Dialogue is Anything but Silent: A Foreword to the Black Lives Matter Special Issue

2021 ◽  
Vol 13 (1) ◽  
pp. 9-18 ◽  
Author(s):  
Charlotte Abrams ◽  
Sandra Schamroth Abrams
Keyword(s):  
Active Listening ◽  
Black Faculty ◽  
Special Issue ◽  
Self Reflection ◽  
Black Lives Matter ◽  
Open Dialogue ◽  
Conducting Research

This foreword to the Black Lives Matter special issue looks to embrace active listening and open dialogue via writing, and it calls attention to the confines of traditional publishing that otherwise do not support dialogue in writing. Building upon Onwuegbuzie’s (2021) Framework for Promoting Anti-Racism in America, the foreword begins with sections that address the need to “engage in continuous self-reflection,” “listen more than you speak,” “whenever possible, collaborate with Black faculty,” and “refrain from conducting research that promotes cultural deficit models.” Thereafter, the voices of Dr. Aliya E. Holmes, Dr. David Bell, Kesshem Williams, and Leslie Laboriel underscore the courage necessary to share experiences and to engage in open dialogue; change is anything but silent.

Doing Anti-Racist Scholarship With Adolescents: Empirical Examples and Lessons Learned

2021 ◽  
Vol 36 (5) ◽  
pp. 427-436
Author(s):  
Mariah Kornbluh ◽  
Leoandra Onnie Rogers ◽  
Joanna Lee Williams
Keyword(s):  
Adolescent Development ◽  
Lessons Learned ◽  
Special Issue ◽  
Participatory Action ◽  
Self Reflection ◽  
Self Evaluation ◽  
Developmental Science ◽  
Critical Qualitative Research ◽  
Methodological Approaches ◽  
Conducting Research

The goal of this two-part special issue is to present and engage theories and methods for pursuing anti-racist developmental science and to provide a critical self-evaluation of the field of adolescent development. The first volume in this series encompasses empirical-focused manuscripts that engage in doing anti-racist scholarship through critical methodological approaches (e.g., QuantCrit, Critical Qualitative Research, and Youth-Participatory Action Research) with opportunities for critical self-reflection for scholars, as well as centering research around adolescents who are systematically marginalized in scholarship within the field of adolescent development. In this introduction, we stress the value of engaging in anti-racist research within the field of developmental science and provide an overview of the articles, placing these manuscripts in conversation with one another and gleaning insights with respect to the who, what, how, and why of anti-racist developmental research with adolescents. This special issue intentionally features manuscripts that embrace plurality in methodology, exhibit an openness to challenging dominant research paradigms (i.e., intentionally rooting out racist ideologies, methods, and theories within the field), and place an introspective spotlight on the process of conducting research. We conclude by offering our collective considerations and points of reflection for pursuing anti-racist research.

Assessment of HiTOP Constructs Across the Population: A Commentary on the HiTOP Measure Development Project

Assessment ◽  
2021 ◽  
pp. 107319112110482
Author(s):  
Edelyn Verona
Keyword(s):  
Measure Development ◽  
Development Project ◽  
Cultural Norms ◽  
Special Issue ◽  
Critical View ◽  
Self Reflection ◽  
Basic Assumptions ◽  
Mental Wellness ◽  
Symptom Measures ◽  
Taxonomic System

The set of articles in this issue demonstrates the promise of the HiTOP collaborative effort in advancing a viable alternative dimensional taxonomy of psychopathology. Besides transcending the limitations of our current taxonomic system and categorical diagnoses, the potential contributions of HiTOP should extend to also critically examining long-standing notions of psychopathology and mental wellness, evaluating the ability of symptom measures to capture the various manifestations of disorder in the population, and questioning the emphasis on predominant Western cultural norms as a basis for our definitions of psychopathology and their measurement. This commentary addresses the extent to which the implementation of the measurement studies featured in the special issue centered these goals, drawing on the work of scholars from within and outside the fields of psychiatry and clinical psychology, some who have taken a critical view of these fields. The hope is that we work to challenge some basic assumptions and increase self-reflection, with an eye toward reducing bias and mental health disparities.

scholarly journals A Haven for Learning: Gaining Professional Knowledge through Sincere Conversation in an Online Reading Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Deborah A Graham
Keyword(s):  
Professional Knowledge ◽  
Online Course ◽  
Active Listening ◽  
Online Reading ◽  
Self Reflection ◽  
Online Setting ◽  
The Right ◽  
Reading Teacher ◽  
First Time ◽  
Verbal Exchanges

