scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

scholarly journals Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

2021 ◽  
pp. 1-12
Author(s):  
Zuhra Abawi
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Racial Socialization ◽  
Power Relations ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Spaces ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

This paper critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant literature suggests that children as young as two years of age are aware of visible and cultural differences between themselves and other groups. The paper employs a reconceptualist framework by drawing on critical race theory to explorehow racialized power relations between ECEs and teachers inform hierarchies of dominance and impact processes of racial socialization in FDK learning spaces. While both professions are predominantly feminized, the overwhelming majority of teachers in Ontario are white and middle class, whereas ECEs in FDK programs are more likely to be racialized and marginalized due to low wages and diminished professional status as care workers rather than educators. Although there has been great emphasis on the importance of diversifying the teacher workforce, there is minimal study on the impact of the hierarchies and racialized power relations between ECEs and OCTs and their impact on racial socialization in FDK programs. This conceptual paper seeks to address this gap.

LEARNING ENGLISH VOCABULARY USING WEB-BASED LEITNER BOX WITH SOCIAL NETWORK

2015 ◽  
Vol 77 (33) ◽  
Author(s):  
Yunxia Gao ◽  
Zaidatun Tasir ◽  
Jamalludin Harun ◽  
Nurul Farhana Jumaat
Keyword(s):  
Social Network ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Structured Interviews ◽  
Web Based ◽  
Collaborative Learning Environment ◽  
The Impact ◽  
The Web

The aim of the research is to explore the impact of the web-based Leitner Box which is enhanced with social network, particularly Facebook on English vocabulary learning. This research used mixed research design and the data were collected both in qualitative and quantitative ways. The instruments include questionnaire, semi-structured interviews, and performance tests. 35 university’s students were chosen randomly as the respondents for the questionnaire and 30 students from English class were chosen purposively to do the pre-test and post-test. From the findings, it is discovered that students agreed they have problems in learning vocabulary (mean = 3.98).   The web-based Leitner Box has a significant positive impact on English vocabulary learning (p<0.05). Findings from the questionnaires also revealed that students gave positive opinions toward web-based Leitner box (mean = 4.28).  In term of whether the element of social network can be beneficial to students, the findings showed that social network helps students to learn English vocabulary in this collaborative learning environment (mean = 4.28). The students claimed that web-based Leitner Box and social network make the vocabulary learning process much easier and more interesting by sharing information and actively participating in the collaborative learning environment.

scholarly journals Placing the Patient at the Centre of the Learning Environment: Effect on Agency for the Learner, the Attending Physician and the Patient

2020 ◽  
Author(s):  
Bavenjit Cheema ◽  
Meredith Li ◽  
Daniel Ho ◽  
Erica Amari ◽  
Heather Buckley ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Family Members ◽  
Clinic Visit ◽  
Structured Interviews ◽  
Health Care Environment ◽  
Medical Learning ◽  
Attending Physician ◽  
Attending Physicians ◽  
The Impact

Abstract Background/PurposeAlthough much has been written about the medical learning environment, the patient, who is the focus of care, has often been excluded from this discourse. The purpose of this study was to explore the role of the patient as an active participant with agency in an authentic medical learning environment from the standpoint of the learner, the attending physician, and most importantly, the patient. We hoped to gain insights into the mechanisms that can reinforce professional values such as patient-centred and respectful behaviours in patient-present learning environments.MethodsThis study took place in an internal medicine ambulatory clinic using a "patient-present” clinic visit approach. We conducted all case presentations in examination rooms with the patient. We invited participants (attending physicians, undergraduate and postgraduate learners, patients and family members) to participate in semi-structured interviews after each clinic visit to explore the impact of the patient-present learning environment. We recruited 34 participants in the study; 10 attending physicians, 12 learners, 10 patients and 2 family members. We analyzed the data deductively using a conceptual framework of agency.Summary/ResultsWe identified three major insights: 1. Patients were engaged and valued opportunities to be heard; 2. Attending physicians and learners reported that presenting cases with patients present challenged normal teaching practices, and they differed on whether it supported a more inclusive health care environment; and 3. A hidden curriculum emerged in a performance-based view of professional behaviour.ConclusionsPatient-present teaching engaged patients and enhanced their agency by recasting the patient as the central focus within the healthcare encounter. We identified a tension between performing and learning. This study adds new insights to the concept of patient centredness and professionalism from the perspectives of all participants in the medical teaching and learning environment.

