Liberation psychology, creativity, and arts-based activism and artivism: Culturally meaningful methods connecting personal development and social change.

2020 ◽  
pp. 247-264
Author(s):  
Ester R. Shapiro
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Liberation Psychology

A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners

2022 ◽  
pp. 1-22
Author(s):  
Veronica Keiffer-Lewis
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Diversity Training ◽  
Identity Negotiation ◽  
Theoretical Framework ◽  
Conflict Transformation ◽  
Cultural Humility ◽  
Full Extent ◽  
Self Reflection

Although diversity training has become an institutional norm for businesses, schools, and organizations, the full extent of its impact remains unclear. This chapter reports on research aimed as more fully understanding the transformational journeys of diversity practitioners and discovering how they deepen their sense of cultural humility. Following a review of the evolution of diversity training, the chapter presents a theoretical framework featuring five interrelated transformational processes: dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation. The chapter concludes with a discussion about how these processes can be applied to enhance the development of cultural humility and consequently better achieve the desired outcomes of diversity training. It argues for a multi-year model for the training of diversity practitioners and others committed to personal development and social change as well as a lifelong approach that supports the process of moving more deeply into a culturally humble way of being.

scholarly journals Benefiting From Authentic Education To A Sustainable Social Development

2013 ◽  
Vol 9 (2) ◽  
pp. 171-176 ◽  
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Social Change ◽  
Human Resources ◽  
Social Development ◽  
Career Paths ◽  
Personal Development ◽  
Higher Order ◽  
Multiple Perspectives ◽  
Authentic Education ◽  
Significant Difference ◽  
Higher Order Learning

Authentic education provides a unique learning experience to individual learners, specifically by addressing their psychological and neurological needs. The assessment of learners is done through generic attributes that have more validity and relates to intrinsic learner characteristics that could last throughout the life span of the learner. Authentic education looks at the general term education more broadly and deeply, and from multiple perspectives. As the individual learners are identified uniquely through authentic education, it embraces diversity within the human species more broadly and meaningfully. Learners are encouraged to pursue higher-order learning sending them through a complete learning cycle; this engages learners deeply to the task and provides a lasting experience, enabling individuals to reach their full potential. Authentic education aims at providing personal development for individuals broadly, not merely a career development, while still paving a better way to map individual preferences to more suitable career paths. Through authentic education, we get to value human resources much more than related economic aspects, making a significant difference to our current approaches and focus; it has the promise to effect a significant positive social change towards a sustainable development. The purpose of this study is to discuss conceptualising authentic education, multiple perspectives, better educational outcomes, learners embracing diversity, higher order learning, individual characteristics to related career paths, holistic personal development, social change valuing human resources, and consistent and predictable social development.

scholarly journals Climate-Induced Relocation and Social Change in Keta, Ghana

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Abdul-Moomin A Salifu
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Well Being ◽  
Positive Outcomes ◽  
Sea Levels ◽  
Healthcare Facilities ◽  
Household Members ◽  
Positive Social Change ◽  
Rising Sea Levels ◽  
Slow Onset

In this article, I analyze the resettlement of three communities in the Keta municipality of Ghana as a result of rising sea levels that threatened life and property. Although a few studies have documented the effects of relocation because of slow-onset climate-induced environmental change, little is known about how such resettlements have contributed to positive social change in the affected communities. I used critical theory to determine whether Keta’s relocation process contributed to positive social change. Transcriptions of interviews with a purposeful sample of 35 household members were coded and categorized into themes for essence description. Improved educational infrastructure for personal development, improved housing facilities, saved lives and protected culture, and improved healthcare facilities and general well-being were among the positive outcomes. Hence, through this study, I provide evidence to consider the need to prioritize the positive social change such resettlements will make in the lives of the affected populations in climate-induced resettlement and adaptation in Ghana and other parts of the world. <em>Keywords</em>: Climate change, relocation, resettlement, social change, sea level rise, improved livelihoods

scholarly journals Partnership Studies in Transformative Education

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Susan G Carter
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Cultural Transformation ◽  
Transformative Education ◽  
Learning Activities ◽  
University Teaching ◽  
Transformation Theory ◽  
Effective Learning ◽  
Partnership Models ◽  
Life Work

This article provides a brief overview of Eisler's Cultural Transformation Theory and domination/partnership models. Its main objective is to share ways in which these important ideas and constructs can be included in educational curricula, with a focus on university teaching, to encourage and support personal development and positive social change. It offers examples of effective learning activities developed over nearly a decade of teaching partnership, as well as ways in which students have included partnership in their life, work, and studies.

scholarly journals Sport for Development and Transformative Social Change: The Potential of Margaret Archer’s Morphogenetic Approach to Reconceptualize a Long-Standing Problem

2021 ◽  
pp. 1-10
Author(s):  
Iain Lindsey ◽  
Gareth Wiltshire
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Social Ontology ◽  
Sport For Development ◽  
Potential Benefits ◽  
Policies And Programs ◽  
Standing Problem

Frequent calls for sport for development (SFD) to be reoriented toward transformative social change reflect the extent that policies and programs have instead focused on individualized forms of personal development. However, SFD research has yet to substantially address fundamental ontological assumptions and underlying conceptualizations of transformative social change. To addresses this gap, this article considers how Margaret Archer’s Morphogenetic Approach can help explain how transformative social change might occur through SFD activities. Three conceptual contributions are brought into focus: (a) assuming a realist social ontology; (b) making distinctions between structure, culture, and agency; and (c) identifying social change as happening across three temporal phases. The authors conclude by identifying potential benefits and implications of applying the Morphogenetic Approach to consider the potential for SFD to contribute to social change.

The Contemplatives (1979–)

2018 ◽  
Author(s):  
Jaime Kucinskas
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Contemplative Practices ◽  
Cognitive Patterns ◽  
And Behavior

This chapter provides an overview of what the contemplative founders stood for and why they sought to spread meditation into professional sectors. From the beginning, contemplative leaders sought to legitimize and popularize Buddhist-inspired meditation by institutionalizing their programs in powerful organizations and institutional fields in order to initiate progressive social change. The contemplative movement is an alterative one, operating on the theory that partial change in individuals’ cognitive patterns and behavior will gradually lead them to fully transform. The movement leaders hoped that spreading contemplative practices would promote and increase personal development and awareness of interdependence with others. They thought that this, in turn, would aid democratic processes and counter materialism and greed.

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