Search Results (6)

This article investigates the understanding and manifestation of safety culture within the Swedish construction industry. Specifically, through 20 interviews with safety leaders, this study explores the connection between safety culture and structures and processes on construction worksites. The theoretical framework draws on different perspectives on organisational culture, in general, and safety culture, in particular. The results highlight the importance that is placed on management and leadership in developing safety culture, with leaders setting examples and being actively involved in safety practices. Safety regulations are seen as crucial tools for change, influencing safety culture significantly. The size of the company and characteristics of employees, including challenges posed by subcontractors and language barriers, also impact safety culture. Safety training is essential for directing behaviours towards a good safety culture, and housekeeping is identified as an indicator of safety culture. In the discussion, the matter of understanding safety culture in relation to specific structures and processes on construction worksites is analysed, problematised and connected to prevailing perspectives within safety culture research. Full article

Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students’ written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students’ abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning. Full article

Social Innovation is defined as both a concept and a tool for social change that, in recent decades, has formed the backbone of numerous policies implemented by the European Commission. However, part of the academic literature identifies several limitations in the discursive potentialities presented within the institutional framework. Accordingly, the aim of this article is to examine how European social policies on Social Innovation conceptualise the ‘being’ and ‘ought to be’ of citizenship, or the subject, from a critical Foucauldian perspective, with a view to problematising its implications for the analysis of the social reality represented in these policies. To this end, a qualitative strategy employing discourse analysis and the ‘logics of critical explanation’ approach is utilised, analysing 26 institutional documents from the European Commission issued between 2010 and 2024. The findings indicate that this discursive institutional framework construes citizenship as embodying a rational, active, capable, and conscious subject, committed to solving social problems. This conception of the ‘being’ of a citizen implies a significant transformation in the ‘ought to be’ of that citizen. If citizens are deemed capable of understanding and transforming their environment, they are thereby responsible for ensuring their own well-being and equipping themselves with the necessary skills to adapt to economic change, transforming them into “neoliberal subjects” within a Foucauldian framework. This new normativity appears to naturalise the functioning of social and economic structures and their dynamics, resulting in an undialectical analysis of social realities. Full article

This article draws on a twenty-year relationship of short-term interventions with Dalit communities living in informal settlements, sub-cities and urban villages in Mumbai, that have sought to create public theatre events based on research by and with communities that celebrate, problematise and interrogate sustainable urban living. In looking back over the developments and changes to our working methods in Mumbai, I explore how the projects priorities the roles of the community as both researchers and artists. I consider where a specific applied theatre project, which focuses on site specific storytelling with Dalit communities in Worli Koliwada and Dharavi, functions on a continuum of interactive, participatory, and emancipatory practice, research and performance. Applied Theatre practices should not and cannot remain static, they need to be constantly reformed and as practitioners and researchers we need to constantly re-examine the ways in which we work. This chapter poses two central questions: firstly, can this long-term partnership between practitioners, researchers and artists from the UK and India working with community members genuinely be a space for co-creating knowledge and theatre? And secondly, if so, is this Theatre-based Research or Research Based Theatre? I interrogate Applied Theatre’s potential to create a space of cognitive justice, which must be the next step for applied theatre, along-side its more widely accepted aims of searching for social and spatial justice and which places the community as both artists and researchers. The Dalit social reality is one of oppression, based on three axes: social, economic and gender. The chapter explores how working as co-researchers and the public performance of their stories has been a form of ‘active citizenship’ for these participants and is a key part of their strategy in their demand for policy changes. In looking forward I ask how working in international partnerships with community members can promote cognitive justice and go beyond a merely participatory practice. I consider why it is vital for the field that applied theatre practice includes partners from both the global south and north working together to co-create knowledge, new methods of practice to ensure an applied theatre knowledge democracy. In doing so I will discuss if and how this work might be considered to be Theatre-based Research. Full article

Pilgrimage is undergoing a revival in western Europe, mainly as newly established or revitalised pilgrim routes, such as the Camino de Santiago in northern Spain. These trails have helped to foster the widespread idea that pilgrimage is essentially a journey: a spiritual or “meaningful” journey undertaken slowly, and preferably on foot, in the medieval tradition. The purpose of this article is to problematise this journey-oriented understanding of pilgrimage in Christian and post-Christian societies and to suggest that the importance given to the pilgrimage journey by many scholars, and by wider society, is more a product of modern Western values and post-Reformation culture than a reflection of historical and current-day religious practices. Drawing on evidence from a range of contemporary sources, it shows that many medieval pilgrims understood pilgrimage as a destination-based activity as is still the case at numerous Roman Catholic shrines today. Full article

Percival Everett has published almost thirty books of fiction in forty years, and The Trees is his 22nd novel. It revisits ideas from Everett’s earlier works while asking questions that, in some ways, tie his oeuvre together—these questions can be linked to temporality and history, problematic literary ideas such as post-postmodernism, and both racialised trauma and the flawed cultural concept of the postracial. In this article, I argue that The Trees specifically problematises claims of the postmodern end of history by suggesting that African American literary narrative can productively reckon with a history of mistreatment by literally digging up the past and actively (impossibly) changing it. Full article