Making #blacklivesmatter in universities: a viewpoint on social policy education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bindi Bennett ◽  
Jioji J. Ravulo ◽  
Jim Ife ◽  
Trevor G. Gates
Keyword(s):  
Human Rights ◽  
Social Policy ◽  
Lived Experience ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
People Of Color ◽  
Content Type ◽  
Sources Of Knowledge ◽  
History Of ◽  
Critical Conversation

PurposeThe purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approachWe provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators.FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.

scholarly journals Our Voices Matter: Using Lived Experience to Promote Equity in Problem Gambling Prevention

2021 ◽  
Author(s):  
Victor Ortiz ◽  
Rachael Cain ◽  
Scott W. Formica ◽  
Rebecca Bishop ◽  
Haner Hernández ◽  
...  
Keyword(s):  
Public Health ◽  
Problem Gambling ◽  
Lived Experience ◽  
Culturally Responsive ◽  
Substance Misuse ◽  
Community Voice ◽  
Men Of Color ◽  
History Of ◽  
Planning Processes ◽  
Gambling Prevention

Abstract Purpose of Review The field of problem gambling has been historically disconnected from the community experience of gambling and people of color, leading to a lack of integration of those with lived experience into programming. The aim of this article is to describe community-centered efforts to prevent and mitigate harm from problem gambling in Massachusetts—including a pilot program, the Massachusetts Ambassador Project, which is grounded within public health and lived experience frameworks. Recent Findings To engage Massachusetts communities in problem gambling prevention, planning processes were conducted to develop culturally appropriate prevention strategies. One of the recurrent themes was the desire of men in the substance misuse recovery community to share their knowledge with others, specifically, men of color who experience racism and health disparities. This finding informed the development of the Ambassador Project, a novel, peer-based, community-centered, and culturally responsive approach for men of color who have a history of substance misuse to engage other men of color in problem gambling prevention. Two organizations pilot tested the project and reached 4388 individuals. The pilot led to several findings in the design and implementation of related projects. Lessons are shared in three categories: structure, support, and implementation. Summary This article demonstrates an innovative approach to connect the field of problem gambling prevention to the community experience, using a public health and social justice lens. Others in the field should acknowledge the disconnect between problem gambling and the lived experience of those disproportionately impacted by creating opportunities for community voice to be at the center of programming.

scholarly journals “Walking on egg shells”: Brexit, British values and educational space

2019 ◽  
Vol 62 (9) ◽  
pp. 981-997
Author(s):  
Francis Farrell
Keyword(s):  
Human Rights ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Initial Teacher Education ◽  
Learning Approaches ◽  
Content Type ◽  
School Settings ◽  
Transformative Teaching ◽  
Civic Nationalism ◽  
The Impact

Purpose The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV). Design/methodology/approach Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings. Findings The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme. Research limitations/implications The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students. Originality/value This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

From seeing to believing: using instructional video to develop culturally responsive teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Jordan P. Fullam
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Instructional Video ◽  
Responsive Teaching ◽  
Content Type ◽  
Excellent Teaching

Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

scholarly journals Corporate respect for human rights: meaning, scope, and the shifting order of discourse

2016 ◽  
Vol 29 (4) ◽  
pp. 650-678 ◽  
Author(s):  
Ken McPhail ◽  
Carol A Adams
Keyword(s):  
Human Rights ◽  
Lived Experience ◽  
Critical Discourse Analysis ◽  
The State ◽  
Policy Framework ◽  
Political Rights ◽  
Business And Society ◽  
Content Type ◽  
Pharmaceutical Industries ◽  
Rights Discourse

