Voices Of Scholars Research Articles

Religious Education in Australia: The Voices of Practitioners and Scholars

Religious Education in Australia: The Voices of Practitioners and Scholars

The weaponization of plagiarism accusations in the era of anti-woke politics

Plagiarism accusations have become increasingly politicized over the last few years. In this article, we raise some of our concerns with how vacuous plagiarism accusations are now part of the arsenal of anti-woke politics. Revisiting the recent case of Claudine Gay, the former president of Harvard University, we identify the implications such accusations pose to our profession, including the undermining of academic freedom and the concomitant silencing of scholarly voices.

Retaining Scholarly Voices for the Profession: Doctoral Graduates as Agentic Constructors of Scholarship

Retaining Scholarly Voices for the Profession: Doctoral Graduates as Agentic Constructors of Scholarship

Stretching and cracking: becoming feminist posthumanist scholars in music education

ABSTRACT How and why did three PhD fellows become feminist posthumanist scholars within the field of music education research? Drawing on Karen Barad’s theorising of phenomena, not pre-existing entities, as the primary ontological unit and on Rosi Braidotti’s concept of the nomadic subject, we explore our research subjectivities as they are becoming in and through relations within the phenomenon of Western music education. Through the figuration of ‘voice’, we trace how and why our research voices stretch and crack as we go through a scholarly voice change transitioning from humanist to feminist posthumanist scholars. We tell performative stories that intra-actively take part in the ongoing re-configuring of the world, making matters such as children, care responsibilities, and ‘feminist killjoys’ become issues of music educational importance. Our aim is to offer companionship to others be(com)ing posthumanists, and to stretch the boundaries of music education research and practice.

Navigating complex narratives: understanding challenges of Russian-related research in Kazakhstan

ABSTRACT The idea for this research note emerged in the aftermath of a survey that we conducted with Kazakhstani experts about their perceptions of the Western and Russian vectors in Kazakhstan’s foreign policy. We found that most of our respondents felt uncomfortable and tended to avoid answering questions related to Russia. In this research note, we seek to discuss and explore the challenges that Kazakhstani researchers experience while studying Russia. While doing so, we find that Kazakhstani academics are facing now what we call a wave of new-Sovietism from Russia that not only instils anxieties but also silences scholarly voices in Kazakhstan and beyond. We call for robust academic dialogue to foster understanding of issues faced by academics within and beyond the country. By highlighting these challenges, we aim to enrich discussions on studying Russia and emphasize the importance of safeguarding academic freedom and intellectual diversity in research.

Exploring Academic Writing Needs and Challenges Experienced by ESL Learners: A Literature Review

The review paper aims to identify the challenges and academic writing needs faced by the students, specifically in English as a Second Language (ESL) contexts. The paper systematically reviews, analyzes, and summarizes relevant studies, categorizing the identified challenges and demands of students in academic writing. The central finding is that students often struggle with academic writing due to a lack of enthusiasm and insufficient practice in this skill. The paper emphasizes the formal writing style, scholarly voice, and intellectual values inherent in academic writing. The study employs a comprehensive approach, including a thorough review of the literature, an examination of academic papers and these as examples, and a detailed analysis of each paper’s components. The sections include an analysis of the title, an assessment of the abstract, and a description of the introductory section, covering issues, purpose, recommendations, and appendices, along with conclusions. Importantly, the review paper extends its focus beyond the university context, aiming to contribute to graduate students and society by addressing these challenges, which are crucial for enhancing academic writing proficiency and benefiting both students and society.

The history of the Vienna Protocol on dealing with Holocaust era human remains and its resonance with ethical considerations in African American bioarcheology.

