Framework Of Dilemmas Research Articles

And to thine own self be true: ideological tensions of Orthodox Bible teachers in pluralistic schools

ABSTRACT This phenomenological study looks at the ideological dilemmas that religiously Orthodox Jewish Bible teachers face when teaching in a pluralistic environment, where the majority of students would identify with a non-religious or secular worldview, in its varied manifestations. The study used a theoretical framework of ideological dilemmas, combined with pedagogical hermeneutic orientations, to understand the lived experience of these teachers and to identify the specific tensions that they encounter in classroom interactions. Ten teachers of diverse Orthodox affiliations participated in semi structured interviews to uncover their lived experience of the pluralistic school milieu, their students’ beliefs. Their pedagogical decisions in interpretation of Biblical texts and their hermeneutical approaches, were used as a vehicle for understanding these experiences. Two areas of tension emerged: 1. remaining authentic to their own beliefs while being sensitive to those of their students, and 2. the tension between the value they placed on pluralism from a pedagogical standpoint, while resisting this worldview on a personal level.

Managing disruptions and dilemmas in online geoscience instruction during the early 2020 COVID-19 pandemic

The COVID-19 pandemic differentially disrupted daily activity in higher education during the spring of 2020, with ramifications for geoscience instructors’ teaching practices. Though facing similar challenges in this transition to many faculty nationwide, disciplinary specific coursework, such as field work and field trips to observe geological structures and processes posed unique challenges. To better understand this phenomenon, we surveyed and interviewed geoscience instructors about their lived experiences during the first year of the COVID-19 pandemic. We identify dilemmas faculty experienced as they transitioned from in-person to online teaching. Findings give us a glimpse into faculty respondents’ thinking about teaching as they managed their work and personal responsibilities during the COVID-19 pandemic. Survey participants discussed teaching most frequently in their responses (38.6%) and 95.4% of survey participants expressed a teaching dilemma in their survey responses. In coding these dilemmas, we expand on Windschitl’s dilemmas framework of conceptual, pedagogical, cultural, and political dilemmas to include personal and technological dilemmas. Results indicate that faculty experienced personal dilemmas most frequently (82.7%). Online resources and discussions with faculty within and beyond their institution were most helpful in supporting the transitions to online learning. Participating faculty specifically mentioned communities designed to support geoscience teaching and learning, such as those facilitated by the NAGT, indicating the importance of discipline-specific faculty learning. We believe these insights can help understand what supports faculty in making and navigating future instructional changes and offer suggestions for faculty and administrators.

Digitalization of office work – an ideological dilemma of structure and flexibility

PurposeThe ongoing “digitalization of work” is one of the major phenomena shaping contemporary organizations. The aim of this study is to explore linguistic constructs of white-collar workers (WCWs) related to their use of digital tools.Design/methodology/approachThe framework of ideological dilemmas (Billig et al., 1988) is mobilized to investigate the conflicting demands WCW interviewees construct when describing the ongoing digitalization of their office work.FindingsThis study shows how “digitalization of work” is enforcing an organizational ideological dilemma of structure and flexibility for WCWs. In the digital workplace, this dilemma is linguistically expressed as the individual should be, or should want to be, both flexible and structured in her work.Practical implicationsThe use of language exposes conflicting ideals in the use of digital tools that might increase work–life stress. Implications for managers include acknowledging the dilemmas WCWs face in digitalized organizations and supporting them before they embark upon a digitalization journey.Originality/valueThe study shows that the negotiation between competing organizational discourses is constructed irrespective of hierarchical positions; the organizations digital maturity; private or public sector; or country. The study confirms contradictory ideological claims as “natural” and unquestionable in digitalized officework.

Changing Police Personal Safety Training Using Scenario-Based-Training: A Critical Analysis of the ‘Dilemmas of Practice’ Impacting Change

This paper outlines an analysis of using Scenario-Based-Training (SBT) to change officer Personal Safety Training (PST) based on existing research evidence and reflections from supporting a National Police Agency attempting to change PST practice. SBT is interrogated in light of its underlying assumptions and situated within the ambiguities, tensions and compromises inherent within police training cultures. Using Windschitl’s framework of conceptual, pedagogical, cultural, and political dilemmas this paper analyses the forces impacting using SBT to change PST. An alternative agenda for change is presented to develop skilled officers and trainers equipped with innovative pedagogies to ‘re-culture’ PST.

