and a poorer one for Arabs citizens.
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Andreu-Sánchez, Celia, Miguel Ángel Martín-Pascual, Agnès Gruart, and José María Delgado-García. "The Effect of Media Professionalization on Cognitive Neurodynamics During Audiovisual Cuts." Frontiers in Systems Neuroscience 15 (January 28, 2021). http://dx.doi.org/10.3389/fnsys.2021.598383.
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Experts apply their experience to the proper development of their routine activities. Their acquired expertise or professionalization is expected to help in the development of those recurring tasks. Media professionals spend their daily work watching narrative contents on screens, so learning how they manage visual perception of those contents could be of interest in an increasingly audiovisual society. Media works require not only the understanding of the storytelling, but also the decoding of the formal rules and presentations. We recorded electroencephalographic (EEG) signals from 36 participants (18 media professionals and 18 non-media professionals) while they were watching audiovisual contents, and compared their eyeblink rate and their brain activity and connectivity. We found that media professionals decreased their blink rate after the cuts, suggesting that they can better manage the loss of visual information that blinks entail by sparing them when new visual information is being presented. Cuts triggered similar activation of basic brain processing in the visual cortex of the two groups, but different processing in medial and frontal cortical areas, where media professionals showed a lower activity. Effective brain connectivity occurred in a more organized way in media professionals–possibly due to a better communication between cortical areas that are coordinated for decoding new visual content after cuts.
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Chamusca, Pedro, José Rio Fernandes, Luís Carvalho, and Thiago Mendes. "The role of Airbnb creating a “new”-old city centre: facts, problems and controversies in Porto." Boletín de la Asociación de Geógrafos Españoles, no. 83 (December 12, 2019). http://dx.doi.org/10.21138/bage.2820.
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Urban tourism growth, favoured by short term rental platforms like Airbnb, is changing the cities dramatically. All over Europe local governments have been facing unbridled growth of the so-called sharing economy and developed different regulatory approaches: full prohibition; laissez-faire; and different sorts of limitations. We take Porto as a case-study, considering the exponential growth of tourism, Airbnb and floating city users over the past decade. We make use of qualitative and quantitative methods and draw on the official AirDNA database to analyse the relation between Airbnb and urban transformation, and the governance context. We conclude that the growth of floating city-users –stimulated by Airbnb– has been the main driver of urban change. The case of Porto –which in many ways illustrates the fast growth of short-term, rental-driven urban tourism in southern Europe– demonstrates that Airbnb’s global corporate narrative around property sharing, micro-entrepreneurship and tourism democratization hardly fits the urban reality of host professionalization, income concentration and growing massification. In this context, besides laissez-faire, urban sustainability concerns call for smarter regulatory approaches associated with more widely shared visions, and clear short, medium and long-term objectives.
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Marotta, Steve. "Old Detroit, New Detroit: “Makers” and the impasse of place change." cultural geographies, November 27, 2020, 147447402097848. http://dx.doi.org/10.1177/1474474020978481.
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In Cruel Optimism, Lauren Berlant describes an impasse as “what it feels like to be in the middle of a shift.” This paper mobilizes that notion of impasse to critically analyze the position of Detroit’s “maker” community against the background of a rapidly changing city. Makers, who might crudely be described as small craft-manufacturers, have found themselves entangled in an emergent narrative of place transition captured by the juxtapositional monikers of “Old Detroit” and “New Detroit.” The goal of this paper is to think through what gets taken up by these Old/New representations of Detroit – and what the shift between the two feels like – as described by makers. I interpret Old and New Detroit to be unique-but-inseparable place imaginaries; they are the representational bracketing around a transitional lifeworld in which the optimism makers brought to Old Detroit has largely come unraveled in New Detroit. This unraveling, I suggest, is not only a collective melancholy associated with feelings of eroding creativity and autonomy, but also a percolating confrontation with the privileged fantasies of Old Detroit. For makers, New Detroit meant professionalization and gentrification: on one hand, the exigencies of New Detroit have occluded the creative and egalitarian form of change they envisioned for the city; on the other, it opened new financial benefits for their small businesses. The resulting impasse tasked makers with adjusting to the economic and moral uncertainties posed by still-unfolding circumstances in a changing Detroit.