Working with Recently Arrived Horn of Africa Youth: An Intercultural Partnership Approach to Community Cultural Development

2011 ◽  
pp. 59-70 ◽  
Author(s):  
Sue Clark ◽  
Jane Gilmour
Keyword(s):  
Leadership Development ◽  
Young People ◽  
Cultural Development ◽  
Horn Of Africa ◽  
Intercultural Understanding ◽  
The Arts ◽  
The Social ◽  
Community Cultural Development ◽  
Cultural Empowerment ◽  
Partnership Approach

This paper documents and evaluates an intercultural arts partnership program that was directed towards improving settlement outcomes for Horn of Africa youth recently arrived in Melbourne, Australia. The paper presents the conceptual framework within which this program was developed. It examines the processes used in the project and evaluates the outcomes based on interviews and observations. It presents a model for individual and community development through the arts that is based on a collaborative approach that empowers young people to take responsibility. It argues for sustained interventions, based on principles of cultural empowerment, leadership development, and intercultural understanding, in order to maximize the capacity of young people – previously marginalized and disempowered – to contribute to the social sustainability of the communities in which they live.

scholarly journals PSYCHOLOGICAL SUPPORT OF THE DEVELOPMENT OF SOCIALLY ACTIVE YOUTH

2021 ◽  
Vol 2 (2) ◽  
pp. 65-80
Keyword(s):  
Leadership Development ◽  
Young People ◽  
Social Activity ◽  
Psychological Support ◽  
Psychological Conditions ◽  
Theoretical Substantiation ◽  
Significant Relationships ◽  
The Social ◽  
Micro Level ◽  
Further Development

The article provides a theoretical substantiation and experimentally investigates the psychological support of the development of socially active youth. The study has been carried out on the materials of comparative research of psychological qualities of socially active and socially inactive youth to present advantages and limitations of the selected types of socially active youth, and also to describe experience of psychological support of the further development of their social activity. Methodology. A model of the psychological qualities of socially active youth has been built (leadership development, value-motivational, emotional-regulatory and communicative components of psychological qualities) and the appropriate psychodiagnostic, statistical and developmental tools have been selected. Results and discussion. Based on empirical research, the level of development of the indicated psychological qualities of its participants was revealed, differences between socially active and socially inactive youth were revealed. There are 5 types of socially active youth (according to the level of development of psychological qualities): leaders, communicators, impulsive, aggressive, avoiding communication young people. There are statistically significant relationships between the psychological qualities of socially active youth and factors at the macro level (orientation of social activity of youth), meso level (type of organization in which youth is active), micro level (professional and socio-demographic characteristics of youth). The psychological conditions for the development of socially active youth have been determined. A training for the development of psychological qualities necessary for the implementation of the social activity of young people has been developed and tested.

Digital Storytelling

2004 ◽  
pp. 37-51 ◽  
Author(s):  
Kevin W. Tharp ◽  
Liz Hills
Keyword(s):  
Cultural Production ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Cultural Development ◽  
Digital Medium ◽  
Community Based ◽  
The Social ◽  
Community Cultural Development ◽  
Primary Focus ◽  
Political Economic

This chapter considers the significance of digital storytelling as a force for community cultural development in global and regional contexts and as a means of transforming regions. The primary focus is on practice, which will prove useful to both the community informatics practitioner and ethnographic or participative action researchers. This is achieved by contrasting the traditional ‘top down’ approach to media and cultural production with the rise of community-based digital storytelling. The authors argue that community-based digital storytelling must take seriously the realities of the digital divide, and must consider the social, political, economic and cultural contexts of communities and their specific ‘relationship’ to digital technologies to ensure that communities have both access to, and the literacy and skills to engage with, the digital medium. The authors consider specific examples that illustrate this approach and conclude by reiterating that access to digital technologies should be combined with community-based training programs, community based-goals and initiatives, and a commitment to principles of regional and global social justice.