Moving intersex/DSD rights and care forward: Lay understandings of common dilemmas

When sex characteristics develop in ways that do not conform to binary models, dilemmas arise regarding how to understand the situation and what terminology to use to describe it. While current medical nomenclature suggests that it should be understood as a disorder of sex development (DSD) prompting medical responses, many describe intersex as a human variation in sexed embodiment that should be protected under discrimination laws. These opposing perspectives suggest different principles to employ in responding to dilemmas about gender assignment, early genital surgery and full disclosure of medical information. In this discursive psychological study, we explore how lay people, without prior knowledge or experience of intersex/DSD, make sense of these dilemmas and the underpinning discourses giving rise to how they talk about these situations. By using the discursive framework of ideological dilemmas, we analyse how people make sense of sex and gender (as binary or non-binary), how they deal with difference (as problematic or not), and how they understand who is in a position to make decisions in such situations. We conclude that engaging with dilemmas in-depth is more constructive than favouring one principle over others in moving social science research, reflexive clinical practice, and wider political debates on intersex/DSD forward.

The Donor’s Dilemma: International Aid and Human Rights Violations

Donor governments face a dilemma when providing development aid to states that violate human rights. While aid may contribute to positive development outcomes, it may also contribute to rights violations committed by these regimes. This article provides a conceptual framework for donors to address this dilemma in a normatively justified way. Drawing on recent methodological advancements in normative political theory, it develops a distinctively political framework of dilemmas, suggesting three models:complicity,double effectanddirty hands. It considers this framework in the context of development aid, discussing the relevant considerations for donors in different cases. The article demonstrates that an approach to development assistance that acknowledges political realities does not have to be normatively silent.

From a Politics of Dilemmas to a Politics of Paradoxes

Transformational learning is a process resulting in deep and significant change in habitual patterns of identity, thought, emotion, and action, enabling new approaches to role enactment. This article explores how moving from a framework of dilemmas, which require solutions and one-sided choices, to a framework of paradoxes that embraces tensions and contradictions can contribute to meaningful transformational learning in the context of women’s leadership development. Drawing on recent theories of paradoxes and on critical feminist theory, we propose a critical feminist pedagogy of paradoxes for developing women’s leadership of social change enterprises. This perspective is put forth based on our analysis of an experiential course in a graduate gender studies program wherein participants take on leadership roles and interrogate them, by integrating theoretical discussions, reflection, and practical engagement in social activism. We use case studies from our students’ experiences in the field and in the classroom to demonstrate and explore the use of paradoxical thinking for teaching complex modes of leadership. We then show how fundamental, unresolvable paradoxes can be generative of novel ways of enacting social change leadership. We suggest several advantages and implications that this critical feminist pedagogy of paradoxes can have on the development of women’s leadership.

1964–2014: 50 Years of the declaration of Helsinki: a moving framework of the ethical dilemmas in Clinical Research

1964–2014: 50 Years of the declaration of Helsinki: a moving framework of the ethical dilemmas in Clinical Research

Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach

Game-centred approaches (GCAs) were designed for the effective integration of skills into contextualized situations. Despite a plethora of research, few studies explore the articulations between pre-service teachers’ experiences, conceptual understanding, pedagogical practices, the wider cultural and political realities of teaching and their impact on the learner. This paper uses Windschitl’s (2002) framework of practice dilemmas to structure an analysis of various dilemmas faced by a cohort of English pre-service teachers on a one-year Postgraduate Certificate in Education learning about and implementing a GCA. Nineteen (6 male; 13 female) postgraduate students based at a university in the East of England agreed to participate in the study. Data were generated through an online discussion board, case study log and from focus group interviews. Data analysis was an inductive iterative process that integrated the multiple data sources. The analysis was conducted through a constant comparison between the different sources to identify themes that were mapped against Windschitl’s (2002) heuristic. Supported by the realization of their own participation in ‘traditional’ physical education programmes, this cohort of pre-service teachers attempted to integrate GCAs into their practice. Significant challenges included the pre-service teachers’ own fragile conceptual understandings and pedagogical expertise in GCAs, exacerbated by current institutionalized practices within most physical education programmes.

Veteran teachers and technology: change fatigue and knowledge insecurity influence practice

In recent years, a significant problem that has manifested in the quest to capitalise on the pedagogical potential of technology in schools is that veteran teachers are unwilling to integrate these resources into their practices. Given that veteran teachers comprise up to 40% of teachers, their lack of use is important. This paper aims to shed light on the issue of detachment by presenting empirically based findings of a five-year, grounded theory examination of the technology practices of a small group of veteran teachers. Data included classroom observations, teacher interviews and document analysis of teacher and school planning documentation, student focus groups, interviews with teaching colleagues and key school technology personnel observation. Analysis included the application of the teachers’ data to a framework of dilemmas teachers encounter when expected to change their practice. In using this process, change fatigue and knowledge insecurity (brought about by cultural and political changes to their contexts) were prominent factors which contributed to the teachers’ lack of technology use. Identifying their challenges opened scrutiny to the myriad of factors they drew on when making decisions about how and whether to use technology in their practice. The longitudinal analysis of the data showed that as these dilemmas alleviated, the teachers became more committed to educational technology. The findings inform how we can move forward from the issue of veteran teachers’ lack of use of technology to how to support this group in the development of their practices. In particular, the need for a re-imagining of professional learning to one which focuses on reshaping cultural and political aspects of technology practices. This includes changes to the management of technology-related policy changes as well as facilitating learning communities that promote a valuing and sharing of relevant knowledge amongst teachers and students.