Purpose – Drawing on Fairclough (1989, 2005), the purpose of this paper is to explore how respect for human rights is emerging and being operationalized in the discourse of 30 Fortune 500 companies in the mining, pharmaceutical and chemical industries at two key points in the recent evolution of the UN’s business and human rights agenda. Specifically the paper explores the scope of rights for which corporations are accountable and, more specifically, the degree of responsibility a company assumes for enacting these rights. Design/methodology/approach – The authors draw on Fairclough (1992) and Mashaw (2007) in a critical discourse analysis of corporate human rights disclosures of ten companies in each of the chemical, mining and pharmaceutical industries at two points in time coinciding with: first, the publication in 2008 of the Protect, Respect, Remedy policy framework; and second, the endorsement by the UN in 2011, of a set of Guiding Principles designed to implement this framework. Findings – The study finds four grammars of respect and three different scopes of rights within specific corporate accountably disclosures on their responsibility to respect rights. Corporate constructions of human rights are broad: from labour rights, through social and political rights, to the right to health and a clean environment. The corporate discourse is one of promoting, realizing and upholding rights that construct the corporation as an autonomous source of power beyond the state. Practical implications – The paper contends that the structuring of this emerging discourse is important, not only because the meaning and scope of corporate respect for rights affects the lived experience of some of the most vulnerable in society, but also because it reflects a shifting the relationship between the state, business and society (Muchlinski 2012). Originality/value – The authors develop a way of conceptualizing business human rights responsibilities and contend that the corporate human rights discourse of respect reflects a significant reconfiguration of political power.

scholarly journals Researching with the Sturm und Drang of COVID-19: telling tales of teachers' teaching

2020 ◽  
Vol 20 (4) ◽  
pp. 393-403
Author(s):  
Ligia Pelosi ◽  
Mark Vicars
Keyword(s):  
Lived Experience ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Cultural Perspective ◽  
Content Type ◽  
Sturm Und Drang ◽  
Teachers Experiences ◽  
Collective Experience ◽  
The Impact ◽  
Practical Implications

PurposeThe purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.Design/methodology/approachThis paper explores the impact of COVID-19 through teachers' experiences, perceptions from a critical cultural perspective. The paper draws on preservice and graduate teachers' narrative reflections as articulated through Instagram posts.FindingsThis paper articulates a comparison between the concept of Sturm und Drang and the contemporary landscape of teaching and learning remotely as a result of COVID-19 lockdown restrictions and limitations.Research limitations/implicationsThe data upon which this paper is based were limited to five participants' accounts taken from the teacherwhispers Instagram site. They indicate relevant themes but are not representative of the overall phenomenon that COVID-19 has generated.Practical implicationsThis paper is representative of the particular elements encountered when drawing upon an online-based methodological approach. It suggests the productive affordances of technology for narrating lived experience in a professional context.Social implicationsRetelling embodied narratives can be a fraught affair. This paper brings together associative experiences of COVID-19 to draw together individual stories to narrate a collective experience.Originality/valueThis paper addresses a dynamically evolving phenomenon. As such, it is highly original and explores dilemmas, situations and implications that have not previously been addressed.

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

2020 ◽  
pp. 105382592097965
Author(s):  
Esther O. Ohito ◽  
Jamila Lyiscott ◽  
Keisha L. Green ◽  
Susan E. Wilcox
Keyword(s):  
Black Women ◽  
Study Abroad ◽  
Lived Experience ◽  
Teaching And Learning ◽  
People Of Color ◽  
Curriculum Mapping ◽  
Collective Knowledge ◽  
Study Abroad Programs ◽  
Black Feminist ◽  
Equity And Inclusion

Background: This article explores critical curriculum mapping in experiential education through immersive travel or Study Abroad Programs (SAPs). Purpose: The tetrad of authors theorizes then models the practice of criticality in curriculum mapping for SAPs. Methodology/Approach: Using Black feminist thought as a theoretical moor and dialogue and reflexive narrative as methods, authors present a curriculum mapping framework that is berthed to collective knowledge of how Black women in the African diaspora make meaning of lived experience to survive a perpetually precarious world. Findings/Conclusions: The framework exemplifies an epistemological alternative to dominant individualistic Euro/American approaches to curriculum mapping. Such approaches privilege predictability and linearity, contributing to the low participation of collectivist-oriented Black, Indigenous, and People of Color (BIPOC) students in SAPs. Implications: A collectivist critical orientation to curriculum mapping may, therefore, be useful for (a) epistemologically diversifying curricular responsiveness (with implications for teaching and learning in the unpredictable chaos of the current COVID-19 moment) and (b) addressing enduring issues of equity and inclusion in SAPs.

