“Presents” for the “Indians”: land, colonialism and accounting in Canada

Neu, Dean

doi:10.1016/s0361-3682(99)00030-6

Cited by 172 publications

(144 citation statements)

References 8 publications

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“…In accounting history, Tyson et al (2004) report on the development of tasking methods, and the use of accounting measures and valuations to implement and rationalize the labour structure used on British West Indian slavery plantations. Neu (2000) illustrates how changing the form of annuity payments in 19th century Canada was aimed at civilizing the natives and halting their nomadic lifestyles. Bush and Maltby (2004) show how the introduction of taxation by the British in West Africa created a wage labour and monetary economy that took natives out of their traditional nonmonetary economies, and subjected them to Western conceptions of time and exchange.…”

Section: Deepeningmentioning

confidence: 99%

Deepening, broadening and re-asserting a postcolonial interrogative space in organization studies

et al. 2011

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Section: Deepeningmentioning

confidence: 99%

Deepening, broadening and re-asserting a postcolonial interrogative space in organization studies

et al. 2011

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“…Segundo Rosa e Alcadipani (2014) muitos estudos em Administração surgem a partir de preocupações e questões norteadoras dos estudos subalternos; embora vários não adotem o Pensamento Decolonial como referencial, cabe ressaltar as similaridades na linha de questionamentos. Os autores ressaltam a ascensão da questão colonial na pesquisa da área de estudos organizacionais, como por exemplo, os estudos de Prasad (2003), Banerjee (2000), Neu (2000), Cooke (2003). Também merecem destaque, na América Latina, os trabalhos de Caldas e Alcadipani (2003), Ibarra-Colado (2006), Misoczky (2006Misoczky ( , 2011, Rosa e Alves (2011), Faria (2013).…”

Section: Decolonialidade Nos âMbitos De Pesquisa E Ensino Em Administunclassified

(De)colonialidade na educação em administração: Explorando limites e possibilidades

Filho

Ipiranga

Faria

2017

EPAA

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This research considered the context of the University of International Integration of the Afro-Brazilian Lusophony (Unilab) to challenge the subjection of knowledge in general and, specifically, the refoundation of an epistemological pluriversal space in Public Administration. The guiding question of this research was: to what extent the experience of Unilab contributes to the decolonization of practices and knowledge in administration? The main objective is to understand the relationship between intercultural practices and the decolonization of knowledge in administration in the context of Unilab. The qualitative methodology involved an analysis of historical speeches compiled into a broad documentary base and interviews with various subjects, such as professors, students and academic managers active in Unilab. The analysis of the documentary and the narrative discourses of respondents were synthesized into the following categories: production of non-existences, present pasts and controversial latencies in favor of the expansion of the word in administration as a science. Although the practices regarding teaching, research and extension related to the public administration course of Unilab are considerably based on an epistemological universalist legacy, emerging practices interconnect with long-term decolonial latencies, transforming absences into presences and impossibilities into possibilities.

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“…This type of analysis extends to a consideration of the role of accounting in the creation and sustaining of unequal power relations and the associated production of social and economic injustices, including the distribution and redistribution of resources. In these settings, accounting is considered as both practice and discourse that affect the way people act, think and make decisions (such as Richardson, 1987;Chew & Greer, 1997;Boyce, 2000;Neu, 2000;Bush & Maltby, 2004). …”

Section: Accounting and Powermentioning

confidence: 99%

Asian Social Science, Vol. 4, No. 3, March, 2008

ASS¹

2009

ASS

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Learning and teaching is an important component of university life -critical for students and also for those who teach. Our aim is to make this practice more enjoyable and effective for all involved, and at the same time to encourage a scholarly approach to the process. This volume of Asian Social Science is devoted to the work of a team of academic staff who have collaborated in making real improvements to their teaching and the learning of their students. In this article we will discuss the process of setting up the group, the pedagogical rationale, and the training and support given to all members.Keywords: Professional development, Curriculum change, Case studies, Action research BackgroundThe Division of Economic and Financial Studies (EFS) is the largest Division at Macquarie University with around 4 000 postgraduate students, 9 000 undergraduate students and 300 full and part-time academic staff. The Division offers a mix of disciplines with five departments -Accounting and Finance, Actuarial Studies, Business, Economics, and Statistics. Students can focus on becoming specialist economists, accountants, actuaries, demographers or statisticians or combine other major studies to pursue interests such as organisational psychology, computing, environmental management, languages or other electives. The programs are accredited by the relevant professional bodies.Faculty members are eager to improve the experiences of their students and, in 2007, the Dean allocated extra funds to assist the development of the learning and teaching process. Several models were discussed and, ultimately, the Learning Excellence and Development (LEAD) team was set up by the Division's Director of Learning and Teaching Studies (Leigh Wood) and the Associate Dean of Learning and Teaching (Peter Petocz), two positions with key responsibility for the learning and teaching process Division-wide.There are numerous external pressures for academics to demonstrate that their teaching is effective. The Australian Government has set up a Learning and Teaching Performance Fund (LTPF) that is linked to measures of teaching, such as student retention, progression rates through degrees, graduate employment and pay, and students' assessment of their learning at university. University funding is linked to performance on the LTPF. For individual staff members, salary bonuses may be linked to being able to demonstrate the quality of their teaching, so there are extrinsic as well as intrinsic incentives to improve. Of course, the main reason for investigating teaching is to improve the experiences of our students! For a non-Australian audience, let us explain how most teaching is carried out at Macquarie University (and generally in Australian universities). Students enrol in Bachelor degree programs straight from school and most degrees take three years (six semesters), four years for Engineering and six for medicine. Students generally enrol in four subjects per semester, eight per year, 24 for a degree, though there is some variation in the...

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“Presents” for the “Indians”: land, colonialism and accounting in Canada

Cited by 172 publications

References 8 publications

Deepening, broadening and re-asserting a postcolonial interrogative space in organization studies

Deepening, broadening and re-asserting a postcolonial interrogative space in organization studies

(De)colonialidade na educação em administração: Explorando limites e possibilidades

Asian Social Science, Vol. 4, No. 3, March, 2008

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