This article explores the use of critical pedagogy in addressing the important issue of Socially Responsible Investing (SRI) in the post-secondary context. I argue that tools of critical pedagogy – in this case student-centred learning and sharing power in the classroom – provide a productive avenue for post-secondary students to engage with SRI. In addition, analysing current debates and trends in SRI offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are capable of questioning the world around them. The article presents a case study of a course on SRI at a small liberal arts university in Canada to illustrate the potential of critically teaching and learning about SRI.
David P. Thomas is Associate Professor and Head of the Department of Politics and International Relations at Mount Allison University. He teaches and conducts research in the areas of international development, African politics, international relations, the role of Canadian actors in the Global South and the political implications of critical pedagogy. Email: firstname.lastname@example.org
De Colle, S. and York, J.G. (2009) ‘Why wine is not glue? The unresolved problems of negative screening in socially responsible investing’, Journal of Business Ethics 85, no. 1: 83–95.10.1007/s10551-008-9949-z)| false
Entine, J. (2003) ‘The myth of social investing: a critique of its practice and consequences for corporate social performance research’, Organization & Environment 16, no. 3: 352–368.10.1177/1086026603256283)| false
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Jackson, E.T. (2010) ‘University capital, community engagement, and continuing education: blending professional development and social change’, Canadian Journal of University Continuing Education36, no. 2: 1–13.
Jackson, E.T. (2010) ‘University capital, community engagement, and continuing education: blending professional development and social change’, Canadian Journal of University Continuing Education 36, no. 2: 1–13.10.21225/D5C889)| false
Maroon Editorial Board (2010) ‘Upstanding committee: the university must place its trust in students by instituting a Socially Responsible Investment Committee’, The Chicago Maroon, http://chicagomaroon.com/2012/05/04/upstanding-committee/ (accessed 1 September 2015).)| false
Mount Allison University (2012) ‘Mount Allison has been ranked Canada’s #1 undergraduate university by Maclean’s Magazine more times than any other university in Canada’, http://www.mta.ca/visitors/ (accessed 1 September 2015).
Mount Allison University (2012) ‘Mount Allison has been ranked Canada’s #1 undergraduate university by Maclean’s Magazine more times than any other university in Canada’, http://www.mta.ca/visitors/ (accessed 1 September 2015).)| false
Soederberg, S. (2007) ‘Socially responsible investment and the development agenda: peering behind the progressive veil of non-financial benchmarking’, Third World Quarterly 28, no. 7: 1219–1237.10.1080/01436590701547046)| false
The Arctic is one of Russia’s treasures. However, Arctic economic development means that business is invading lands that are sacred to indigenous peoples. As a rule, regional authorities are interested in tax revenues from subsoil users, prompting them to decide the culture-or-mining dilemma in favor of the latter. But this does not mean that the price of this encroachment on indigenous lands remains uncalculated. Since its establishment in 2010, Yakutia’s Ethnological Expertise Committee has developed a tool for assessing the damage caused to indigenous communities by subsoil users. The problem of getting businesses to compensate indigenous communities has yet to be solved. This article seeks answers to the problem of fair compensation methods and explores modes of partnership and cooperation on traditional lands.
Having devoted an entire issue of the journal (and some overflow into the
following one) to the current state of Yiddish, there was an obvious logic in
attempting to do the same for the state of Ladino. But whereas the sound of
Yiddish, albeit in a vulgarized form, is familiar, and access to texts and
scholars working in the field is relatively easy, Ladino presents an entirely
different set of problems. It has no obvious speakers to promote it today in
Anglo-Saxon countries, and the subject belongs more to the realm of
specialized studies. So the Editorial Board was delighted when Hilary
Pomeroy agreed to help us in suggesting possible contributors. Hilary
Pomeroy teaches courses on the culture and history of Sephardi Jewry in the
Department of Hebrew and Jewish Studies, University College London, and
has chaired the British Conference on Judeo-Spanish Studies, an international
scholarly resource, since 1995. Once the list began to come together, it became
obvious that it needed particular expertise to edit the issue effectively, and
Hilary generously accepted the invitation to take on this task.
This article addresses the complex relationships between political discourses, demographic constellations, the affordances of new technologies, and linguistic practices in contemporary Germany. It focuses on political and personal responses to the increasingly multilingual nature of German society and the often-conflicting ways in which “the German language” figures in strategies promoting social integration and Germany's global position. In order to do this, the idea of “the German language” is contextualized in relation to both internal and external processes of contemporary social change. On the one hand, changes to the social order arising from the increasingly complex patterns of inward migration have led to conflicts between a persistent monolingual ideology and multilingual realities. On the other hand, changes in the global context and the explosive growth of new social media have resulted in both challenges and new opportunities for the German language in international communication. In this context, the article explores internal and external policy responses, for example, in relation to education and citizenship in Germany, and the embedding of German language campaigns in strategies promoting multilingualism; and impacts on individual linguistic practices and behaviors, such as the emergence of “multiethnolects” and online multilingualism.
Combining history, theology, and the cognitive study of religion, this article offers a new interpretation of the origins and purpose of the fourth-century Trinitarian theology known as Homoianism, suggesting that it aimed to create an “entry-level“ Christianity as a first step in gradually easing polytheists into Christianity. It highlights the polemical nature of Homoianism's characterization as “Arianism,“ and examines the beliefs of Homoianism's proponents, including those of Ulfila, the “apostle of the Goths.“ This article suggests that the Homoian view of the Trinity attempted to map non-Christian intuitions of divinity onto the Christian doctrine of God. It points to Homoianism's Western origins on the Roman Empire's strategically important Danubian frontier, arguing that a Homoian creed should be seen not only in the wider context of the “Arian Controversy,“ but also as part of attempts to ensure the peaceful Romanization of the Goths.