Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study.
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The scientific approach is full of paradoxes. Our need for (more) certainty (knowledge) and control is also greatest where our lack of insight is also greatest. And that is precisely in economics, education, and the social sciences. Usually it isn 't in natural science. Pointing out the unscientific nature of econometrics (models only work if nothing really changes, which of course is never the case) is too easy, certainly from the ivory tower of the natural sciences. In the meantime, physics has proven that more insight certainly does not always lead to wiser action and a better world...
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Background: Research on maternity care often focuses on factors that prevent good communication and collaboration and rarely includes important stakeholders – parents – as co-researchers. To understand how professionals and parents in Dutch maternity care accomplish constructive communication and collaboration, we examined their interactions in the clinic, looking for “good practice”. Methods: We used the video-reflexive ethnographic method in 9 midwifery practices and 2 obstetric units. Findings: We conducted 16 meetings where participants reflected on video recordings of their clinical interactions. We found that informal strategies facilitate communication and collaboration: “talk work” – small talk and humour – and “work beyond words” – familiarity, use of sight, touch, sound, and non-verbal gestures. When using these strategies, participants noted that it is important to be sensitive to context, to the values and feelings of others, and to the timing of care. Our analysis of their ways of being sensitive shows that good communication and collaboration involves “paradoxical care”, e.g., concurrent acts of “regulated spontaneity” and “informal formalities”. Discussion: Acknowledging and reinforcing paradoxical care skills will help caregivers develop the competencies needed to address the changing demands of health care. The video-reflexive ethnographic method offers an innovative approach to studying everyday work, focusing on informal and implicit aspects of practice and providing a bottom up approach, integrating researchers, professionals and parents. Conclusion: Good communication and collaboration in maternity care involves “paradoxical care” requiring social sensitivity and self-reflection, skills that should be included as part of professional training.
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Social innovation acknowledges that alternative arrangements between state, market and civil society are called for if innovations are to be sustainable. This chapter examines grassroots-led processes of social innovation in the field of poverty in Flanders, inspired by Ibrahim’s model of grassroots-led development. Inspired by it, we discuss the paradoxes for a politicising approach in the practice of the Flemish grassroots-led social innovation practices, Where People in Poverty Speak Out (WPPSO). We address two central questions. First, we demonstrate that social innovations such as WPPSO that aimed to improve the voice of people in poverty cannot trust only in the quality of the process of grassroots-led social innovation. A process-oriented approach might be a necessary condition for social innovation, but the democratisation of policy processes such as WPPSO do not necessarily create the conditions for concrete enhancements of the living conditions of people in poverty. Our second question was if other factors, outside of the innovation process, also need to be considered. A key external factor was that of encapsulation tendencies in policy production. The participative way of policy making about poverty with the grassroots organisations of people in poverty has brought about a separate domain of poverty policy.
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At the age of a failing economic system and undeniable evidence of the effects humankind has had over the planet, it is necessary to look for alternatives to the way we live locally. This article explores the use of designing narratives and metanarratives to co-create imaginaries serving as the needed alternatives. This research starts by considering the historical factors to understand how industrialisation and the loss of traditional practices created a culture of disconnection from Nature in the Girona area, but also looks at why people start now reconnecting with it. The analysis is the foundation for speculative design practices to co-create a new local narrative of connection and regeneration. The project adopted the Integrative Worldviews Framework and used paradoxes to create possible future worldviews based on historical factors and literature. Citizens participated in conversational future-visioning workshops to develop and evaluate their local imagery of the previously created worldviews. This conversation-based exercise evidenced the potential of paradoxes in destructive futures to create imaginaries of regeneration. These imaginaries merge and form future stories. From the future narratives, the practice created cultural artefacts embodying a new culture of connection based on storytelling, traditional jobs, and a mythological understanding of Nature. Finally, as observed at the end of the project, these artefacts allow citizens to adopt them as their culture and expand their current worldview.
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Sometimes people say that economics and (other) social sciences are not real sciences. It is argued that this vision is wrong. The scientific method is critical as to how problems should be organized in order to let it make sense. But the real (economic, social and educational) world does not always offer us features and challenges that can be measured and counted by the far developed scientific means. The more uncertainty, the more the need for knowledge, the easier the discrepancy between the studied phenomenon and the measured aspects thereof. It is concluded that education and creativity are needed, even more than ever before!
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Educational change often fails due to its complexity: differing, even contradictory factors, agents, goals, norms or beliefs are involved. Too often practitioners, researchers and educators try to reduce or even ignore tensions, paradoxes and uncertainties and search for clear procedures and the one and only best solution in achieving the foreseen change. In this article, we discuss a valuable theoretical framework from organizational science, paradox theory, to understand why many change efforts fail and how to enhance the effectiveness and sustainability of change. We propose that (1) educational change is characterized by complexity; (2) that change therefore is inherently associated with tensions and paradoxes; (3) that paradox theory can help to understand and improve complex educational change by 3a) providing a lens to recognize, label, and acknowledge paradoxes and their interactions and 3b) investigate how to handle these paradoxes to foster effective and sustainable educational change (i.e. to find a dynamic equilibrium). Based on these important lessons we propose a three-step model to investigate and improve educational change processes.
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This paper examines a paradoxical issue in tourism's adaptation to climate change and emissions reduction demands. Operators increasingly take tourists to destinations threatened by climate change, with Antarctica and other polar regions as favourites and cruise ship and aircraft as main transport modes. The selling point is to see a destination before it disappears, a form of last chance tourism. This has been claimed to increase the environmental awareness of tourists and make them "ambassadors" for conservation and the visited destination. Antarctic cruise ship passengers tripled from 2000 to 2007. The paper finds that high levels of greenhouse gas emissions are created by cruise ship tourists in general, and especially high levels for those visiting the Antarctic, up to approximately eight times higher per capita and per day than average international tourism trips. A survey found no evidence for the hypothesis that the trips develop greater environmental awareness, change attitudes or encourage more sustainable future travel choices. Of the Antarctic cruise passengers surveyed, 59% felt that their travel did not impact on climate change; fewer than 7% had or might offset their emissions. Alternative opportunities for visitation to glacial/polar destinations that comply with the desire to reduce future emissions are discussed.
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