Uncertainty,story-telling and transformative learning: An instructor’s experience of TEFI’s Walking Workshop in Nepal

ABSTRACT

This article recounts three stories from TEFI’s walking workshop in Nepal: the construction of a road through what was once a trekking path; a dance-floor encounter at a Himalayan party; and the arrival of one participant, fatigued by jet lag and disoriented by the new surroundings. These stories of confusion, discomfort and fear are linked by one common theme: the potential of uncertainty to foster deep reflection and nuanced conclusions. The premise that uncertainty is to be valued and even cultivated has been explored in educational theory, spiritual traditions, and research on transformative learning. These sources affirm the role of uncertainty in the process of knowledge creation. However, accepting this role can be challenging for educators because it requires they assume a new identity, one which they may perceive as being at odds with their status as “teacher” the identity of learner. One way for the educator to address this challenge may be through recounting their own stories of uncertainty. Stories of being immersed in unfamiliar situations that challenge, confuse and even frighten – stories, in other words of being a tourist – can foster reflection on an intellectual, emotional and spiritual level, engaging the “whole” person, and thus initiating the educator/learner’s transformative journey.     

Enabling the language of accessible tourism

The growing body of literature on “accessible tourism” lacks a critical scholarly debate around its specific language use and nomenclatures. To fill this gap, this paper provides a first examination of language. Language provides a unique capability to resist, strengthen and reframe identities of individuals and groups, yet can also reinforce, weaken and perpetuate dominant worldviews of disability. A content analysis examined previous accessible tourism literature with results illustrating that diversity exists amongst the varying terminologies adopted by scholars. Terms were employed loosely, inconsistently and interchangeably, euphemistically with erroneous understandings and nuances. The paper concludes with critical discussion about the power of researchers to (re) produce oppression through language that maligns and misrepresents, or to (re) conceptualise and (re) construct the world we live in with liberating language that facilitates positive social change.     

The Morality of “new” CEO Activism

Journal of Business Ethics - CEOs’ social and environmental activism attracts significant public and research interest. Positioned as an expression of personal morality, such activism is...     

What Are the Characteristics That Software Development Project Team Members Associate With a Good Project Manager?

In this study we investigate what software development project team members consider to be a good project manager. Previous research has been carried out using project manager self‐assessments, other project stakeholder views, or recruiters’ views. This qualitative study used the repertory grid technique to identify the characteristics that project team members associate with a good project manager. This technique has been adopted because of its strength in eliciting personal constructs. Among the 18 characteristics identified, the seven most relevant were classified and compared with previous findings, which reveals differences between the team members’ and project managers’ and other stakeholders’ perceptions. Those findings complement the existing skill set and could be considered when recruiting and training project managers and staffing projects.     

Fundraising for primary schools in England—Moving beyond the school gates

In response to depleting budgets and intensified performance pressures, primary schools are increasingly turning to fundraising as one mechanism for combatting ongoing challenges. Although research identifies that two thirds of primary schools are actively trying to increase their fundraised income, some primary schools are significantly more successful in attracting additional funds than others, whereas many struggle to focus fundraising efforts “beyond the school gates.” This article focuses on 3 case study schools and the individuals tasked with the role of fundraising, which have each adopted different approaches in a successful attempt to increase their fundraised income. The findings propose that when primary schools proactively focus on their fundraising, invest in people in terms of both time and their skills, and create a positive fundraising narrative that embraces both the schools and local communities' needs, primary schools can succeed in attracting significant philanthropic support, which can be transformative for the school community.     

Informal Traders and the Battlegrounds of Revanchism in Cusco,Peru

Informal trading in the global South, particularly in Latin America, is the subject of revanchist urban policy and yet few studies have examined the longer‐term impacts of such intolerant policies on traders. This article explores the evolution and impacts of revanchist policies directed at informal traders in the Andean city of Cusco. It makes two key contributions. First, it documents a shift from early revanchist policies to a post‐revanchist era where policies have become more tolerant of informal traders. However, contemporary policies fall short of a supportive environment for informal trading, hence the authors recommend changes that will ensure informal traders can access the city's streets and become an accepted part of the urban fabric. Second, given the lack of theoretical attention given to the impacts of revanchism, a battlegrounds framework is developed, consisting of spatial, political, economic and socio‐cultural battlegrounds. This framework provides a comprehensive insight into the complex set of interactions that exist between informal traders and the state. It is hoped that the framework will provide a tool for further research into the highly damaging impacts of revanchism across the globe.     

Do Community Supported Agriculture programmes encourage change to food lifestyle behaviours and health outcomes? New evidence from shareholders

Community Supported Agriculture (CSA) programmes have recently received attention for their potential to influence food lifestyle behaviours and health outcomes, though studies have mostly drawn from small samples (n?t-tests assess if paired means are statistically different, and multiple regressions of paired differences on socioeconomic factors, self-reported health, and years of CSA enrolment estimate the effect of respondent characteristics on behaviour change. The results strongly suggest that CSAs have the potential to positively impact shareholders’ food lifestyle behaviours and health outcomes, and that those reporting ‘poor health’ prior to CSA enrolment exhibited the most change overall. These results should be taken as an initial, yet promising, analysis of the impact of CSA participation on shareholder food lifestyle behaviours and health outcomes.     

Text and metatext in the resource‐based view

This paper distinguishes between text and metatext in the resource‐based view (RBV) – that is, the actual words and logic fundamental to the RBV (the text) and the traditions, interpretations and applications of the theory (the metatext). It argues that Kaufman's ( 2015 ) criticism of the RBV as applied to strategic human resource management actually focuses on RBV metatext and not text. Indeed, unlike some RBV metatext, RBV text actually has a great deal to say about research and practice in strategic human resource management.