CSR, Corporate Heritage Identity and Social Learning
- Ijabadeniyi, Abosede, Lotz-Sisitka, Heila
- Authors: Ijabadeniyi, Abosede , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436841 , vital:73309 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
- Description: Prevailing approaches to the structural challenges of Corporate Social Responsibility (CSR) tend to be monolithic and skewed towards CSR at the organisational level. Albeit, mirroring CSR at the organisational level with activities of practitioners at the social level can offer new reflexive approaches for identifying capabilities for and understanding thresholds of social learning. This chapter maps out how identity perspectives to CSR can offer new approaches for surfacing emergent properties inherent in the uptake of CSR institutionally and in practice. The chapter also presents an overview of the interplay be-tween structure and agency (prescribed and actual CSR practices) and its underlying in-strumental role for illuminating systemic factors which perpetuate such capabilities and thresholds. Using a morphogenetic theo-ry of change, the chapter offers a framework for approaching CSR-based corporate identity. Empirical evidence from the applied framework is thereafter presented, in the context of the agro-processing industry based on a content analysis of an-nual reports, in-depth-interview data generated from four sus-tainability managers and corporate communication officers and the practices of extension and Local Economic Development (LED) officers. The framework demonstrates that companies with a disintegrated CSR identity inherently have more capaci-ty to be change agents. Similarly, a strong corporate heritage identity is not indicative of a reciprocal link between espoused values and activity. Conversely, an enduring corporate herit-age identity may not necessarily be improvisatory for social learning. In conclusion, the chapter gives an overview of a tax-onomy of agential capabilities and associated cognitive re-sources inherent in the interaction between structural-cultural and personal emergent properties, which can initiate the posi-tioning of social learning at the forefront of organisational de-liberations.
- Full Text:
- Date Issued: 2020
- Authors: Ijabadeniyi, Abosede , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436841 , vital:73309 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
- Description: Prevailing approaches to the structural challenges of Corporate Social Responsibility (CSR) tend to be monolithic and skewed towards CSR at the organisational level. Albeit, mirroring CSR at the organisational level with activities of practitioners at the social level can offer new reflexive approaches for identifying capabilities for and understanding thresholds of social learning. This chapter maps out how identity perspectives to CSR can offer new approaches for surfacing emergent properties inherent in the uptake of CSR institutionally and in practice. The chapter also presents an overview of the interplay be-tween structure and agency (prescribed and actual CSR practices) and its underlying in-strumental role for illuminating systemic factors which perpetuate such capabilities and thresholds. Using a morphogenetic theo-ry of change, the chapter offers a framework for approaching CSR-based corporate identity. Empirical evidence from the applied framework is thereafter presented, in the context of the agro-processing industry based on a content analysis of an-nual reports, in-depth-interview data generated from four sus-tainability managers and corporate communication officers and the practices of extension and Local Economic Development (LED) officers. The framework demonstrates that companies with a disintegrated CSR identity inherently have more capaci-ty to be change agents. Similarly, a strong corporate heritage identity is not indicative of a reciprocal link between espoused values and activity. Conversely, an enduring corporate herit-age identity may not necessarily be improvisatory for social learning. In conclusion, the chapter gives an overview of a tax-onomy of agential capabilities and associated cognitive re-sources inherent in the interaction between structural-cultural and personal emergent properties, which can initiate the posi-tioning of social learning at the forefront of organisational de-liberations.
- Full Text:
- Date Issued: 2020
Eco-schools as education for sustainable development in rural South Africa
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
- Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
- Full Text:
- Date Issued: 2020
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
- Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
- Full Text:
- Date Issued: 2020
Fertility, childbirth and parenting Defining sexual and gender relations
- Macleod, Catriona I, Morison, Tracy
- Authors: Macleod, Catriona I , Morison, Tracy
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434112 , vital:73032 , ISBN 9781108460903 , https://biblio.co.uk/book/cambridge-handbook-international-psychology-women-fan-ny/d/1521282285?aid=frggad_source=1gclid=CjwKCAjwz42xBhB9EiwA48pT70yXdV4oAp4StC49UDVfIuCISAVjZGdeibEiPkf_CNtGgog6bJ7iDxoCgSIQAvD_BwE
- Description: Major historical shifts in the field of fertility, childbirth and parenting have implications for feminist psychologists working on these topics. These shifts include approaches to sexuality and reproduction: a population control emphasis in the late 1940s, a reproductive rights paradigm in the 1990s, and progression from reproductive rights to reproductive justice. Feminist psychologists must traverse the political landscape created by these broad approaches. In this chapter, we suggest ways in which such engagement may be facilitated through examination of mainstream assumptions and outcomes and the use of nuanced feminist research. Drawing from transnational feminisms, the principles of reproductive justice, and examples of research and interventions in reproductive decisionmaking, abortion, obstetric violence, ‘deviant’ (m)others, early reproduction and contraception, we argue that feminist psychology should attend to both global and crosscutting power relations concerning fertility and reproduction, as well as localised dynamics.
