The (re)production of (dis)advantage: class-based variations in parental aspirations,strategies and practices in relation to children’s primary education

The impact of family background on academic achievement, educational trajectories and life chances more generally has been a point of interest among academics for many years. The issue has been researched both quantitatively and qualitatively, with the two traditions generating quite different pictures of family-level ‘variables’ and processes related to child outcomes and boarder inequalities in education. This paper presents evidence of how parenting aspirations, strategies and practices vary according to social class gradients and work together in a holistic way to (re)produce social advantage and disadvantage during the primary school years.     

How to mobilize social support against workload and burnout: The role of organizational identification

Recent theoretical and empirical research outlined the role of organizational identification in the stress process. We provide an empirical test of the social identity model of stress by testing a two-step mediation model of the identification-burnout link. We hypothesize that strongly identified teachers will receive more support from colleagues which, in turn, relates to perceptions of reduced workload, which finally leads to both lower work- and student-related burnout. We tested our model in a large cross-sectional sample of 2685 Swiss teachers representing half of the teacher population of Ticino Canton. Hypotheses were supported. Implications for theory and practice are discussed.     

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers' classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.     

Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity

The term “cultural diversity” is extensively used in recent teacher education research, but its meaning appears to vary and therefore needs to be made visible. This article reviews the use and meaning making of the term cultural diversity. The analysis reveals three main patterns across the 67 studies reviewed: Cultural diversity is (1) undefined, (2) related to a set of other undefined terms and (3) used in binary oppositional discourses that produce a racialized Other. Drawing on critical Whiteness studies and critical discourse analysis, I argue that despite attempting to promote social justice, researchers are actors who produce a discursive ideology of White supremacy.     

Agency,sociomateriality, and configuration work

Social informatics research offers insights into the relationship between information technologies and social contexts. However, the material roles of information technologies, and their interplay with the agentic work of social actors, have not been addressed. Drawing on a field study of 37 mobile knowledge workers, we examine the dual material roles (enabling and constraining) played by information technologies in their work practices. We also investigate how these workers exert agency by fashioning multiple information technologies into a functioning digital assemblage. Although information technologies provide consequential affordances that enable mobilization of work across spaces and times, they simultaneously present design-driven, local, organizational, and temporal technological constraints that require mobile knowledge workers to engage in “configuration work” to make information technologies function effectively. Building on a sociomaterial perspective, we further discuss the interplay of information technologies and work practices enacted by mobile knowledge workers, in which both human and technological agency are materialized.     

Enhancing team creative performance through social media and transactive memory system

Effective teamwork, knowledge coordination, and knowledge creation are recognized as essential sources of team effectiveness and creativity in modern organizations. Nowadays, social media is significantly modifying the patterns in the use of technology to support knowledge management practices in teams. At the same time, the literature shows that transactive memory system (TMS), which refers to how team members share their distributed knowledge and expertise, is an important factor affecting team performance. However, minimal effort has been made to elaborate on the precise role of social media in supporting TMS for enhancing absorptive capacity (ACAP) and knowledge creation capability (KCC) of the team, which in turn might influence team creative performance (TCP). Therefore, to address this gap in the literature, a theoretical model is developed and validated. Survey data collected from 334 members of 68 knowledge work teams indicated that social media use at work has a positive relationship with TMS and both social media use at work and TMS are positively related to ACAP and KCC of the team. Results further indicated that ACAP positively influenced KCC, and both have a direct relationship with TCP. This study shows that careful investment in social media by an organization can enhance meta-knowledge of “who knows what” within teams. Finally, exploring external knowledge alone is not enough. Instead, organizations must ensure external knowledge is utilized to create new knowledge to improve TCP.     

Building social capital from sport event participation: An exploration of the social impacts of participatory sport events on the community

Participatory sport events have the potential to generate substantial social value in the local community. One important social benefit of such sport events is the development of social capital. However, little is known about the development and outcomes of social capital in the context of participatory sport events, such as running events. Taking a qualitative approach, the authors explored the social capital building among active participants in running events. The findings revealed that bonding capital is developed by all participants in the study while the bridging and linking capital varies by event type and involvement level. Moreover, four positive outcomes of social capital were identified: supportive attitude and behaviors, positive influence on others, prosocial behaviors, and increased everyday socializations. By generating these positive outcomes among the participants of this study, social capital has the potential to contribute to the community development and well-being. This study provides insights as to how social capital that stems from sport event participation can lead to the development of community in the long term. Suggestions are made for future research to test the relationships between social capital, its outcomes, and community development and well-being.     

基于CiteSpace的国内社会科学研究中熵的应用分析

利用CiteSpace对CSSCI数据库中1998—2016年熵相关文献进行分析,有效弥补熵应用概况的分析;结合战略坐标法,探测出熵应用研究的热点。