The Vienna Protocol on How to Deal with Holocaust Era Human Remains describes what to do when possibly Jewish human remains are found. Based on Jewish medical ethics, it responds to the 2014-2017 discoveries of human remains stemming from biomedical contexts of the Nazi period. Among the finding sites were the Dahlem campus of the Free University of Berlin, the Medical University of Strasbourg, and Max Planck Institute archives. The Vienna Protocol is unique among similar recommendations on Nazi era human remains in its representation of the voices of those who suffered violence and were targeted as victims by Nazi persecution. In addition to discussing the ethics of dealing with physical human remains, these recommendations address the use of images (i.e., visual data) from the bodies of victims of Nazi violence. This paper presents the historical background of the Vienna Protocol and its impact. It also offers a first analysis as to why, at the time of the protocol's formulation, its authors were unaware of its resonance with ethical considerations from African American bioarcheology and a new ethical culture in bioanthropology. Potential reasons for this disconnect may include the historic marginalization of the voices of black scholars in anthropology within the wider scientific community. However, more detailed studies are needed to analyze similarities and differences between the histories and continuities of antisemitism and racism in Europe and the U.S.A., and their ties with scientific theories and practices of disciplines that gain knowledge from human remains.

Internationalizing the US Academy: Perspectives from Theatre and Performance Studies

Abstract: In this introduction to the special section Internationalizing the US Academy: Perspectives from Theatre and Performance Studies , we foreground the voices of international scholars to make visible their invisible labor and nimble adaptations so that we might further coalitional and solidarity work and move toward institutional reforms.

Embracing non‐Western Contexts in Management Scholarship

AbstractManagement is a global phenomenon. Yet, the vast majority of empirical investigations and theoretical explanations of management, managers and those being managed that are published in leading management journals are based on research that predominantly originates from Western contexts, particularly the USA and the larger European countries. Non‐Western contexts, in turn, reside at the periphery of mainstream management scholarship. This is problematic for multiple reasons. It provides an inherently limited view on the contextual factors that may explain variation in management practices across the globe, and it leads to a reductionist view of non‐Western contexts to offer little more than a means for teasing out the boundary conditions of mainstream ‘Western’ theories. This exclusion of non‐Western contexts has resulted in a marginalization of non‐Western scholarly voices, who are often hesitant to submit their research to leading scholarly journals. To address these interrelated problems, we use this introduction to the Thematic Collection on ‘Embracing non‐Western contexts’ in the Journal of Management Studies to call on scholars to more fully embrace non‐Western contexts in their research, and in doing so, to unleash the explanatory potential of these contexts for our understanding of management.

Feminism and comparative constitutional studies

Feminism and comparative constitutional studies (CCS) both permit multiple different methodological approaches. For that reason, there are also multiple ways of doing feminist constitutional comparison. But feminist commitments point to three broad methodological principles that can and should inform CCS: first, attention to issues of gender and gender justice; second, the use of small-n and large-n methods in the field; and third, the promotion of diverse female-identifying and non-binary scholarly voices. This comment attempts to encourage further scholarly debate about the scope and implications of these principles for the field as a whole.

Sharing the Voices of Scholars

This paper highlights the role of editors and reviewers as mentors to future generations of scholars. The author shares personal recollections and experiences that document TCR’s long-standing commitment to promoting publication as a learning experience. Looking forward, the paper forecasts the impact of Teachers College Record initiatives in blending tradition and innovation to share the voices of scholars worldwide.

Nurturing the Voice of Scholarship

Teachers College Record (TCR) has nurtured scholarly voice through an esteemed editorial board, thematic special issues, and support for emerging scholars. The author’s personal journal illustrates this nurturing process, from a formative co-authored TCR article with mentor Lyn Corno, to becoming a TCR reviewer, learning constructive feedback, and developing independent lines of inquiry. TCR’s enduring legacy is exemplified by its unwavering commitment to nurturing scholarly voice across diverse perspectives, establishing itself as a cornerstone in the continual evolution of education scholarship.

Growing pains in the field of Sikh Studies in the Western Academy

ABSTRACT The field of Sikh Studies has arrived in the Western Academy along with a rich experience of growing pains during the last three decades. The vocal opposition of ultra-conservative fringe groups in the Sikh diaspora frequently managed to gain a dominant voice in community media effectively trolling, harassing, and marginalizing progressive scholarly voices. There is an urgent need to understand this phenomenon in the context of the Punjab crisis.