scholarly journals Critical Race Theory and the Impact of Oppression Narratives on the Identity, Resilience, and Wellness of Students of Color

2020 ◽  
Author(s):  
GerDonna J. Ellis
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Critical Race ◽  
Structured Interviews ◽  
Race Theory ◽  
Predominately White ◽  
Making Sense ◽  
White Institution ◽  
The Many ◽  
The Impact

In this thesis I explore the different stories students of color draw from and internalize to understand their identities in relation to oppression and resilience. Through reviewing critical race theory (CRT) and critical whiteness literature, I identify what I call the "oppression narrative", in which students of color are often discussed as being oppressed and disadvantaged. Stories are powerful, and in many ways the stories we hear and believe about ourselves make us who we are. Eight narrative, semi-structured interviews were conducted with students who attended a predominately white institution (PWI) and identified as black or Latinx. Seven themes emerged as influential in how these students chose to identify themselves, and how their stories reflected oppression and/or processes of resiliency in making sense of and navigating their world: external/internal identity tension, not leading with challenges, claiming privilege or support, denying a deficit, identity as an anchor, using community, and reframing circumstance and highlighting victories. These eight students' stories rejected the oppression narrative and their narratives reveal the many ways in which they engage in processes of resiliency through difficult circumstance.

Novel Relations

2019 ◽  
Author(s):  
Alicia Mireles Christoff
Keyword(s):  
Critical Race Theory ◽  
Object Relations ◽  
George Eliot ◽  
Literary Form ◽  
Gender And Sexuality ◽  
Victorian Novels ◽  
Victorian Fiction ◽  
Gender And Sexuality Studies ◽  
And Gender ◽  
The Impact

This book engages twentieth-century post-Freudian British psychoanalysis in an unprecedented way: as literary theory. Placing the writing of figures like D. W. Winnicott, W. R. Bion, Michael and Enid Balint, Joan Riviere, Paula Heimann, and Betty Joseph in conversation with canonical Victorian fiction, the book reveals just how much object relations can teach us about how and why we read. These thinkers illustrate the ever-shifting impact our relations with others have on the psyche, and help us see how literary figures—characters, narrators, authors, and other readers—shape and structure us too. In the book, novels are charged relational fields. Closely reading novels by George Eliot and Thomas Hardy, the book shows that traditional understandings of Victorian fiction change when we fully recognize the object relations of reading. It is not by chance that British psychoanalysis illuminates underappreciated aspects of Victorian fiction so vibrantly: Victorian novels shaped modern psychoanalytic theories of psyche and relationality—including the eclipsing of empire and race in the construction of subject. Relational reading opens up both Victorian fiction and psychoanalysis to wider political and postcolonial dimensions, while prompting a closer engagement with work in such areas as critical race theory and gender and sexuality studies. The book describes the impact of literary form on readers and on twentieth- and twenty-first-century theories of the subject.

Impact and Challenges of Centres for Education and Community Action in Cameroon’s North West Region

2018 ◽  
Vol 8 (2) ◽  
pp. 51-74
Author(s):  
Fonteh Athanasius Amungwa
Keyword(s):  
Rural Development ◽  
Economic Crisis ◽  
Formal Education ◽  
Community Education ◽  
Sampling Technique ◽  
Community Action ◽  
Structured Interviews ◽  
North West ◽  
West Region ◽  
The Impact

This paper examines the impact of community education and challenges facing Centres for Education and Community Action as a rural development strategy in Cameroon. The study was conducted in the North-West Region of Cameroon, employing field observations, semi-structured interviews with key informants using a convenient sampling technique and through elaborate review of documents. These research instruments were blended into what is termed triangulation and the data collected was analysed descriptively. The main focus of qualitative analysis is to understand the ways in which people act and the accounts that people give for their actions. This paper posits that extreme dependence on the provision of Western formal education cannot solve the problems of a rapidly changing society like Cameroon, which is facing a long-term economic crisis and persistent unemployment issues of graduates. Consequently, education should be redefined in the context of the prevailing economic crisis to make it responsive to the aspirations of rural communities. Findings showed that community education had contributed towards rural development immensely but has suffered many challenges due to neglect of the field in the policy agenda. This paper recommends the integration of community education with formal education to facilitate group and community betterment in particular and rural transformation in general.

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