Under-Prepared Students: Essentials beyond Academics

Teacher education programs continue to struggle with preparing highly qualified teachers ready to meet the academic, cultural, exceptionality and linguistic challenges, which are increasingly the reality of American's classrooms. Despite increased academic rigor in such programs, many emerging teachers are still ill prepared to each effectively students from cultural and racial backgrounds different from their own. The article asserts that this is due in part to a lack of an appropriate disposition on the part of future teachers. Further, the authors provide three strategies they use routinely with their undergraduate teacher education students that hold promise for effecting positive changes in disposition.     

Partnering to explore: The Renault-Nissan Alliance as a forerunner of new cooperative patterns

While inter-firm cooperation is expected to pave the way for new innovative business opportunities, it has proved to be highly risky and difficult. This article analyses the emergence of the Renault-Nissan Alliance through the cooperative development of the first joint platform. In such collaborations, the relationships are as precarious as the potential synergies are uncertain. We argue that the building of a new collective identity requires specific managerial models to design simultaneously common purposes and collective identity. Several managerial implications are derived for inter-firm partnerships that aim at exploring new fields. But given the difficulties of managers, the paper also discusses possible legal implications and suggests a new type of contract, which would actually support the development of exploratory partnerships.     

Bearing worlds: learning to live-with climate change

Abstract

This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds. Collectively, these processes enrol people in practices of bearing worlds: enduring the pain of the end of the world they have known, and labouring to generate promising alternatives. As such, these processes reconfigure the self and its relations, and attunement to how climate change composes, recomposes and decomposes particular subjectivities is important. The paper argues that affective adaptation is therefore a crucial element of climate change education.