Dominant Paradigm Research Articles

Advancing Global Climate and Biodiversity Goals Through Regenerative Tourism

Tourism has a particular responsibility to contribute to climate and biodiversity goals because of its intense use of long-range transport and its strong dependence on natural capital as an asset. Tourism is a major contributor to the global economy, but also to greenhouse gas emissions. The severe impacts of the SARS-CoV-2 pandemic on the tourism sector triggered a search for enhanced resilience, replacing the past paradigm of “boosterism”, and the dominant paradigm of “sustainable tourism”. Sustainable tourism is no longer sufficient, and a shift towards a new paradigm of regenerative tourism is needed to address the environmental and societal challenges faced by the tourism industry. Here, the evidence pointing at the rise of regenerative tourism as a new paradigm is reviewed, the differential goals of regenerative, relative to sustainable tourism, are defined and actions along five domains of action are identified that can help tourism destinations embrace the transition toward the regenerative tourism paradigm. Regenerative tourism seeks to enhance the natural, cultural and social capital of destinations while creating net positive benefits for people and the planet. It emphasizes collaboration with local communities and an ambitious and holistic approach to sustainability, going beyond reducing negative impacts to creating positive ones. Regenerative tourism aligns the industry, the Paris Agreement, and the Convention on Biological Diversity, while advancing the delivery of the Sustainable Development Goals. The transition to regenerative tourism requires investments in technology and innovation, transparent collaboration, and a holistic focus on well-being for both people and the planet.

Root-Driven Soil Reduction in Wadden Sea Salt Marshes

The soil redox potential in wetlands such as peatlands or salt marshes exerts a strong control over microbial decomposition processes and consequently soil carbon cycling. Wetland plants can influence redox by supplying both terminal electron acceptors (i.e. oxygen) and electron donors (i.e. organic matter) to the soil system. However, quantitative insight into the importance of plant effects on wetland soil redox and associated plant traits are scarce. In a combined mesocosm and field study we investigated the impact of plants on soil reduction using IRIS (Indicator of Reduction in Soils) sticks. Vegetated plots were compared to non-vegetated plots along an elevational gradient in a salt marsh of the Wadden Sea and along an artificially created gradient in a tidal tank mesocosm experiment. Our findings from the mesocosm experiment demonstrated that vegetation both enhanced and suppressed soil reduction relative to non-vegetated control pots. The direction of the plant effect (i.e., net oxidizing or net reducing) was inversely correlated with background redox conditions. Insights from high-resolution oxygen profiling via planar optode imaging corroborated these findings. In the field study, vegetation consistently reduced the comparatively well-aerated Wadden Sea salt marsh soil. Reduction correlated positively with soil organic matter content and belowground biomass, indicating that greater availability of plant-derived electron donors, in the form of organic matter, increased soil reduction. Challenging the dominant paradigm that wetland plants primarily act as soil oxidizers, our study reveals their potential to exert a net reducing effect. The documented impact of these plant-induced changes in soil redox conditions suggests a previously overlooked role in shaping the stability of soil organic carbon stocks in wetland ecosystems with variable water tables.

Teaching Peace Top-down, Bottom-up, or Both? Navigating Basic Dilemmas in Cross-Cultural Conflict Resolution Education

Abstract Despite decades of calls by the international community for the need to pivot the primary approach to cross-cultural conflict resolution education away from privileging Western, prescriptive models and methods of outside educators toward those based on the knowledge and expertise of local stakeholders, the dominant top-down paradigm persists. This article presents a new framework for cross-cultural conflict resolution education that builds on John Paul Lederach’s original distinction between prescriptive (top-down) versus elicitive (bottom-up) approaches, and extends it through grounded-theory research with expert practitioners working across cultures in conflict zones. The result is a contingency approach to working adaptively across different types of cross-cultural situations—based on five key factors—as well as insights into enacting hybrid combinations of both approaches. The implications and next steps for research and practice are discussed.

