How does culture influence the implementation of strategy training in stroke rehabilitation? A rapid ethnographic study of therapist perspectives in Taiwan and the United States

Author(s):  
Feng-Hang Chang ◽  
Beth E. Fields ◽  
Jessica M. Kersey ◽  
Chao-Yi Wu ◽  
Minmei Shih ◽  
...  
2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520389p1-7512520389p1
Author(s):  
Feng-Hang Chang ◽  
Jessica Kersey ◽  
Chao-Yi Wu ◽  
Minmei Shih ◽  
Beth Fields ◽  
...  

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. We examined similarities and differences in cultural values, beliefs, and experiences between OTs in Taiwan and the United States with respect to the delivery of a strategy-training intervention approach to stroke survivors. Findings of this study increase understanding of the distinctions between strategy training and traditional rehabilitation practice and highlight the potential factors that may affect the delivery of strategy training to stroke survivors in different cultural contexts. Primary Author and Speaker: Feng-Hang Chang Contributing Authors: Jessica Kersey, Chao-Yi Wu, Minmei Shih, Beth Fields, and Elizabeth Skidmore


2015 ◽  
Vol 85 (3) ◽  
pp. 478-501 ◽  
Author(s):  
Elaine C. Allard

In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States “through no fault of their own,” who prioritize professional aspirations through schooling, and who are “American in spirit.” Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates.


2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.


2003 ◽  
Vol 83 (11) ◽  
pp. 1014-1021 ◽  
Author(s):  
Pamela W Duncan

Abstract Pamela W Duncan, PT, PhD, FAPTA Dr Duncan has actively participated in and contributed to physical therapist practice, physical therapist professional education, professional preparation of other health care providers, national policy development related to rehabilitation after stroke and aging, and scientific investigation. She has served several government appointments and provides leadership within several organizations. She served as co-chair of the Consensus Panel on Establishing Guidelines for Stroke Rehabilitation for the Agency for Health Care Policy, Research, and Education. She was a panel member on the National Institutes of Health's Total Hip Replacement Consensus Conference and served on the Strategic Planning Group for Stroke Research for the National Institute of Neurological Disorders and Stroke. She recently was appointed to serve on the Steering Committee of the Department of Education's National Institute on Disability and Rehabilitation Research and is currently on the Executive Leadership Council of the American Stroke Foundation and the Advisory Committee of the Canadian Stroke Network. She has served on committees and panels for the American Heart Association and was president of APTA's Neurology section. Dr Duncan's research activities focus on geriatric rehabilitation, stroke rehabilitation, and health outcomes measurement. She developed the Functional Reach Test, used to assess balance in older adults. In the past 20 years, she has received $13 million in research awards as principal investigator or co-investigator from agencies such as the National Institutes of Health, National Institute on Aging, American Heart Association, Department of Veteran's Affairs, and National Center for Medical Rehabilitation Research and from multiple private funding sources. Dr Duncan has disseminated her research findings in more than 80 peer-reviewed articles in 20 different journals, and she has written a book and 12 book chapters. Dr Duncan's work has influenced the care and rehabilitation of patients in the United States and worldwide. Physical therapy education programs across the country incorporate her findings and professional vision into the preparation of the next generation of physical therapists. APTA has awarded Dr Duncan the Marian Williams Award for Research in Physical Therapy, the Catherine Worthingham Fellowship Award, and the Mary McMillan Scholarship Award. She has also received research awards from the APTA Neurology Section, Sports Physical Therapy Section, and Section on Geriatrics, as well as a service award from the Neurology Section. She is an elected fellow of the Stroke Council of the American Heart Association and has given 8 invited lectureships at universities across the United States.


PLoS ONE ◽  
2016 ◽  
Vol 11 (7) ◽  
pp. e0158540 ◽  
Author(s):  
Judith C. Barker ◽  
Claudia Guerra ◽  
M. Judy Gonzalez-Vargas ◽  
Kristin S. Hoeft

Author(s):  
Isar P. Godreau

The geopolitical influence of the United States informs the processes of racialization in Puerto Rico, including the construction of black places. This book explores how Puerto Rican national discourses about race—created to overcome U.S. colonial power—simultaneously privilege whiteness, typecast blackness, and silence charges of racism. Based on an ethnographic study of the barrio of San Antón in the city of Ponce, the book examines institutional and local representations of blackness as developing from a power-laden process that is inherently selective and political, not neutral or natural. The book traces the presumed benevolence or triviality of slavery in Puerto Rico, the favoring of a Spanish colonial whiteness (under a hispanophile discourse), and the insistence on a harmonious race mixture as discourses that thrive on a presumed contrast with the United States that also characterize Puerto Rico as morally superior. In so doing, the book outlines the debates, social hierarchies, and colonial discourses that inform the racialization of San Antón and its residents as black. Mining ethnographic materials and anthropological and historical research, the book provides powerful insights into the critical political, economic, and historical context behind the strategic deployment of blackness, whiteness, and racial mixture.


Author(s):  
Courtney Lewis

By 2009, reverberations of economic crisis spread from the United States around the globe. As corporations across the United States folded, however, small businesses on the Qualla Boundary of the Eastern Band of Cherokee Indians (EBCI) continued to thrive. In this rich ethnographic study, Courtney Lewis reveals the critical roles small businesses such as these play for Indigenous nations. The EBCI has an especially long history of incorporated, citizen-owned businesses located on their lands. When many people think of Indigenous-owned businesses, they stop with prominent casino gaming operations or natural-resource intensive enterprises. But on the Qualla Boundary today, Indigenous entrepreneurship and economic independence extends to art galleries, restaurants, a bookstore, a funeral parlor, and more. Lewis’s fieldwork followed these businesses through the Great Recession and against the backdrop of a rapidly expanding EBCI-owned casino. Lewis's keen observations reveal how Eastern Band small business owners have contributed to an economic sovereignty that empowers and sustains their nation both culturally and politically.


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