Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

scholarly journals Science and Sentiment: Social Service and Gender at the University of Toronto, 1888-1910

2006 ◽  
Vol 4 (1) ◽  
pp. 75-93
Author(s):  
Sara Z. Burke
Keyword(s):  
Social Service ◽  
Urban Poverty ◽  
Men And Women ◽  
University Of Toronto ◽  
First Response ◽  
The Social ◽  
And Gender ◽  
British Idealism ◽  
The University ◽  
The City

Abstract By examining forms of social thought articulated by members of the University of Toronto between 1888 and 1910, this paper argues that the University's first response to urban poverty was shaped by a combination of assumptions derived from British idealism and empiricism. Although many women at Toronto were pursuing a new interest in professional social work, the University's dominant assumptions conveyed the view that social service was the particular responsibility of educated young men, who were believed to be uniquely suited by their gender and class to address the problems of the city. This study maintains that during this period the construction of gender roles in social service segregated the reform activities of men and women on campus, and, by 1910, had the effect of excluding female undergraduates from participating in the creation of University Settlement, the social agency officially sanctioned by their University.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2011 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2013 ◽  
pp. 206-215
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Danger Delights: Texts of Gender and Race in Aerial Performance

1996 ◽  
Vol 12 (45) ◽  
pp. 43-49
Author(s):  
Peta Tait
Keyword(s):  
New South ◽  
Judith Butler ◽  
The Body ◽  
Racial Identities ◽  
South Wales ◽  
The Social ◽  
And Gender ◽  
The 1960S ◽  
The University ◽  
Social Separation

Circus artists, especially aerial performers and wire-walkers, transgress and reconstruct the boundaries of racial and gender identity as part of their routine. In the following article, Peta Tait analyzes the careers of two twentieth-century Australian aerialists of Aboriginal descent who had to assume alternative racial identities to facilitate and enhance their careers. Both Con Colleano, who became a world-famous wire-walker in the 1920s, and Dawn de Ramirez, a side-show and circus aerialist who worked in Europe in the 1960s, undermined the social separation of masculine and feminine behaviours in their acts. Theories of the body and identity, including those of Foucault and Judith Butler, inform this critique of the performing body in circus. The author, Peta Tait, is a playwright and drama lecturer at the University of New South Wales. She is author of Original Women's Theatre (1993) and Converging Realities: Feminism in Australian Theatre (1994).

scholarly journals How the construction of women in discourse explains society’s challenge in accepting that females commit sexual offences against children

2019 ◽  
Vol 9 (4) ◽  
pp. 155-165
Author(s):  
Claire de Motte ◽  
Gabriella Mutale
Keyword(s):  
Gender Roles ◽  
Lived Experience ◽  
Secondary Analysis ◽  
Secondary Data ◽  
Sexual Offences ◽  
Content Type ◽  
Sexually Aggressive ◽  
Socially Constructed ◽  
The Social ◽  
And Gender

Purpose The purpose of this paper is to explore the way gender and gender roles are socially constructed by those who have experience of females committing sexual offences against children. Design/methodology/approach Using a discursive approach, supported by membership category analysis, a secondary analysis of qualitative data illustrates how the social construction of gender and gender roles impacts on society’s perception of females who commit sexual offences against children. Findings Discourse analysis found three patterns employed within conversation that demonstrate how the construction of women influence society’s incomprehension of females who commit sexual offences against children: women can be trusted, women do not manipulate and groom and, women are not sexually aggressive. Research limitations/implications A limitation of this study is the use of secondary data, which cannot provide the richness or detail found in primary accounts from people with this lived experience. The difficulty in accessing this sub-population highlights the hidden nature of the topic and the need for further research in this area. Originality/value This is the first study to explore how gender discourse is used in discussions of females who commit sexual offences against children. The value of this exploration highlights the need of society to adjust their perceptions of the offending capabilities of women and to ensure the experiences of people who experience this form of sexual abuse receive support.

scholarly journals Job Market Boom and Gender Tide: The Rise of Canadian Social Sciences in the 20th Century

2009 ◽  
Vol 30 (2) ◽  
pp. 5-21 ◽  
Author(s):  
Jean-Philippe Warren ◽  
Yves Gingras
Keyword(s):  
Social Sciences ◽  
Historical Analysis ◽  
Higher Learning ◽  
Recent Book ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Student Enrolment ◽  
And Gender ◽  
The University ◽  
Second World

Abstract In the last century, the development of the social sciences in institutions of higher learning has been nothing short of spectacular. This is especially true when considering the period opened by the Second World War, a time when the number of students rose exponentially, faculty body grew accordingly, and the volume of research and publications skyrocketed. Yet a global and quantitative analysis of the evolution of Canadian social sciences is still lacking. If some excellent monographs have contributed to a better knowledge of specific disciplines, Canadian scholars did not produce a global cartography of social sciences' development over the last century. This is precisely what this paper endeavours to provide. Its first section explores the rise in student enrolment (with a special analysis of gender composition), the second looks at the growth of faculty hiring and the third section suggests some hypotheses concerning the spectacular growth of social science disciplines through a discussion of Frank and Gabler's recent book, Reconstructing the University. These sections will provide an introductory global overview of the evolution of social sciences in university-level institutions in Canada. This historical analysis will help us better grasp the changes that affected Canadian social sciences through the last century.