Why do we argue about risk? The invisibility of worldviews in marine decision-making

The paper asks “why are we always arguing about risk?” It explores what drives risk perception in decision-making processes in Aotearoa New Zealand’s marine environment. The research’s holistic framing shows that the prevailing concern with risk and uncertainty (RU) issues in government and managerial settings deflects attention from and hides the background influences of worldviews. After introducing the invisibilities around RU and outlining worldview-based perceptions of risk, the paper turns to an empirical investigation focusing on deep-seabed mining investment in the context of Aotearoa’s Exclusive Economic Zone and Continental Shelf Act (Environmental Effects) 2012. Enacted as part of neoliberal reforms, the Act seeks to reduce environmental degradation in tandem with economic growth. A situated methodology examines a consenting process within this Act as a strategic site to establish expressions of RU and shaping invisibilities. Three key influences are revealed: the positionality of decision-makers, their disciplinary training, and the largely unknown filtering of environmental and economic options that come from 3 worldviews held in Aotearoa (dominant social paradigm, new environmental paradigm, Te Ao Māori). We contend hidden worldviews impact on economy–environment relations and ensuing economic and environmental practices and outcomes. This arises because they underpin and fuel debates around what RU are acceptable and how benefits should be distributed (public vs. private benefits investment decisions, and economy vs. environment). Unless we recognize and understand these hidden influences, we simply cannot work with them. This insight has major implications for how RU ideas might be framed and navigated in emerging policy settings.

The Hand That Rocks the Cradle: Revaluing Academic Labor and Recognizing the Centrality of Carework

Abstract This paper examines the often-overlooked yet crucial role of carework within the academic ecosystem. Challenging the dominant paradigm that prioritizes research output, the paper argues for recognizing academic labor as a spectrum where teaching, research, and service hold equal value. Drawing on Rajan's (2023) framework of “academic carework,” the paper demonstrates the inseparable link between care and knowledge, highlighting how carework forms the foundation for knowledge production and reproduction. The analysis situates academic careworkers within the complex administrative landscape of higher education institutions, exploring the challenges posed by managerialism and external pressures. The paper introduces the “Argument from Shared Paradigm,” positing that academics, through their shared experiences and values, are uniquely positioned to advocate for and safeguard care-centered practices in research and teaching. By recognizing carework's essential contributions, this paper calls for a re-evaluation of academic reward systems and a shift towards a more inclusive academic culture.

Towards an Indigenous-Informed Multispecies Collaboratory

Abstract How does Australia’s latest Indigenous defeat relate to Environmental Education? The answer is direct complicity. This paper begins with the premise that the failure of Australia’s 2023 referendum on “The Voice to Parliament” is directly connected with education. The chapter builds on the proposition that local and Indigenous public knowledge could — and should — be the heart of environmental education. We apply a post-qualitative practice that is underpinned by innovative feminisms and the post-qualitative methods within a Multispecies Collaboratory, an experimental way of transforming our learning by attending to the responsive, relational world of all beings. We use this practice to think with while exploring socio-ecological relations, especially our own. Collaboratory colleagues include rivers with their kincentric ecologies, urban park ecosystems and backyard kin or families. Journaling, creative writing and photography record our learning journeys. The article concludes that continuing colonisation, epistemic violence and a culture of denial reinforce the dominant paradigm of silencing Indigenous voices. We argue that an Indigenous-informed onto-epistemology of living place can — and should — inform the heart and practice of environmental education, and an Indigenous-informed Multispecies Collaboratory is one way to deepen the multispecies engagement that underpins environmental education.

