This book evolved from our 30 years of work as consultants. We learned a lot. We did field research about best business practices. We then used the insights from this research to create a “mash-up,” a hybrid of the best. We found out how you get everyone involved to change a culture. We also made some major discoveries that we will report in this book. And we found out something that surprised us. Quite frankly, it is obvious but we were not aware of how big it really was. It was this. All people love to help improve their work. They love it even more when they get good feedback for their successful actions. We found that people really like “earned respect.” This is the respect that you get from a leader and co-workers. The respect that we note here is a two way street. It comes from the leader down to the employee. And it goes up from the employee to the leader. It goes both ways. It is “earned respect.” This is best achieved from a successfully completed action that advances a shared sense of purpose. Publicly acknowledged, “earned respect” is by far the strongest motivator. It is the premium.The surprise here was how this came about. As you read this book, you will see that the basis of our work was the War on Waste. We will talk about that later in the book. Suffice it to say, it was an approach to change that puts people in teams. These were teams with a very strong purpose. They were charted to find problems and boy were they good at it.These teams made over 10,000 rock solid proposals to the CEOs and their executive teams. The result was we were able to observe major increases of profits in just about all of our 150 engagements. And we were able to see employees getting respect as they got involved in innovation. This was pretty exciting stuff. And we are describing a paradigm that will create the Innovation Culture that is the foundation of the success of any company in today's market.

"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--

This textbook introduces students, researchers, and activists to the practice of qualitative inquiry that contributes to fairness, freedom, and flourishing in community life. The book takes a cyclical approach to research and action by using the metaphor of the four seasons (spring, summer, autumn, and winter) and the day cycle (dawn, day, dusk, and dark) to organize the content and activities. It lays out the step-by-step process of community-based research projects and guides readers in how to plan projects with diverse partners, generate data while participating in direct action, reflect on experiences and analyze complex data, and share insights with others through various modes of writing and presentation. Specific skills include planning, fieldwork, interviewing, thematic analysis, modeling, writing, and presenting. This innovative book provides tools for readers to conduct qualitative research that generates knowledge that can aid policy change, political mobilization, social movements, and organizing to meet universal human needs and rights. The book is tailored to advanced undergraduate and graduate students in qualitative research methods courses in communication studies, sociology, education, social work, and public health and is also useful for professionals who use inquiry in their occupation, such as program design/evaluation, solidarity/solutions journalism, nonprofit leadership, and community development. Online resources, including worksheets, lecture slides, facilitation tools, and sample assignments, are available at www.routledge.com/9780367567651

Countless books and articles have traced the impact of colonialism and public policy on Canada's First Nations, but few have explored the impact of Aboriginal thought on public discourse and policy development in Canada. First Nations, First Thoughts brings together Aboriginal and non-Aboriginal scholars who cut through the prevailing orthodoxy to reveal Indigenous thinkers and activists as a pervasive presence in diverse political, constitutional, and cultural debates and arenas, including urban spaces, historical texts, public policy, and cultural heritage preservation. This innovative, thought-provoking collection contributes to the decolonization process by encouraging us to imagine a stronger, fairer Canada in which Aboriginal self-government and expression can be fully realized.

This book demonstrates how a local elite built upon colonial knowledge to produce a vernacular knowledge that maintained the older legacy of a pluralistic Sufism. As the British reprinted a Sufi work, Shah Abd al-Latif Bhittai's Shah jo risalo, in an effort to teach British officers Sindhi, the local intelligentsia, particularly driven by a Hindu caste of professional scribes (the Amils), seized on the moment to promote a transformation from traditional and popular Sufism (the tasawuf) to a Sufi culture (Sufiyani saqafat). Using modern tools, such as the printing press, and borrowing European vocabulary and ideology, such as Theosophical Society, the intelligentsia used Sufism as an idiomatic matrix that functioned to incorporate difference and a multitude of devotional traditions—Sufi, non-Sufi, and non-Muslim—into a complex, metaphysical spirituality that transcended the nation-state and filled the intellectual, spiritual, and emotional voids of postmodernity.

This guide which, for years, has prepared military, emergency, and first responders to face psychological, social, and physical challenges of leading in dangerous contexts has been updated. The author team, which includes scholars and practitioners, has integrated current research findings, incorporated topics not covered in the prior edition and has created a reference work relevant to leaders at all levels (entry, mid, and senior) in organizations that operate in dangerous contexts. Leadership in Dangerous Situations, Second Edition includes nine new chapters that address character development, ethical decision-making and action, leading in uncertain times, empowering initiative, leading taskforces and cross-functional teams, operating in complex social and political environments, tactical and operational decision-making and planning, red teaming, and incident command. The authors wrote their chapters as acts of service to enhance the professions that serve their countries and societies.

This book contains scholarly articles by academicians and activists offering meaningful critiques on various aspects of writings by Adivasis, their way of life, and the reception/implications of these writings based on disciplines such as social psychology, cultural studies, political science, sociology, anthropology and cognitive linguistics. The contributors have put in sincere efforts to explain the critical or historical theory which their articles are couched in. While the first few articles offer critical analyses of writings by Adivasi and non-Adivasi writers, inadequate representation of writings by Adivasi writers and activists in university syllabi across Kerala, issues of publication, reception and the importance of translation, comparative analysis of novels by Adivasi and indigenous writers, ethics of reading Adivasi literature, case study of the writings of an independent researcher of Adivasi history, ecocritical analysis of the poems of a poet largely belonging to the oral tradition, the last two articles are empirical observations of activists, who are actively involved in the cultural sphere of the Adivasis in India and outside, on the need for inter-tribal councils and the importance of orality. The book aims to facilitate academicians, scholars, researchers and students by providing fresh and unexplored critical perspectives on subjects related to contemporary Adivasi writings and culture in India.