As an educator teaching an online course for the first time, I observed that the teachers in my class engaged in meaningful and sincere conversation and gained deep insight and greater awareness about their practice. Sincere conversation obviously differs from brief verbal exchanges operating at the surface level. It is conversation that invites self-reflection and contemplation through reciprocal trust, respect, and active listening. This study discusses how sincere dialogue, which leads to greater understanding of what it means to be an effective reading teacher, was enhanced during an online reading course. It highlights how the right conditions created in an online setting can encourage relationships and lead to professional knowledge. Quand j’ai enseigné un cours en ligne pour la première fois, j’ai remarqué que les élèves enseignants qui se trouvaient dans ma classe avaient des conversations constructives et sincères, qu’ils comprenaient bien leur profession et qu’ils en prenaient davantage conscience. Les conversations sincères diffèrent des courts échanges verbaux qui se déroulent en surface. Il s’agit de conversations qui invitent l’auto-réflexion et la contemplation par le biais d’une confiance et d’un respect réciproques, et d’une écoute attentive. Cette étude présente la manière dont le dialogue sincère, qui mène à une meilleure compréhension de ce que cela signifie d’être un enseignant de lecture efficace, a été mis en valeur lors d’un cours en ligne sur la lecture. Elle met en relief la manière dont les meilleures conditions créées dans un cours en ligne peuvent encourager des rapports et mener à la connaissance professionnelle.

scholarly journals Sport, race and ethnicity in the wake of black lives matter: introduction to the special issue

2021 ◽  
Vol 18 (3) ◽  
pp. 187-191
Author(s):  
Adam B. Evans ◽  
Sine Agergaard ◽  
Paul Ian Campbell ◽  
Kevin Hylton ◽  
Verena Lenneis
Keyword(s):  
Race And Ethnicity ◽  
Special Issue ◽  
Black Lives Matter

The Matter of All Black Lives

2021 ◽  
Vol 13 (1) ◽  
pp. 94-97
Author(s):  
Yolanda Sealey-Ruiz ◽  
Shamari Reid
Keyword(s):  
Toni Morrison ◽  
Special Issue ◽  
Black Liberation ◽  
Black Artists ◽  
Black Experience ◽  
Black Lives Matter ◽  
Timely Issue

Evoking the spirit of Toni Morrison, we were moved to view the work of the scholars in this special issue through the lens we used to frame a class we taught last spring— Black Lives Matter: A Multimodal Journey. The course was centered around Morrison’s notion of the Black Gaze and was designed to specifically ask the question: What becomes possible with regard to Black liberation when we center the Black Gaze? Our approach to the course purposely centered the beauty and brilliance of the Black experience through the work of Black artists, scholars, writers, entrepreneurs, and media producers. Furthermore, we organized our course by what one of our students, Sharina Gordon, called the “pillars” of Blackness (Gordon, 2021): Black Gaze, Black Genius, Black Joy, Black Healing, and Black Love. We found the Pillars of Blackness to be a useful construct as we read the articles in this special issue. In doing so, we highlight how the authors featured in such a timely issue center these pillars and offer them as a guide as we think about where we go next in our collective journey toward Black liberation.

scholarly journals Applied theatre, puppetry and emotional skills in healthcare: A cross-disciplinary pedagogical framework

2020 ◽  
Vol 8 (1) ◽  
pp. 89-105 ◽  
Author(s):  
Persephone Sextou ◽  
Anatoli Karypidou ◽  
Eleni Kourtidou-Sextou
Keyword(s):  
Health Care ◽  
Active Listening ◽  
Study Phase ◽  
Emotional Resilience ◽  
Emotional Challenges ◽  
Emotional Skills ◽  
Self Reflection ◽  
Training Courses ◽  
Professional Artists ◽  
Pedagogical Framework

Artists such as actors and puppeteers in health care face emotional challenges in their work. This article investigates the interpersonal competencies and emotional skills of the artist who uses puppets in their practice in health-care contexts and settings. We present initial findings from phase B of a wider longitudinal study. Phase A focused on actors in hospitals and drama trainees; Phase B uses qualitative research methods with actors, puppeteers and therapists as participants. Content analysis of data reveals that the main competencies the artist needs to deal with emotional incidents in health care are empathy, self- and social awareness, self-care, self-reflection, emotional resilience and active listening. These skills are needed alongside acting and puppetry skills to develop competent and professional artists in healthcare. The study offers evidence to further develop strategies of receiving, processing and communicating emotions safely and effectively within the protection of the artform. This study therefore diverts our attention from traditional training courses that are mainly about learning artistic skills to a cross-disciplinary pedagogical framework that aims to enable artists to observe, reflect and process emotions before, during and after a performance with patients as theatre ‘audience’-participants.