‘Ubuntu’ African Philosophy or ‘Ubuntu’ as a Philosophy for Africa

This paper tries to develop a tenable philosophical idea of Ubuntu, that is, more specifically, a crystallized and sanitized African indigenous ethical perspective. Africa as an idea seems to be a “contested” concept in this contemporary post-colonial era due to the influx of different nuances, races, values, and beliefs that are in contention. Should this be a source of worry? So far, Ubuntu theory and practice in Africa seem to have become emotive, politicized, and not inclusive enough due to grandstanding about ownership, poor conceptual and theoretical articulation, as well as antagonism from other related foreign dominant worldviews that wish to become the development paradigm for most African social and political systems. This raises relational and dialogical issues about meaning from an African viewpoint. The search for an African endogenous paradigm for development is urgent given the real consequences of a (neo)colonial tendency that has threatened and disadvantaged the development of most countries due to its dominant paradigms of alienation, exploitation, and marginalization. These values have altered or affected African behaviour and thinking. This transformation of the African personality raises issues about agency. The underlying values of a development paradigm or philosophy of development for Africa require an ethical basis for human existence in political and social order. Generally, social order in most parts of Africa is beset by the problem of a negative dominant social paradigm (DSP) or core social values of hatred, intolerance, the abuse of human rights, dehumanization, exploitation, authoritarianism, poverty, and oppression. This often leads to tension, violent conflicts, and wars. So to build a viable and stable endogenous paradigm for development in most African sociopolitical environments, we attempt to use the main pillar of interconnectedness among human beings, which is central to Ubuntu as a humane and humanistic social system, to underscore some key moral and democratic values required for human liberation and transformation. The research question is: What concrete elements or values of Ubuntu can be useful as paradigms of endogenous African development? Specifically, our findings suggest that Ubuntu ethics is defined by a set of human values central among which are reciprocity, the common good, peaceful relations, an emphasis on human dignity and the value of human life, as well as consensus, tolerance, and mutual respect. Thus, the paper argues for the possibility of utilizing Ubuntu ethical correlates as materials for establishing stable and viable development worldwide and specifically in Africa.

Management and paradigm influence: A call for paradigm shift

This article critically examines the influence of the dominant paradigm in management, characterized by its emphasis on profit maximization and individualism, which has resulted in profound socio-economic and environmental challenges. The methodology involves an exploration of the historical evolution of management practices and an analysis of how these practices have primarily served shareholder interests while often neglecting broader impacts on employees, customers, and society. The results of this examination highlight the need for a paradigm shift that prioritizes ethical considerations, social responsibility, and sustainability in management decision-making processes. By advocating for this shift, this article encourages organizations to realign their objectives to balance financial performance with the goal of serving humanity more effectively. The conclusion emphasizes that this reorientation not only addresses contemporary management challenges but also fosters long-term sustainable success. Ultimately, this article’s significant contribution lies in its call to elevate human values in management decisions, thereby creating business models that positively impact society as a whole.

Principals’ Priorities, Teacher Evaluation, and Instructional Leadership

Instructional leadership has become the dominant paradigm in principal preparation and professional learning. In parallel, teacher evaluation has risen in prominence. Using interviews from 84 principals in 23 districts and three states, we asked how teacher evaluation influenced principals’ reported priorities and conceptions of instructional leadership. We found that although teacher evaluation loomed large in principals’ priorities, their implementation of it generally seemed far from robust. Although 81% of our sample noted teacher evaluation as a priority, only 24% reported integrating it into their efforts to improve teaching and learning. As one of the first studies to investigate how teacher evaluation factors into principals’ priorities and conceptions of instructional leadership and the resulting implications, our study extends prior research.

What makes paradigms last? A study of defense policy change in Germany and Italy (1989–2022)

ABSTRACT Policy ideas are often crafted in international fora, such as international organisations, multilateral institutions, and high-level summits. However, whether and how ideas will eventually inform policymakers at the domestic level remains an understudied subject. This paper contributes to this debate by tracing the domestic consolidation and eventual erosion of ‘Crisis Management’, a policy paradigm that emerged after the end of the Cold War and became dominant among NATO members in the 2010s. We investigate Germany and Italy as two case studies that followed two distinct trajectories. Policy elites suddenly adopted the paradigm in Italy and built a broad consensus on it. In Germany, crisis management has emerged lately and remains contested, as the territorial defense has maintained legitimacy among elites. Understanding the mechanisms underpinning such trajectories is the key to uncovering whether a consensus on a new version of territorial defense as a dominant paradigm will consolidate.

The ethics of non-partner requests for posthumous assisted reproduction.