- Full Text:
- Date Issued: 2020
- Authors: Macleod, Catriona I , Morison, Tracy
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434112 , vital:73032 , ISBN 9781108460903 , https://biblio.co.uk/book/cambridge-handbook-international-psychology-women-fan-ny/d/1521282285?aid=frggad_source=1gclid=CjwKCAjwz42xBhB9EiwA48pT70yXdV4oAp4StC49UDVfIuCISAVjZGdeibEiPkf_CNtGgog6bJ7iDxoCgSIQAvD_BwE
- Description: Major historical shifts in the field of fertility, childbirth and parenting have implications for feminist psychologists working on these topics. These shifts include approaches to sexuality and reproduction: a population control emphasis in the late 1940s, a reproductive rights paradigm in the 1990s, and progression from reproductive rights to reproductive justice. Feminist psychologists must traverse the political landscape created by these broad approaches. In this chapter, we suggest ways in which such engagement may be facilitated through examination of mainstream assumptions and outcomes and the use of nuanced feminist research. Drawing from transnational feminisms, the principles of reproductive justice, and examples of research and interventions in reproductive decisionmaking, abortion, obstetric violence, ‘deviant’ (m)others, early reproduction and contraception, we argue that feminist psychology should attend to both global and crosscutting power relations concerning fertility and reproduction, as well as localised dynamics.
- Full Text:
- Date Issued: 2020
The social dimensions of biological invasions in South Africa
- Shackleton, R T, Novoa, A, Shackleton, Charlie M
- Authors: Shackleton, R T , Novoa, A , Shackleton, Charlie M
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434000 , vital:73020 , ISBN 978-3-030-32394-3 , https://doi.org/10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them. The propositions we assess include:(1) intentional introductions were and continue to refiect the social ethos of the time;(2) people go to great lengths to ensure that newly introduced species establish themselves;(3) human-mediated modifications help invasive species to establish;(4) how people think about and study invasive species is strongly shaped by social-ecological contexts;(5) knowledge and awareness of invasive species is low amongst the general public;(6) personal values are the primary factor affecting perceptions of invasive alien species and their control;(7) specific social-ecological contexts mediate how invasive species affect people;(8) research on social effects of invasive species primarily focuses on negative impacts;(9) the negative social impacts of invasive species on local livelihoods are of more concern to people than impacts on biodiversity;(10) people are less willing to manage species regarded as ‘charismatic’;(11) social heterogeneity increases confiicts around the management of biological invasions; and (12) engagement with society is key to successful management. By advancing and questioning propositions, we were able to determine what is known, provide evidence for where gaps lie, and thus identify areas for future research.
- Full Text:
- Date Issued: 2020
- Authors: Shackleton, R T , Novoa, A , Shackleton, Charlie M
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434000 , vital:73020 , ISBN 978-3-030-32394-3 , https://doi.org/10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them. The propositions we assess include:(1) intentional introductions were and continue to refiect the social ethos of the time;(2) people go to great lengths to ensure that newly introduced species establish themselves;(3) human-mediated modifications help invasive species to establish;(4) how people think about and study invasive species is strongly shaped by social-ecological contexts;(5) knowledge and awareness of invasive species is low amongst the general public;(6) personal values are the primary factor affecting perceptions of invasive alien species and their control;(7) specific social-ecological contexts mediate how invasive species affect people;(8) research on social effects of invasive species primarily focuses on negative impacts;(9) the negative social impacts of invasive species on local livelihoods are of more concern to people than impacts on biodiversity;(10) people are less willing to manage species regarded as ‘charismatic’;(11) social heterogeneity increases confiicts around the management of biological invasions; and (12) engagement with society is key to successful management. By advancing and questioning propositions, we were able to determine what is known, provide evidence for where gaps lie, and thus identify areas for future research.
- Full Text:
- Date Issued: 2020
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