‘We’ll All Dance each Springtime with Jack-in-the-Green’

The Green Man is a familiar image in British popular culture who is celebrated in a variety of ways, not least in an ever-growing number of festive processions in towns, villages, and cities, particularly around Beltane (May Day). Combining two scholarly voices, this article offers a survey of the Green Man image and related ritual phenomena in what we refer to as the ‘Green Man complex’. Here we address the Green Man’s role in what could be the mobilization of responses to the current ecological crisis, as well as his relationship to growing trends in dark green religion. Last, we turn our attention to the theoretical innovations that current Green Man phenomena invites: more than ‘symbolic’ or ‘representational’, the Green Man is a source for contemporary Pagan ritual religious creativity that is being used in animistic, embodied, territorializing, and reciprocal fashions to direct human attention toward the other-than-human vegetable kingdom.

Gendered publication patterns in Socio-Economic Review

Abstract Creating interdisciplinary dialog in the field of socio-economics cannot be separated from the social diversity among scholarly voices within its community. In marking the 20th anniversary year of Socio-Economic Review (SER), this article examines the role of gender among authors and reviewers in SER. Our findings show that women remain underrepresented in terms of authorship and reviewing. While no gender differences exist in overall acceptance rates for submitted papers, a substantial gender gap exists in the number of submissions. Our analysis also highlights how the persistence of gender segregation is related to the predominance of male-only author teams and male-dominated research topics. The article concludes with suggestions for further research and a discussion on gender disparities in socio-economics and other social science fields.

Review and Scholarly Syntheses as Anti-Racist Action

At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy. The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.

Opportunity on Mars? roving for theory in the re(a)d dust rather than beyond

What inspires new entrepreneurial theory? And, what should it be – new entrepreneurial phenomena, new and different scholarly voices, or something else? There is recent evidence that it is a ‘something else’ – something that may be interpreted as unusual-yet-too-familiar – where established voices are stretching fictional stories and language games to get to their preferred models and definitions. While diversity and extension of ideas is more than welcome in our field, perhaps what is even more important is that that emerges from a more diverse and stretched set of authors, pedigrees and schools of thought. So, what is there to do? First, we can show that this current approach is not working through example. Second, we can suggest how to be better inspired. Third, we can consider the commonalities in these examples to comment on what that means for progress in the field as it is, and then to suggest ways for improvement at the field level. We take these three steps with an eye to the scientific mindset and a set of expectations about what makes good entrepreneurship theory

Academia’s Breath: Oxygenating Academia One Creative, Embodied Breath at a Time

Australia is one colonised country in the Global South trying to live differently with our ‘morbid symptoms’. The global South’s Academy has a neoliberal coating that hopefully can be perforated – even if slightly – with intentional and unintentional shifts in how we do academia that allow oxygen into scholarship with some different scholarly processes. The health of the planet, where we are inextricably linked to planetary health, calls for care within and between academic bodies – (non)human bodies, water bodies and bodies of knowledge. I have examined some old blogposts playfully to understand creative blogging as one hopeful way toward an academic sustenance. This entry listens like a record to select blog posts through the voices of feminist black scholars and First Nations informed expertise in the post qualitative, new material turn. By re-experiencing and expressing the sustaining nature of academia to date there are some practical possibilities for an everyday, mothering, emerging academic to do academia differently. Entangled with the unceded lands and waters of Australia’s First Nation people’s – the Boonwurrung / Bunurong – a moment of everyday, academic emergence asks – an academia that plays out one creative, embodied, oxygenated breath at a time – how would you do that?

Creole Against Creolization

The meanings of "creole" and "creolization" metamorphose as they traverse centuries, oceans and archipelagos, muddying theoretical waters. Whose interests are served, and what forms of relationality forged, in deployments of "creole" and "creolization"? What is the relationship of creolization to antiracism and decolonization? What histories and political claims do creolized identities elide in the interests of nationalism or unity? This essay tangles with these theoretical knots as it juxtaposes three different visions of Caribbean creolization. The first, subtitled "The View from Land," offers an historical case study of the racism inherent in claims to white creole identity in eighteenth-century Saint-Domingue (now Haiti)—an analysis rooted in an archive of correspondence among colons, military decrees, colonial law, and records of state. The second, "The View from Sea," follows recent remappings of history as they emerge in diaspora. Here, the voices of contemporary scholars and poets converge in creative renderings of history that extend beyond the colonial archive. The third, "Indigeneity and Creolization" searches for the watermarks of indigeneity in diasporic cultural memory in the Caribbean.

Introduction

Introduction