scholarly journals Community Arts Programming as a Factor in Newcomer Youth Inclusion: The Toronto Situation

2021 ◽  
Author(s):  
Adriann Moss
Keyword(s):  
Social Inclusion ◽  
Critical Social Theory ◽  
Youth Empowerment ◽  
Community Arts ◽  
Private Funding ◽  
Social Structural ◽  
Arts Programs ◽  
Spatial Exclusion ◽  
Urban Arts ◽  
The Impact

The value of engaging newcomer youth through community arts programs is examined within the Canadian context, specifically within Toronto. Expanding upon the existing literature and studies concerned with newcomer youth settlement needs, themes of social, structural and spatial exclusion set the context for discussion of using arts-based methods. Relating these to theories of social inclusion, social capital and critical social theory of youth empowerment, a primary investigation involved interviews with a private funding foundation, the Laidlaw Foundation, and a focus group session with newcomer youth from Beatz To Da Streetz, an active community urban arts program. The implications of this study are a demonstration of the positive process and outcomes of using arts methods for newcomer youth inclusion, but that the lack of support and resources available to such programs, particularly from federal and provincial sources, limit the impact of such programming.

scholarly journals Community Arts Programming as a Factor in Newcomer Youth Inclusion: The Toronto Situation

2021 ◽  
Author(s):  
Adriann Moss
Keyword(s):  
Social Inclusion ◽  
Critical Social Theory ◽  
Youth Empowerment ◽  
Community Arts ◽  
Private Funding ◽  
Social Structural ◽  
Arts Programs ◽  
Spatial Exclusion ◽  
Urban Arts ◽  
The Impact

The value of engaging newcomer youth through community arts programs is examined within the Canadian context, specifically within Toronto. Expanding upon the existing literature and studies concerned with newcomer youth settlement needs, themes of social, structural and spatial exclusion set the context for discussion of using arts-based methods. Relating these to theories of social inclusion, social capital and critical social theory of youth empowerment, a primary investigation involved interviews with a private funding foundation, the Laidlaw Foundation, and a focus group session with newcomer youth from Beatz To Da Streetz, an active community urban arts program. The implications of this study are a demonstration of the positive process and outcomes of using arts methods for newcomer youth inclusion, but that the lack of support and resources available to such programs, particularly from federal and provincial sources, limit the impact of such programming.

Serving the People in Long Beach, California: Advancing Justice for Southeast Asian Youth through Community University Research Partnerships

2019 ◽  
Vol 16 (1-2) ◽  
pp. 1-34
Author(s):  
R. Varisa Patraporn
Keyword(s):  
Asian American ◽  
Research Work ◽  
Community Based Participatory Research ◽  
Youth Empowerment ◽  
Long Beach ◽  
Structured Interviews ◽  
Research Partnerships ◽  
Community Needs ◽  
The People ◽  
The Impact

Khmer Girl’s in Action is a nonprofit that successfully utilizes community-based participatory research (CBPR) with university partners to create social change for youth in Long Beach, CA. Based on semi-structured interviews and content analysis of news articles, I explore the impact and sustainability of this research work and the research partnerships. Findings highlight impacts such as youth empowerment, heightened awareness around community needs, policy change, and CBPR curriculum improvements in the field as impacts. Sustainability requires integrating research into program funding, utilizing a tailored training curriculum, building on community members prior relationships, and selecting partners that share common goals, levels of commitment, and flexibility. As funders demand more data to justify community needs, understanding more examples of such work in the Asian American community will be useful for informing future partnerships.

Collectivistic Leadership in Context: An Examination of How and When Collective Charismatic Leadership Relates to Unit Functioning

2021 ◽  
pp. 154805182098653
Author(s):  
Jonathan C. Ziegert ◽  
David M. Mayer ◽  
Ronald F. Piccolo ◽  
Katrina A. Graham
Keyword(s):  
Social Inclusion ◽  
Task Complexity ◽  
Contextual Factors ◽  
Negative Relationship ◽  
Field Studies ◽  
Charismatic Leadership ◽  
Interactive Effects ◽  
Collective Leadership ◽  
Contingency Perspective ◽  
The Impact

