Exposing Privilege and Racism in The Great White North: Tackling Whiteness and Identity Issues in Canadian Education

As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, we first present a series of autoethnographic critical case studies that highlight dilemmas of practice. We then invite readers to examine each case through multiple lenses, as they grapple with the complexities of a visionary path forward. In so doing, we offer tools for critical professional development that articulate, deconstruct, and reimagine social justice–oriented teacher education and activism in this changing landscape. We close with recommendations to increase our collective capacity as social justice teacher educators, placing a central emphasis on the need for community, critical professional development, and hope.     

Globalisation and the curriculum: Proposals for the integration of education and training in South Africa

In South Africa, the post-apartheid government has committed itself to an integrated approach to education and training. This article addresses South African policy debates, illustrating that global trends such as integration are shaped by significant local influences in the production of specific policy positions. The integration debate in South Africa reflects both equity and human resource development concerns, and is more fully developed in adult basic education and training than in formal post-compulsory education. The article analyses the proposals for integration as part of a complex policy agenda, arguing that the implementation of integration proposals will not be straightforward. This is due to the genesis of the integration debate in training rather than both education and training, its assumptions about economic development, and the contested nature of the policy process.     

Punished by Rewards? A Behavioral Perspective

The other articles in this special issue of PIQ deal directly with HPT and its practice. This set of articles does not. It does deal with the relationship between intrinsic motivation and external incentives–questions critical to the practice of HPT. The articles provide reaction to Alfie Kohn's latest book, Punished by Rewards, which ignited something of a firestorm. His article in the Harvard-Business Review, excerpted from the book (Kohn, 1993a) elicited printed responses ranging from reasoned rejoinders to accusations of preaching a brand of communism (Kohn. 1993b). Obviously, right or wrong, he has struck a forest of raw nerves. This set of articles attempts to use Kohn's work as a springboard for exploring the topic of rewards and punishments. It begins with a short review of the book; the review concentrates mostly on Kohn's arguments as they concern the workplace and ignores the large amount of the book devoted to child rearing and schools. The review is followed by two assessments of Kohn's work from the point of view of organizational behavior analysis. They are by Tom Mawhinney of the University of Detroit, Mercy, and Alyce Dickinson of Western Michigan University. Then Richard Pearlstein. the immediate past Vice-President for Research and Development of NSPI, concludes the series by relating the discussion specifically to the way managers actually manage. Our goal in this endeavor is to help lay bare some basic issues underlying human performance in the workplace. We hope you find it useful.     

Internationalisation and distance education: a Hong Kong case study

The accelerating globalisation of world economic relations has been paralleled by a progressive internationalisation of higher education, including the use of distance education. But the modification of distance education materials and the provision of local tutorial support are only rarely undertaken, despite the fact that in social science and the humanities such materials are culturally saturated. This Hong Kong case study in teacher education examines the issues, describes the opportunities and difficulties involved, and argues that cultural adaptation merits a higher priority than at present.     

Netball team members, but not hobby group members, distinguish team characteristics from group characteristics

Research on groups is often applied to sport teams, and research on teams is often applied to groups. This study investigates the extent to which individuals have distinct schemas for groups and teams. A list of team and group characteristics was generated from 250 individuals, for use in this and related research. Questions about teams versus groups carry an a priori implication that differences exist; therefore, list items were presented to new participants and were analyzed using signal detection theory, which can accommodate a finding of no detectable difference between a nominated category and similar items. Participants were 30 members from each of the following: netball teams, the general public, and hobby groups. Analysis revealed few features that set groups apart from teams; however, teams were perceived as more structured and demanding, requiring commitment and effort toward shared goals. Team and group characteristics were more clearly defined to team members than they were to other participant groups. The research has implications for coaches and practitioners.