Manliness and the Culture of Self-Improvement: The University of North Carolina in the 1890s–1900s

2018 ◽  
Vol 58 (1) ◽  
pp. 122-151 ◽  
Author(s):  
Charles Holden
Keyword(s):  
North Carolina ◽  
Physical Fitness ◽  
University Of North Carolina ◽  
Flexible Approach ◽  
The Social ◽  
And Gender ◽  
The University

As it entered the ranks of the “modern” university in the late 1800s and early 1900s, the University of North Carolina (UNC), as did other universities of the time, embraced the development of manhood and self-improvement as part of its mission. But unlike the social and economic pressures on northern and eastern universities to emphasize a more aggressive model of manhood, UNC's southern context allowed for a more flexible approach. UNC's leaders encouraged students to find for themselves a healthy mix of the older, more restrained Victorian notion of manhood with elements of the newer one, physical fitness being one example. The school's emphasis on inquiry and investigation, and the student body's racial and gender exclusivity, combined to permit a degree of openness as to what constituted an appropriate model of manhood.

scholarly journals Scientific careers and gender differences. A qualitative study

2008 ◽  
Vol 07 (01) ◽  
pp. L01 ◽  
Author(s):  
Daniele Gouthier ◽  
Federica Manzoli ◽  
Donato Ramani
Keyword(s):  
Gender Differences ◽  
Social Research ◽  
Science Careers ◽  
Public And Private ◽  
The Public ◽  
Scientific Careers ◽  
The Social ◽  
Participation Process ◽  
And Gender ◽  
The University

In Europe, much effort has been devoted to explore the causes of the decline in number of university matriculations of science students and to identify gender differences in career choice. Yet, the problem extends to the fulfillment of career plans: given their professional expectations and their attitudes when choosing a career, girls are much less likely to pursue scientific careers such as engineering or physics. Evidence of this is provided by the social research carried out within the framework of the GAPP project (Gender Awareness Participation Process). The Gapp project is intended to investigate differences between girls and boys in their perception of science careers and to propose a range of innovative and concrete participatory activities involving scientists, engineers and professionals from the public and private S&T sectors. In this letter, we report a synthesis of the results of the social research conducted as first step of the project: exploring how the perceptions of science professions affect interest, motivation and subject choice at school, at the university and consequently in their career.

scholarly journals MOTHER TONGUE AND SOCIAL ANXIETY AMONG INTERNATIONAL STUDENTS AT UPSI, MALAYSIA

2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Ida Fitria
Keyword(s):  
International Students ◽  
Social Anxiety ◽  
Social Interactions ◽  
Mother Tongue ◽  
International Language ◽  
The Social ◽  
Significant Difference ◽  
And Gender ◽  
The University ◽  
Test Result

Moving abroad as international students would changes the social environment due to language, food, people and cultural diversity in a foreign country. This condition may cause the feeling of social anxiety in their new daily life. At worst, social anxiety might increase problems in cognitive, affective, and behavioral areas. This study aims to describe more about social anxiety among international students of Sultan Idris Education University according to the mother tongue, and gender as additional analysis. Research was designed by quantitative approach using descriptive, t-test and anova analyses. There were 117 International Students who completed the survey using Social Interactions Anxiety Scale (SIAS) for university students. The Anova test result reported, there is a significant difference in social anxiety among international students according to their mother tongue, p= 0.03 (p<0.05) and F = 2.326. International students who have mother tongue, English, seem had the lowest score of social anxiety (mean=2.12), followed by Indonesian (mean=2.54), followed by Korean (mean=2.57), and followed by Chinese (mean= 2.75). This study revealed international language, English, become as one factor that effected social anxiety problems among international students in the university.

scholarly journals Community Learning and University Policy: An Inner-City University Goes Back to School

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Lloyd Axworthy ◽  
Linda DeRiviere ◽  
Jennifer Moore Rattray
Keyword(s):  
Inner City ◽  
Indigenous Peoples ◽  
Learning Needs ◽  
Community Learning ◽  
University Policy ◽  
The Social ◽  
Urban Institution ◽  
Policies And Programs ◽  
Social Divide ◽  
The University

For at least a decade now, the University of Winnipeg (U of W), an urban institution on Treaty One land in the heart of the Métis Nation, has challenged existing academic models and practices, and has incorporated strategies that address the social divide between Indigenous and non-Indigenous peoples in order to more effectively serve the learning needs of its surrounding community. This article demonstrates how an inner-city university has used internal policies and programs to help support the self-determination of Indigenous peoples. Six community learning initiatives were recently evaluated for impact. This article will provide an overview of the positive outcomes of these learning initiatives on a community of underrepresented learners.

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