This research explores the nature of collective leadership by examining the boundary conditions of how and when it relates to unit functioning. Building from a contingency perspective that considers the impact of contextual factors, we propose that collective charismatic leadership will be associated with lowered unit conflict, and this relationship will be strengthened by the contingency elements of individual charismatic leadership, task complexity, and social inclusion. Furthermore, we propose that the interactions of collective charismatic leadership with these contextual factors will relate to performance and satisfaction through conflict. We examine our hypotheses across two unit-level field studies, and the results illustrated that high levels of these contextual factors enhanced the negative relationship between collective charismatic leadership and conflict, which generally mediated the relationships between these interactive effects and performance and satisfaction. The results also highlight the detrimental aspects of collective leadership and how it can relate to reduced unit functioning when it is not aligned with an appropriate context. Overall, these findings begin to provide a more complete picture of collective leadership from a contingency perspective through a greater understanding of when and how it is related to unit functioning.

scholarly journals The potential for person-centred planning to support the community participation of adults with an intellectual disability

2021 ◽  
pp. 174462952110221
Author(s):  
Darren McCausland ◽  
Esther Murphy ◽  
Mary McCarron ◽  
Philip McCallion
Keyword(s):  
Intellectual Disability ◽  
Mixed Methods ◽  
Community Participation ◽  
Social Inclusion ◽  
Mixed Methods Approach ◽  
Complex Needs ◽  
Qualitative Case Studies ◽  
Quantitative Analyses ◽  
The Right ◽  
The Impact

Person-centred planning (PCP) puts individuals with an intellectual disability at the centre of service and support planning, identifying how individuals wish to live their lives and what is needed to make that possible. PCP has been identified as having the potential to facilitate improved social inclusion and community participation. A mixed-methods approach combined quantitative analyses with qualitative case studies of individuals with severe-profound intellectual disability to assess the impact of PCP on community participation for adults with an intellectual disability at a disability service in Dublin. We conclude that PCP may provide a good basis to plan community participation and, with the right supports in place, may provide opportunities for people with complex needs to improve their community participation. Supports including familiar staff and family are critical to the success of PCP for people with complex needs, and their absence may undermine the best intentions of PCP for this population.

scholarly journals Architectural design approach for morphing smart cities in Mexico

2021 ◽  
Vol 102 ◽  
pp. 03001
Author(s):  
Ana Cristina García-Luna Romero
Keyword(s):  
Latin American ◽  
Social Inclusion ◽  
Architectural Design ◽  
Smart Cities ◽  
Research Work ◽  
Theoretical Aspect ◽  
Urban Life ◽  
Background Information ◽  
The Sustainable Development ◽  
The Impact

This academic work aims to provide an intricate definition of the terms at hand as well as explain the relationship between smart cities and the sustainable development that they present based on a comparative analysis of case studies and experiences in the Mexican context. The endeavour to achieve being an architectural proposal of an innovative solution adapted to current conditions that will be carried out by an academic team, thus incorporating sustainable criteria, universal accessibility and social inclusion. This research work reflects the theoretical aspect, providing an intricate academic reflection and giving background information also establishing the complexity that lies within Latin American metropolis emphasizing in Mexican cities, as to provide insight into the academic dynamics in order to educate professionals on the field from an updated perspective in which they´ll be able to determine and analyse the implementation of smart cities from an architectural standpoint and the impact they would have on the quality of urban life in those Mexican cities.

scholarly journals Segregación Social y Desigualdad de Logros Educativos en Argentina

2013 ◽  
Vol 21 ◽  
pp. 86 ◽  
Author(s):  
Natalia Krüger
Keyword(s):  
Low Socioeconomic Status ◽  
Social Inclusion ◽  
Multilevel Models ◽  
Family Background ◽  
Low Socioeconomic ◽  
Social Composition ◽  
The Social ◽  
Educational Risk ◽  
Socioeconomic Segregation ◽  
The Impact

This paper analyzes the impact of high school socioeconomic segregation on educational equity in Argentina. The presence of segregation means that students are unevenly distributed throughout the system, concentrating in certain schools according to their social origin. The aim is to assess whether this process can increase educational attainment inequality. Using the PISA 2009 database, multilevel models are estimated in order to examine the effects of schools` social composition on individual reading performance. The evidence supports the existence of significant compositional effects which help explain test score dispersion. This suggests that young people of low socioeconomic status face a double educational risk: i) an initial disadvantage related to their social and family background; and ii) a high probability of assisting a school with a vulnerable student population, where they may be exposed to negative peer effects. The findings support the need to consider the social composition of schools as a key educational policy factor, and the relevance of analyzing ways to promote social inclusion in the system.

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