Integrating Curriculum and Community Spaces

2019 ◽  
pp. 119-131
Author(s):  
Julie M. Amador ◽  
Darrell Earnest
Keyword(s):  
Community Spaces

scholarly journals Social networks, health and identity: exploring culturally embedded masculinity with the Pakistani community, West Midlands, UK

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Farina Kokab ◽  
Sheila Greenfield ◽  
Antje Lindenmeyer ◽  
Manbinder Sidhu ◽  
Lynda Tait ◽  
...  
Keyword(s):  
Social Networks ◽  
Qualitative Interviews ◽  
Developed Countries ◽  
Cultural Norms ◽  
Social Hierarchies ◽  
Lifestyle Choices ◽  
Increased Risk ◽  
West Midlands ◽  
Community Spaces ◽  
Social Causes

Abstract Background Migrants from South Asia living in developed countries have an increased risk for developing cardiovascular disease (CVD), with limited research into underlying social causes. Methods We used social capital as an interpretive lens to undertake analysis of exploratory qualitative interviews with three generations of at-risk migrant Pakistani men from the West Midlands, UK. Perceptions of social networks, trust, and cultural norms associated with access to healthcare (support and information) were the primary area of exploration. Results Findings highlighted the role of social networks within religious or community spaces embedded as part of ethnic enclaves. Local Mosques and gyms remained key social spaces, where culturally specific gender differences played out within the context of a diaspora community, defined ways in which individuals navigated their social spheres and influenced members of their family and community on health and social behaviours. Conclusions There are generational and age-based differences in how members use locations to access and develop social support for particular lifestyle choices. The pursuit of a healthier lifestyle varies across the diverse migrant community, determined by social hierarchies and socio-cultural factors. Living close to similar others can limit exposure to novel lifestyle choices and efforts need to be made to promote wider integration between communities and variety of locations catering to health and lifestyle.

Painting and Podcasting as Play: Assemblages (With)in Classroom-Situated Multimodal Design

2021 ◽  
Vol 123 (3) ◽  
pp. 1-20
Author(s):  
Julie Rust
Keyword(s):  
Literacy Practices ◽  
Research Question ◽  
Age Groups ◽  
After School ◽  
Multimodal Composition ◽  
Digital Products ◽  
Audio Recordings ◽  
8Th Grade ◽  
Vantage Points ◽  
Community Spaces

Background Researchers interested in more playful literacy practices often abandon school-related contexts to instead follow young people to after-school settings, community spaces, social spaces, home environments, and online hangouts. However, play also makes itself visible, even (and sometimes especially) in more formalized learning spaces. Sometimes it emerges subversively in much the same way that flowers grow through cracks in concrete. Other times, teachers deliberately carve out experiences for students to make space for humor, creativity, laughter, and social imagining. Purpose/Objective/Research Question This inquiry examines two questions: What assemblages of play emerge when youth engage in multimodal composition in classroom spaces? What did these assemblages of play produce? Participants Participants included youth and teachers from two very different classrooms engaging in a diverse set of multimodal composition projects: one 6th-grade class in an independent school engaging in the creation of podcasts, and one 8th-grade class in a rural public school painting a scene from a recently read novel. Research Design This inquiry was designed as a qualitative case study. Data Collection Data sources gathered for this project included descriptive fieldnotes taken during approximately 3 hours of classroom observation during multimodal design, audio recordings during class sessions, photographs taken at the school sites, digital products produced by youth, reflective interviews with teachers, follow-up focus groups with 6th-graders, and reflective surveys filled out by all 8th-grade participants. Findings Two focal assemblages emerged from various participant/researcher vantage points. Youth conceptualized play as craft, and the researcher observed work-play flows. Conclusions Recommendations include (a) better recognizing play across age groups and places/spaces, (b) conceptualizing play as a complicated assemblage of materials, humans, emotions, technologies, and space-times, and (c) embracing work-play flows.

Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anu Tuladhar ◽  
Carin Queener ◽  
Joi-Lynn Mondisa ◽  
Chinedum Okwudire
Keyword(s):  
African American ◽  
Undergraduate Students ◽  
Student Development ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Sample Population ◽  
Mentoring Program ◽  
Content Type ◽  
Informal Community ◽  
Community Spaces

PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

Community spaces

2017 ◽  
pp. 48-72
Author(s):  
Deborah Simonton
Keyword(s):  
Community Spaces

Poetry, Identity, and Family: An Interview with Amal Kassir Conducted by Nina Zietlow

2019 ◽  
Vol 53 (2) ◽  
pp. 321-327
Author(s):  
Amal Kassir ◽  
Nina Zietlow
Keyword(s):  
Spoken Word ◽  
Refugee Camps ◽  
Community Spaces

Amal Kassir is a 23-year-old Syrian-American spoken word poet and artist. Kassir has performed in 10 countries and over 45 cities and has conducted workshops, given lectures, and recited her poetry in venues ranging from youth prisons to orphanages, refugee camps to universities, and churches to community spaces. She hopes to take part in the global effort to support literacy in war-struck areas and refugee camps and runs a project called More than Metaphors that focuses on helping to educate displaced Syrian children. Recipient of multiple awards, including the Grand Slam at the Brave New Voices International Youth Competition, Kassir has performed on the TED stage and been featured on the PBS NewsHour.

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