Exchanging Engagement: Alternative Arts Engagement in Latin America

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Matthew David Elliott
Keyword(s):  
Latin America ◽  
Young People ◽  
Latin American ◽  
Winston Churchill ◽  
The Arts ◽  
The Social ◽  
Practice Based Research ◽  
Social Cause ◽  
The Uk ◽  
Arts Engagement

In 1973, Eduardo Galeano (1940-2015), the Uruguayan writer and journalist concluded his seminal book Open Veins of Latin America with the following: ‘The Latin American cause is above all a social cause: the rebirth of Latin America must start with the overthrow of its masters, country by country. We are entering times of rebellion and change’ (Galeano, 1973, p. 261). As Galeano stated, the oppression of populations and the loss of lives throughout Latin America led to ‘times of rebellion and change’. Artists, activists and the wider community sought to challenge and resist autocratic regimes to seek alternative ways of upholding their democratic and human rights. These methods and practice have transcended the democratisation of the continent in the 1980s and 1990s. The desire to advocate change through the arts has continued to be radical and proposes an alternative way of being to communities in Latin America. How can this practice be transposed to benefit the personal and social development of young people in the UK?The author’s experience of working with young people and his encounters with Latin American arts practice led to a need to intertwine these practices and develop theatre as a model for social change, which engages the political and social rights of young people in the UK.The paper is a product of a six-week practice-based research project in Latin America (Chile, Argentina and Uruguay) that explored innovative arts engagement for marginalised young people. The research was undertaken as a means to develop a high quality arts provision for young people in the UK. The paper focuses on three areas: continuity, sustainability and activism, and asks the reader: How can theatre ethically engage young people in the social and political decisions that shape their society? The research was funded by the Winston Churchill Memorial Trust.

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

Modern forms of assistance to solve families difficult cases and their adolescent children

2014 ◽  
Vol 4 (1) ◽  
pp. 123-133
Author(s):  
Marzena Możdżyńska
Keyword(s):  
Adverse Event ◽  
Young People ◽  
Social Exclusion ◽  
Family Life ◽  
Social Group ◽  
Social Hierarchy ◽  
Educational Work ◽  
The Social ◽  
Difficult Cases ◽  
Complex Activities

Abstract In recent decades, we observe a significant disorganization of family life, especially in the sphere of parental functions performed by unprepared for the role emotional, socially and economically young people. Lack of education, difficulties in finding work, and the lack of prospects for positive change are the main causes of their impoverishment and progressive degradation in the social hierarchy. Reaching young people at risk of social exclusion and provide them with comprehensive care, should be a priority of modern social work and educational work. In order to provide help this social group and cope with the adverse event created a lot of programs to support systemically start in life. An example would be presented in the article KARnet 15+ program as a form of complex activities of a person stimulating subjectivity, and allows you to modify support in individual cases

PERCEPTIONS OF SOUTH AFRICAN YOUTH OF LEADERSHIP DEVELOPMENT PROGRAMMES: A CASE IN THE LEPELLE-NKUMPI MUNICIPAL AREA

2016 ◽  
Vol 12 (2) ◽  
pp. 77-89
Author(s):  
Matshidiso Kanjere
Keyword(s):  
Leadership Development ◽  
Young People ◽  
South African ◽  
Rural Areas ◽  
Research Approach ◽  
Practical Applications ◽  
South Africans ◽  
African Youth ◽  
Multiple Challenges ◽  
The Government

The South African youth faces multiple challenges that range from illiteracy, drug and alcohol abuse, crime and HIV/AIDS, to unemployment. These challenges and many other ills in society have led to interventions by government, and private and other civil societies. The government has established and initiated a number of programmes that aim at building capacity and helping the youth to cope with these multiple challenges. Some of the programmes are aimed at building leadership capacity among the impoverished youth in rural communities. A lot of money is being invested in these programmes, which are meant to develop young South Africans. However, there are some young people who do not participate in these programmes. They are also not in the formal education system, self-employed or employed elsewhere. And they are despondent. The government, private sector and non-governmental organisations are trying hard to bring these youths and others into the developmental arena, so that they can be active participants in the economy of the country in the near future. However, little research has been conducted to assess the broad impact of the various programmes in the country. The contribution that these programmes are making toward improving the livelihoods of young people has to be determined on a larger scale. Nevertheless, this article reports on an investigation that was conducted on a smaller scale, at the Lepelle-Nkumpi Local Municipality. The aim of the research was to explore the perceptions young South Africans have of the leadership development programmes that they have participated in. A mixed research approach was used to collect data and the key findings indicated that knowledge accumulated through participation in the programmes does not always translate into practical applications. However, the programmes were deemed to be valuable in instilling a positive life-view. The study recommends that support systems be established in the rural areas to assist young people with life challenges.

Occupying Schools, Occupying Land

2019 ◽  
Author(s):  
Rebecca Tarlau
Keyword(s):  
Public Schools ◽  
Leadership Development ◽  
Technical Knowledge ◽  
State Institutions ◽  
Local Schools ◽  
Collective Work ◽  
The Social ◽  
Economic Practices ◽  
Landless Workers Movement ◽  
Progressive Organizations

Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.

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