After the death of a loved one, family will occasionally request posthumous assisted reproduction (PAR). Professional medical societies in the US and Europe oppose such requests without written consent except from the surviving partner with whom the deceased presumably shared a joint reproductive project. Here, however, we argue that joint reproductive projects are not limited to two-person romantic partners and therefore ethical policies should not be either. In other words, we argue the criterion of being in a romantic partnership with the decedent is biased and unjustly excludes certain family formations. We begin by describing the professional society guidelines to highlight how they presume a two-person romantic couple is the ideal basis for reproductive projects and families. Then, we discuss examples of alternative parental projects, noting that they are usually grounded in feminist and queer values. Finally, we respond to potential objections about violating the autonomy of the deceased and conflating reproductive and parental projects. In sum, as long as medical societies continue to uphold a policy whereby romantic partners may seek PAR in the absence of written consent, we believe that these societies must also allow for the potential of family formations that do not fit into the dominant paradigm.

The right to fair pay and two paradigms of prison work

Is the low level of wages paid to prisoners for their work morally wrong and contrary to the human right to fair pay? This article contrasts two paradigms of prison work, one in which it is an ordinary market transaction to which normal employment rights should apply, with the rival and dominant paradigm that prisoners do not have contracts for the performance of work and sums paid to them are not pay or remuneration but rather a small incentive to perform work in a diligent way. The article also considers what would be required for prisoners’ pay to comply with the human right to fair pay, which has been viewed in three different ways – the right to be a member of a trade union for the purpose of collective bargaining, the right to a living wage that enables a life of dignity, and the right to equal pay with others who perform similar work.

Critical Theories Challenge the Normative Bases of Contemporary Global Economical Governance and Help to Imagine Progressive Alternatives

This research explores how critical theory challenges the normative foundations of contemporary global economical governance, offering alternative visions for modern economy, democracy, and human rights. By exposing the hidden assumptions and power structures inherent in neoliberalism, realism, and cosmopolitanism, critical theory critiques the dominant paradigms that shape global politics and economy. It argues for a transformation towards more inclusive, pluralistic, and democratic forms of governance. Through a detailed examination of global institutions like the WTO, UN, and the Paris Agreement, the essay illustrates how these entities reflect and perpetuate global inequalities. Finally, it proposes alternative models that prioritise social and environmental sustainability, citizen participation, and respect for cultural diversity, aiming to inspire transformative change in global governance.

Post-World War II perspectives on Choi Seung-hee: ideological blind spots in Asia-based and Anglophone scholarship

ABSTRACT During and before World War II, Japanese colonial rule cast a profound impact on the cultural and artistic landscapes of its colonies. Choi Seung-hee (1911–1969), a prominent cultural figure from the pre-war period, skillfully navigated the delicate balance between her roles as a representative of Korean national dancer and an emblematic figure within the Japanese empire. Her dual identity elicited diverse public reactions, ranging from slander to praise. In South Korea, post-Korean War, ideological divisions led to the marginalization of artists like Choi who moved north, ambiguously referred to as “Choi X.” In North Korea, autocratic rule infused her evaluations with strong nationalism. In China and the Soviet Union, Cultural Cold War ideologies impacted her assessments. Japan’s perspective reflected its post-colonial introspection and issues. In contrast to the ideologically saturated research in Asian contexts, contemporary Anglophone scholarship on Choi, transcending nationalist confines, nonetheless exhibits distinct limitations. This study primarily scrutinizes the diverse perspectives reflected in Choi research, drawing upon news reports, visual materials, academic studies, and personal observations in China, South Korea, and Japan. The aim is to chart the trajectory and representative viewpoints of Choi research in post-World War II Koreas, China/Soviet Union, Japan, and the Anglophone scholarship. Through literature review and critical analysis, this research underscores how nationalist, socialist, Aesthetic Orientalist, Sinocentric and (Pan) Asian political/non-political ideologies have shaped perspectives on Choi amidst the Cultural Cold War and decolonization. Moreover, it reveals how transnational ideological constructs and dominant research paradigms have shaped and reshaped Choi’s image.

