scholarly journals Cultivating Culturally Relevant Classrooms

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Joanna Koch
Keyword(s):  
Culturally Relevant

"Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng
Keyword(s):  
Social Work ◽  
Knowledge Base ◽  
North American ◽  
Social Work Education ◽  
Culturally Relevant ◽  
Social Work Educators ◽  
The People ◽  
African Context ◽  
Drawing Board ◽  
Work Education

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.

Efficacy and Impact of an mHealth Intervention to promote Mental Wellness for American Indian and Alaska Native Teens and Young Adults: A Randomized Controlled Trial of the BRAVE Study (Preprint)

2020 ◽  
Author(s):  
Stephanie Craig Rushing ◽  
Allyson Kelley ◽  
Sheana Bull ◽  
David Stephens ◽  
Julia Wrobel ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Young Adults ◽  
Alaska Native ◽  
Help Seeking ◽  
Culturally Relevant ◽  
Controlled Trial ◽  
Text Message ◽  
Text Messages ◽  
Randomized Controlled ◽  
Mental Wellness

BACKGROUND Culturally-relevant interventions are needed to help American Indian and Alaska Native (AI/AN) teens and young adults navigate common risky situations involving family and friends, including drug and alcohol misuse, dating violence, and suicidality. We R Native – a multimedia health resource for Native teens and young adults – designed an intervention for Native youth, delivered via text message, that includes role model videos, mental wellness strategies, and links to culturally-relevant resources (hotlines, chat-lines, websites, etc.) and social support. OBJECTIVE This study aims to test the efficacy of BRAVE to improve participant’s physical, mental, and spiritual health, their use of mental wellness strategies, their help-seeking skills, and associated factors, including cultural resilience, identity, and cultural pride. METHODS The randomized controlled trial was carried out by the Northwest Portland Area Indian Health Board and the mHealth Impact Lab. The team recruited 2,334 AI/AN teens and young adults nationwide (15-24 years old) via social media channels and text message and enrolled 1,044 to participate. AI/AN teens and young adults enrolled in the study received either: 8 weeks of BRAVE text messages designed to improve mental health, help-seeking skills, and cultural resilience; or 8 weeks of STEM text messages, designed to elevate and re-affirm Native voices in science, technology, engineering, math and medicine (STEM); and then received the other set of messages. Primary and secondary outcomes were tested using linear mixed-effect models and linear regressions. RESULTS A total of 833 AI/AN teens and young adults were included in the analysis. Individuals in the BRAVE and STEM arms showed significant positive trends over the course of the study for all primary outcomes except cultural identity and help seeking behavior. Mean scores were significantly different for health (P<.001), resilience (P<.001), negative coping (P=.027), positive coping (P<.001), self-efficacy (P=.021), and self-esteem (P<.001). Changes in help-seeking self-efficacy were significant for those exhibiting risky behavior at baseline to exit (P=.01). Those who reported positive coping scores at baseline also reported better health on average, but no difference in risky drug and alcohol use (P<.001). The number of participants that used text messages to help themselves increased from 69% at 3-months (427/618) to 75% at 8-months (381/501) (P<.001). Similarly, the number of participants that used text messages to help a friend or family member increased from 22% at 3-months (138/616) to 55% at 8-months (272/498). CONCLUSIONS This is the first nationwide randomized controlled trial for AI/AN teens and young adults to test the efficacy of an mHealth intervention on mental wellness. The findings suggest that culturally-relevant multimedia, mHealth interventions can improve help-seeking behavior. Lessons learned from this study may help other AI/AN-serving organizations, prevention programs, policymakers, researchers, and educators as they support the next generation of AI/AN change-makers.

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Culturally Relevant ◽  
Organizational Structures ◽  
Women Faculty ◽  
Full Time ◽  
Education Programs ◽  
Self Reflection ◽  
Culturally Relevant Practices ◽  
Black Women Faculty

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

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