Applying Game Centered Approaches in coaching: a critical analysis of the ‘dilemmas of practice’ impacting change

Despite its straightforward premise, coaching has found the implementation of Game Centered Approaches (GCAs) more difficult than is perhaps acknowledged. This paper outlines a theoretical analysis of GCAs in practice based on reflections from coaching practice, coach education and research. The application of the various GCAs are interrogated in light of their ‘constructivist’ assumptions, and situated within the ambiguities, tensions and compromises inherent within the coaching enterprise. Using Windschitl's framework of conceptual, pedagogical, cultural and political dilemmas as a heuristic, critical questions and issues are raised to help coaches and coach educators understand the forces impacting change in coaching. Through the analysis of dilemmas, an alternative agenda for coach education is presented to develop infinitely skilled coaches equipped to apply innovative pedagogies such as GCA.

Danish dairy farmers’ perception of biosecurity

To implement biosecurity measures at farm-level is a motivational challenge to dairy farmers as emerging diseases and their consequences largely are unpredictable. One of the reasons for this challenge is that outcomes are more likely to benefit society than the individual farmer. From the individual farmer's point of view the impacts of zoonotic risk, international trade and welfare concerns appear less obvious than the direct costs at farm-level. Consequently, a social dilemma may arise where collective interests are at odds with private interests. To improve biosecurity at farm-level farmers must be motivated to change behavior in the ‘right’ direction which could provide selfish farmers with unintended possibilities to exploit the level of biosecurity provided by other dairy farmers’ collective actions. Farmers’ perception of risk of disease introduction into a dairy herd was explored by means of Q-methodology. Participating farmers owned very large dairy herds and were selected for this study because Danish legislation since 2008 has required that larger farms develop and implement a farm specific biosecurity plan. However, a year from introduction of this requirement, none of the participating farmers had developed a biosecurity plan. Farmers’ perception of biosecurity could meaningfully be described by four families of perspectives, labeled: cooperatives; confused; defectors, and introvert. Interestingly, all families of perspectives agreed that sourcing of animals from established dealers represented the highest risk to biosecurity at farm-level. Farmers and policy-makers are faced with important questions about biosecurity at farm-level related to the sanctioning system within the contextual framework of social dilemmas. To solve these challenges we propose the development of a market-mediated system to (1) reduce the risk of free-riders, and (2) provide farmers with incentives to improve biosecurity at farm-level.

Dilemmas in information science (IS) and information retrieval (IR)

PurposeThe purpose of this paper is to analyse the extent to which understanding information science (IS) and information retrieval (IR) as disciplines characterised by intractable dilemmas is a useful conceptual framework through reviewing and re‐evaluating an important contribution to the field in light of more recent developments.Design/methodology/approachThis paper reviews the discussion of central dilemmas within IS and IR, through literature review and conceptual analysis. It assesses the extent to which they remain intractable problems or whether improved solutions have been developed and discusses the implications of these ongoing challenges. The main problem addressed is, in Neill's terminology, “the dilemma of the subjective in information organisation and retrieval” which is understood as the problem of how the meaning of documents can be represented to meet the needs of the user.FindingsMany of the dilemmas discussed within IS and IR remain fairly intractable primarily because information and meaning have both subjective and objective qualities which often have a complex relationship. Recent technological developments have, however, altered the nature of some of these dilemmas and also created some new dilemmas for the subject.Research implications/limitationsHistorical perspectives within IR and IS should be used when discussing theoretical and technological developments in the subject. The conceptual framework of dilemmas remains a useful theoretical tool for IS and IR in terms of examining the nature of problems in research and practice.Originality/valueThis paper re‐visits an important theme in IS and IR and provides an updated perspective on some central issues.

The societal conundrum of intellectual property rights

Observes that variances in standards for and interpretations of intellectual property rights (IPR) around the globe remain one of the great challenges for marketers and stakeholders of the marketing paradigm. Attempts to distil the issues surrounding IPR and its protection, and to examine the phenomenon of IPR violations within a framework of social dilemmas. In so doing, describes and provides examples for some of the problems associated with IPR violations. Contends that much work is still to be done, if it is hoped to implement a global system for IPR protection that serves the best long‐term interests for the largest number of society’s stakeholders. Concludes with opportunities for further research.

Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

The practical and ethical defects of surgical randomised prospective trials.

This paper presents a strong criticism of the current enthusiasm for clinical randomised prospective studies in surgery. In the process, the author probes the 'intellectualism' or lack thereof in present day surgical attitudes. The subjects are examined against a framework of ethics and inescapable dilemmas. Ways of correcting the more obvious weaknesses are suggested. The manuscript is, and is meant to be, provocative and is particularly aimed at the academic audience served by this journal.