Becoming a more culturally responsive teacher by identifying and reducing microaggressions in classrooms and school communities

2018 ◽  
Vol 12 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Jacqueline Darvin
Keyword(s):  
Social Action ◽  
Culturally Responsive ◽  
People Of Color ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Content Type ◽  
School Communities ◽  
Multicultural Texts ◽  
Teacher Parent Relationships ◽  
Practical Implications

Purpose There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally responsive by guiding them in how to recognize and respond to microaggressions in their daily interactions with students, colleagues, and parents. Design/methodology/approach Microaggressions have been defined as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”. Findings When classroom interactions contain microaggressions, students are damaged in both seen and unseen ways. Interactions between teachers, students and parents afford powerful occasions to analyze classroom communication and provide windows into the nature of student–student, student–teacher and teacher–parent relationships. Practical implications Regardless of where, when, why or how they occur, these interactions provide brief opportunities for culturally responsive teachers to demonstrate that they respect their students’ home and community cultures, accept who their students are and honor the education that they receive both inside and outside of school. Social implications Becoming more adept at recognizing and addressing microaggressions is one way that teachers can become more culturally responsive. For students, being able to identify and respond more effectively to microaggressions creates greater opportunities for all students to think critically and engage in social action. Originality/value This paper presents an original viewpoint on identifying and reducing microaggressions in classrooms and school communities.

Remarkable lives: Spencer Insley in conversation with Jerome Carson

2015 ◽  
Vol 19 (1) ◽  
pp. 17-21 ◽  
Author(s):  
Spencer Insley ◽  
Jerome Carson
Keyword(s):  
Lived Experience ◽  
Design Methodology ◽  
Mental Distress ◽  
Occupational Therapists ◽  
Content Type ◽  
Mental Health Nurse ◽  
Major Mental Disorder ◽  
History Of ◽  
Biographical Account ◽  
Practical Implications

Purpose – The purpose of this paper is to provide a profile of Spencer Insley. Design/methodology/approach – Spencer gives a short biographical account and is then interviewed by Jerome. Areas covered in the narrative are the misery of mental illness, the prodromal signs of illness, hospital admission and discharge to supported accommodation. Findings – Apart from the losses resulting from a diagnosis of major mental disorder, Spencer also talks about the loss of friendships. His admission to hospital was especially traumatic, leaving him frightened and confused and feeling he was treated like an animal. Research limitations/implications – While Spencer's is only one story of many, his experiences have a sorry familiarity to them. Practical implications – Too long denied in the history of psychiatry, service user narratives help us understand the nature of mental suffering and the often inadequate nature of service responses to mental distress. Social implications – Involuntary admissions to hospital need to be handled in a more therapeutic manner. Originality/value – So often it is nurses and occupational therapists who have the most impact on the lives of those with lived experience. Psychiatrists were felt not to be interested in Spencer, whereas his community mental health nurse “Had a genuine interest in what I was doing and how I was getting along”.

When language is maladaptive: recommendations for discussing self-injury

2019 ◽  
Vol 18 (2) ◽  
pp. 148-152 ◽  
Author(s):  
Penelope Hasking ◽  
Stephen P. Lewis ◽  
Mark E. Boyes
Keyword(s):  
Mental Health ◽  
Lived Experience ◽  
Help Seeking ◽  
Design Methodology ◽  
Long Term Outcomes ◽  
Short Term ◽  
Content Type ◽  
Self Injury ◽  
History Of

Purpose The purpose of this paper is to call on researchers and clinicians to carefully consider the terminology used when discussing non-suicidal self-injury (NSSI), and specifically the use of the term “maladaptive” coping. Design/methodology/approach Drawing on literature regarding stigma, language and self-injury to support the argument that the term maladaptive is inappropriate to describe self-injury. Findings Use of the term maladaptive conflates short-term effectiveness with long-term outcomes and ignores context in which the behaviour occurs. Social implications Use of the term maladaptive to describe self-injury can invalidate the person with a history of NSSI, impacting stigma and potentially help-seeking. An alternate framing focussed on specific coping strategies is offered. Originality/value Language is a powerful medium of communication that has significant influence in how society shapes ideas around mental health. In proposing a change in the way the authors’ talk about self-injury there is potential to significantly improve the wellbeing of people with lived experience of self-injury.

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