Co-creating Stories with Communities: Collaborative Art and Meaningful Participation

2021 ◽  
pp. 73-92
Author(s):  
Sandra Gattenhof ◽  
Donna Hancox ◽  
Helen Klaebe ◽  
Sasha Mackay
Keyword(s):  
Meaningful Participation ◽  
Collaborative Art

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Moving Beyond Inclusion to Participation: Essential Elements

2019 ◽  
pp. 54-67
Author(s):  
Toby Long
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Children With Disabilities ◽  
Essential Elements ◽  
Evidence Based ◽  
Childhood Education ◽  
Everyday Activities ◽  
Meaningful Participation ◽  
Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

Avant-Garde vs. Collaborative Art

2012 ◽  
Vol 39 (6) ◽  
pp. 38-39
Author(s):  
Marc James LéGer
Keyword(s):  
Avant Garde ◽  
Collaborative Art

scholarly journals Community participation in rural Ecuador’s school feeding programme

2017 ◽  
Vol 117 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Irene Torres ◽  
Venka Simovska
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Participation ◽  
Rural Schools ◽  
Local Conditions ◽  
Content Type ◽  
School Feeding ◽  
Education And Health ◽  
Meaningful Participation ◽  
Small Rural Schools

Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

scholarly journals Deservingness and Uneven Geographies of Asylum Accommodation

2021 ◽  
pp. 1-12
Author(s):  
Paolo Novak
Keyword(s):  
Social Life ◽  
Asylum Seekers ◽  
Meaningful Participation ◽  
The Social ◽  
Italian Province

The arrival of over six million asylum seekers in Europe since 2011 has engendered profound and ongoing governance transformations, which this article examines through the understudied perspective of asylum seekers’ accommodation. The article uncovers the unevenness of accommodation standards across reception centres in an Italian province, demonstrating how this heterogeneity selectively dis/enables the meaningful participation of asylum seekers in the social life of communities surrounding them. Second, it reveals how the circulation of asylum seekers across these facilities responds to performance-based deservingness criteria. Deservingness functions as a disciplining mechanism that mediates access to better forms of accommodation.

A Model of Inclusion for Children With Disability in NSW Community Preschools

2021 ◽  
pp. 1-14
Author(s):  
Tracey Quick ◽  
Beth Flatley ◽  
Claire Sellwood ◽  
Oishee Alam ◽  
Ildi Vukovich
Keyword(s):  
Capacity Building ◽  
Training Data ◽  
Learning Needs ◽  
Community Based ◽  
Major Barrier ◽  
For Profit ◽  
Children With Disability ◽  
Meaningful Participation ◽  
Not For Profit ◽  
South Wales

Abstract The New South Wales (NSW) Government supports the meaningful participation of children with disability and additional learning needs in community-based not-for-profit preschools. Funding and sector capacity building is provided under the Disability and Inclusion Program to support access and participation in educational programs. Research and theories, which highlight the essential factors for successful inclusion, have been used to guide the development of the program. Baseline data were collected from 680 survey respondents from NSW community preschools regarding barriers to inclusion and supports needed to ensure that inclusion for children with additional needs is successful. Attitude to inclusion was not reported to be a major barrier; however, educators reported the need for specialist support and appropriate training. Data from the program continue to reveal the reality of inclusion for children and the role played by funding and ongoing capacity-building support.

SOCIAL ENTERPRISE AS A MECHANISM OF YOUTH EMPOWERMENT

2017 ◽  
Vol 51 (01n02) ◽  
pp. 115-144 ◽  
Author(s):  
YANTO CHANDRA ◽  
SHANG LIANG
Keyword(s):  
Social Enterprises ◽  
Power Sharing ◽  
Future Research ◽  
Youth Empowerment ◽  
Policy Makers ◽  
Meaningful Participation ◽  
Entrepreneurial Skills ◽  
New Concepts ◽  
Social Value Creation ◽  
Research Gap

Empowerment is one of the most important social value creation activities performed by social enterprises (SEs). Despite the burgeoning research on SEs, there is limited research on the meaning and aspects of empowerment from the SE perspective, or the so-called SE-as-Empowerment research. In light of this research gap, we employed the Gioia’s methodology and data triangulation to analyze a renowned Hong Kong’s SE that focuses on youth empowerment. This study contributes to the SE-as-Empowerment literature by revealing five types of empowerment — building social awareness, meaningful participation, social connections, building entrepreneurial skills, and power sharing between youths and adults — which can be broadly categorized into social-capacity empowerment and entrepreneurial-capacity empowerment. This study makes novel contributions to the SE-as-Empowerment literature by proposing new concepts including multi-directional (internally and externally oriented) aspect of empowerment, the pluralistic notion of agency, and power sharing between youths and adults as important elements of youth empowerment in SE. Finally, we discuss the implications of this study for the SE practitioners, educators, and policy makers and propose avenues for future research.

scholarly journals Children’s perceptions of democratic values: Implications for democratic citizen education

2016 ◽  
Vol 6 (1) ◽  
pp. 8 ◽  
Author(s):  
Annalie Botha ◽  
Ina Joubert ◽  
Anna Hugo
Keyword(s):  
National Curriculum ◽  
Democratic Values ◽  
Citizen Education ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Meaningful Participation ◽  
Democratic Citizen ◽  
Starting Point ◽  
The Subject ◽  
New Generation

A new generation of children are learning the importance of democratic values at a level which makes sense to them. Appropriate ‘democratic values’ for South Africa are set out in the Constitution, and the national curriculum aims to equip all learners with the knowledge and skills necessary for meaningful participation in society. In many schools, these values – responsibility, respect and the freedom of self-expression – are merely posted on the walls of classrooms, but are not integrated into the subject content. This article proposes that teachers need to determine children’s perceptions of the values in question, and these should be the starting point for teaching democratic values. Young children need to understand and experience values in the classroom, suitable to the development of their moral reasoning. To concretise concepts of values, we used the ‘pledge tree’ activity in an intervention, in which 9-year-old children wrote their values on paper ‘leaves’ which they then posted on a huge polystyrene tree. The paper reports on this experience as a research investigation, capturing children’s ideas.

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