Integrating Cultural Perspectives Into Organizational Learning

2019 ◽  
pp. 224-240
Author(s):  
Ruth Gotian
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Learning Opportunities ◽  
Active Listening ◽  
Professional Schools ◽  
Culture Of Learning ◽  
Cultural Perspectives ◽  
Open Dialogue

Higher education has a distinct culture. Subsets of this unique culture are found in specific professional schools, including medical, dental, law, and business schools. Just as every person is different, every institution is also distinctive. Regardless of similarities, successful initiatives at one institution may not translate to another institution. To succeed, a culture of learning, open dialogue, and unbiased, active listening must reverberate through every person and level of hierarchy within the organization. This chapter will delve into the hallmarks of a learning organization and provide useful tools to create successful learning organizations at the program, departmental, and organizational levels while simultaneously being open to transformative learning opportunities for its faculty and staff.

Special Issue on Autonomous Flying Robot

2016 ◽  
Vol 28 (3) ◽  
pp. 261-261
Author(s):  
Shoichiro Fujisawa ◽  
Kenzo Nonami ◽  
Masafumi Miwa ◽  
Satoshi Suzuki ◽  
Kakuya Iwata
Keyword(s):  
Scientific Inquiry ◽  
High Performance ◽  
Low Cost ◽  
Special Issue ◽  
High Expectations ◽  
Legal Context ◽  
Significant Area ◽  
Wide Availability ◽  
Conducting Research ◽  
Flying Robot

  Research on unmanned aerial vehicles (UAVs) has been conducted for quite some time, even though experiments were rather difficult to carry out. However, recent years have seen a proliferation of published reports in this field. This is most likely due to the spread of multicopters, which are easier and safer to operate than fixed-wing aircraft and single-rotor helicopters.   Other factors that have made it easier to conduct research on UAVs and thus contributed to the increased number of studies include the wide availability of high-performance flight controllers that are either low cost or offered on an open-source basis, such as ArduPilot and MultiWii.   Although this has minimized technological hurdles in conducting research, it has become more difficult to conduct research safely in a social and legal context. Prompted by a 2015 drone incident, Japan’s civil aeronautics law was revised to control UAV flights under stricter regulations. Even so, these regulations are still considered less restrictive than those in most other countries.   UAV research includes obvious risks and dangers of operating airborne devices, but also makes it more interesting as a scientific inquiry, generates high expectations about practical utility, and makes a highly significant area of investigation.   Placing a high priority on safety will hopefully lead to further research in this area.   This special issue covers the latest in UAV research, including <ul> <li>  • UAV control system design, </li> <li>  • Studies on flight characteristics of aircraft equipped with special mechanisms, </li> <li>  • UAV applications, </li> <li>  • Studies on operational UAVs. </li> </ul>   Readers will find it interesting and rewarding to explore the latest UAV research trends presented in this issue.

Patient teacher: The complexity of in-betweenness in the teaching profession

2019 ◽  
Vol 12 (1-2) ◽  
pp. 219-236
Author(s):  
G. H. Greer
Keyword(s):  
Discourse Analysis ◽  
Teacher Burnout ◽  
Teaching Profession ◽  
Educational Settings ◽  
Fiction Writing ◽  
Self Reflection ◽  
Canadian North ◽  
Non Fiction ◽  
Open Dialogue

Using theory and analysis, I story my experience of being in-between ill and well as a teacher. First, I employ the work of Turner (1991), Massumi (2002) and Butler (2002) to define in-betweenness. Then I develop a tool for exploring the values of in-betweenness. Finally, I conduct discourse analysis (Fairclough 2003) on a small archive of non-fiction writing on teacher burnout in the Canadian north. I discover three possible values of in-betweenness in educational settings: (1) validation of diversity, (2) support of open dialogue and (3) development of self-reflection.

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