Reconceptualising performance measurement and management: evaluating a social complexity framework

PurposeAlternative theoretical perspectives on performance measurement and management (PMM) have been advanced in response to shortcomings observed with the dominant control systems-based paradigm. The purpose of this investigation is to ascertain whether one such perspective, rooted in social systems theory and practice theory, can accommodate these shortcomings and positively impact organisational effectiveness (OE) and performance.Design/methodology/approachLongitudinal critical realism-based case study research is employed in action research mode to investigate how adopting a social complexity perspective on PMM affected the behaviour and performance of a commercial organisation.FindingsThe case study observations suggest that by putting people and their behaviour and organisational practices at the centre of PMM, near-term organisational outcomes can be influenced favourably in complex and dynamic environments.Practical implicationsThis investigation provides a tool for undertaking a social complexity interpretation of PMM.Originality/valueThis research supports the proposal that complexity theory provides an alternative paradigm for managing performance in organisations and describes the first practical application of a social complexity interpretation of PMM. It presents a model for use and further development by other researchers.

Secondary School Teachers’ Educational Philosophies: Differences Regarding Work Experience, Type of School, and Education Programs

Teachers’ educational philosophies have a great influence on teachers’ actions in the classroom. They are partly influenced by the dominant pedagogical paradigm expressed in the strategic educational documents, but there are also some other factors that influence teachers’ educational philosophies. This research aimed to determine secondary school teachers’ educational philosophies and whether they differ in relation to a teacher’s work experience, type of school, and educational program. A total of 355 secondary school teachers in Split–Dalmatia County in the Republic of Croatia participated in the research. The philosophy preference assessment scale consisting of two subscales (traditional and contemporary educational philosophies), was applied. The results showed that: secondary school teachers generally agreed more with contemporary than traditional educational philosophies; grammar school teachers agreed more with contemporary and vocational school teachers with traditional educational philosophies; the education program was a significant factor only for the subscale of traditional educational philosophies; and years of work experience was not a significant factor for either subscale. The results are discussed in the context of the relationship between teachers’ educational philosophies, values, beliefs, and teaching experiences and the need for teachers to raise awareness of their educational philosophies and continuously compare and harmonise them with their educational practice.

CULTURE, SPACE, AND GEOGRAPHY: THE TRANSFORMATION OF A DISCIPLINE IN TÜRKİYE

The roots of geography as a spatial science in Turkey extend far beyond the Republican era. Geography, due to its examination of the distribution of both natural environment and human activities, is a multidimensional discipline. Especially in the last 20 years, issues such as migration, earthquakes, global warming, and climate change, which have come to the forefront more intensively, once again emphasize the importance of geography. Additionally, within the discipline of geography, it is also important to reflect the culture's perspective on space. The aim of this study is to examine the historical development of Turkish geography in the context of the interaction between culture and space; to reveal the main developmental trends of geography in Turkey within the dominant paradigms; and to identify the new trends in the discipline today. It should be noted that since the beginning of the 20th century, Turkish geography has embarked on an effort of establishment and organization, during which the effects of environmental determinism in geography were observed. Starting from the 1930s, the teaching of foreign geographers at universities in Turkey and their academic contribution in training students have facilitated the emergence of an important tradition, accompanying the modernization of Turkish geography to world standards. The fact that these foreign geographers were generally physical geographers has ensured significant progress in physical geography in Turkish geography until the 1970s. The period from the mid-20th century to the end of the 20th century witnessed a period of rise, especially in the field of physical geography in Turkish geography. From the late 20th century to the present, Turkish Geography has entered into new quests and orientations. In this recent period, the importance of the relationship between space, culture, and geography has further increased. In line with the requirements brought by this increasing importance, Turkish geography is continuing its efforts towards a new definition and direction.

Challenging dominant education paradigms: posthuman feminist inspirations towards alternate pathways for decolonising the curriculum

AbstractSouth Africa’s curriculum, and education system at large, remains humanistic and dominated by Western Eurocentric ways of thinking, doing and being. The ongoing protest action in higher education has made explicit the inequalities that continue to keep epistemic violence, Eurocentrism, and human exceptionalism intact. Central to this protest action has been the need for curriculum inquiry to reinvent itself and go against the pedagogical grain by advocating for a decolonised curriculum. However, the decolonial turn has largely been a structural exercise of abstract and rhetoric intensity fueled by a language of critique that is entrapped in discursive tendencies that inhibit the type of radicalism needed for it to invigorate alternatives that can challenge dominant education paradigms. This article is inspired by posthuman feminist theory that troubles the logic of advanced capitalism, epistemic injustice and dominant education paradigms. Invoked by new materialism, intra-actions of our becoming within and as part of the world are the deep entanglements of ethics, knowing and being that can spur scholarly activism. Four curriculum studies scholar activists shared their narratives of how they are enacting their curriculum to challenge dominant education paradigms. Their lived experiences as material, relational, embodied and embedded incite posthuman tendencies of what it means to teach to transgress. Experimenting with transversal transgressions this article attempts at a non-anthropocentric, feminist inspired perspective for curriculum inquiry to find alternative pathways for decolonising the curriculum so that it can rise to the challenges of our time.

Collaborating in future states—Contextual instability, paradigmatic remaking, and public policy

AbstractCollaboration is ubiquitous in public policy life, with its presence and profile determined by prevailing governance conditions. Commitments to globalisation and marketisation in the latter part of the 20th century marked the onset of an era defined by collaboration, between and across tiers and spheres of government, with non‐state actors, and through market and network instruments. Current contextual instability poses questions for dominant public policy paradigms and the existing collaborative settlement. This article explores the challenges presented in the current moment and how policymakers and scholars might navigate them. It focuses on how ideas about economics and security shape public policy, illustrating the paradigm‐shifting impact of economism and securitisation. It argues for the replacement of economism and securitisation by sustainability, sovereignty, and justice and demonstrates the latter's engagement with economics and security and their accounting for what have hitherto been ‘subaltern voices’ in public policy. It discusses the implications for collaboration in relation to future collective action problems, more diverse and disconnected ‘publics’, and a more congested and lower trust policy environment. It highlights the need for collaborative plasticity and pluralistic agency.Points for practitioners Public policymaking is shaped by dominant ideas about economics and security; ideas that become ‘taken for granted’ in policy practice. The prevailing ideas of economism and securitisation are being challenged by contextual changes, globally, regionally, and nationally. This creates space for new ideas to shape future public policy. Ideas of sustainability, sovereignty, and justice offer an alternative framework for public policymaking. These ideas can engage productively with economics and security, and they are also inclusive of a wider variety of ‘voices’ particularly those previously marginalised. Collaboration will remain integral to the success of public policy. However, it will need to adapt to new circumstances. This will include defining new purposes, reassessing its appropriateness, reshaping collaborative scope, scale, and form, and refining collaborative activities. A paradigmatic shift in public policy that highlights sustainability, sovereignty, and justice will require the active involvement of a plurality of actors enabled to contribute new knowledge and contest the status quo.

The Destruction of the Voice

ABSTRACT The musical orality of the lyric voice constitutes one of the most formidable and persistent facets of the ideology of German Romanticism, one that is further bequeathed to the arts of the nineteenth and early twentieth centuries. Taking the musicality of the voice and the ineffability of “absolute” music as its point of departure, this essay investigates a series of primarily German-Jewish figures—Kafka, Schoenberg, Straub-Huillet, and Celan—who stage a radical confrontation with the political aestheticization of the voice. Premonitions and reverberations of these figures’ vocal “destruction” are further traced in Adorno, Kraus, and Maimonides. At stake is not only a comparative study of the voice at the intersection of various media (music, literature, opera, film, and public performance) but also the kind of majoritarian–minoritarian dynamics (between Yiddish and German, German and Hebrew) that arise internal to a single language and its linguistic politics. German-Jewish cultural poetics ultimately develops as a response to the tensions between nation and empire emergent in the dappled political landscape of Central and Eastern Europe—and amends the dominant Romantic paradigm accordingly.