Globalizing Migration Dialogue

2014 ◽  
pp. 326-351
Author(s):  
Laura Talamante ◽  
Caroline Mackenzie
Keyword(s):  
Los Angeles ◽  
Service Learning ◽  
State University ◽  
Community Service Learning ◽  
Student Work ◽  
Migration History ◽  
Skill Mastery ◽  
Immigrant Experiences ◽  
And Migration ◽  
Service Learning Pedagogy

In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.

Globalizing Migration Dialogue

2015 ◽  
pp. 241-267
Author(s):  
Laura Talamante ◽  
Caroline Mackenzie
Keyword(s):  
Los Angeles ◽  
Service Learning ◽  
State University ◽  
Community Service Learning ◽  
Student Work ◽  
Migration History ◽  
Skill Mastery ◽  
Immigrant Experiences ◽  
And Migration ◽  
Service Learning Pedagogy

In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.

Critical Currents in Community Service Learning and Community-Based Research: History, Theory and Practice

2003 ◽  
Vol os-20 (2) ◽  
pp. 23-41 ◽  
Author(s):  
Ken Cunningham ◽  
Kerry E. Vachta
Keyword(s):  
Service Learning ◽  
Critical Theory ◽  
Community Service ◽  
Critical Currents ◽  
Community Action ◽  
Theory And Practice ◽  
State University ◽  
Community Service Learning ◽  
Community Based ◽  
Community Based Research

Brulle (2000) has noted the failure of the recent literature in critical theory to reflect the commitment of its founders to applying their philosophical and theoretical scholarship to create concrete social change. The authors have taken up the challenge to recover critical theory's “forgotten materialist component” and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. The paper discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the Center for Community Action and Research at Pennsylvania State University at Harrisburg.

DEVELOPMENT OF HUMANITARIAN COOPERATION BETWEEN THE REPUBLIC OF BELARUS AND RUSSIAN FEDERATION. AGENDA, CHALLENGES AND PROSPECTS IN THE LATE 2020S

2021 ◽  
pp. 71-84
Author(s):  
Oksana V. Solopova ◽  
Keyword(s):  
Russian Federation ◽  
Academic Science ◽  
State University ◽  
National Academy Of Sciences ◽  
Senior Lecturer ◽  
Migration History ◽  
History Of ◽  
The Republic ◽  
And Migration ◽  
Moscow State University

The article is devoted to the situation and prospects of humanitarian cooperation between the Republic of Belarus and the Russian Federation in the last few years. The author, Senior Lecturer of the Department of History of Post-Soviet Countries, Head of the Laboratory of the Diaspora and Migration History, Deputy Dean, Academic Secretary of the Faculty of History at Lomonosov Moscow State University, shows the evolution of forms and methods in the Russian and Belarusian cooperation in higher education and academic science using various programmes and joint projects of Lomonosov Moscow State University and its Belarusian partners, primarily the Belarusian State University, as an example. The article focuses on various programmes established through the collaboration of the Faculty of History of Lomonosov Moscow State University and its partners: the Faculty of History of the Belarusian State University, the Department of Humanities and Arts of the National Academy of Sciences of the Republic of Belarus; it also specially focuses on implementing “The History of Belarusian Diaspora”, the first international joint educational Master Programme of Lomonosov Moscow State University and the Belarusian State University opened in the academic year 2019–2020. The author emphasises that, thanks to the mutual experience gained over the years, Russian and Belarusian universities, as well as their national academies of sciences are the driving force behind humanitarian cooperation under the Union State.

African Urban Research Conference

1966 ◽  
Vol 9 (03) ◽  
pp. 45-47
Author(s):  
George Jenkins
Keyword(s):  
Los Angeles ◽  
Urban Studies ◽  
Field Research ◽  
African Studies ◽  
State University ◽  
Research Committee ◽  
Urban Research ◽  
University Of Wisconsin ◽  
Single Instance ◽  
And Migration

The conference, sponsored by the African Research Committee and the African Studies Group of the University of Wisconsin--Milwaukee, was held June 2-4, 1966, at the Kenwood Conference Center, Milwaukee. Conferees were as follows: D. W. Griffin (University of California, Los Angeles); Peter C. W. Gutkind (McGill University): Ruth Simms Hamilton (Iowa State University); George Jenkins (University of Wisconsin--Milwaukee); G. Wesley Johnson (Stanford University); John Paden (Northwestern University); Michael Safier (University of Wisconsin-Milwaukee); Henry J. Schmandt (University of Wisconsin--Milwaukee); W. M. Swanson (Yale University); and Alvin Wolfe (Washington University). African urban studies are on the verge of escape from scarcity into bulky unintelligibility. At least sixteen books are being prepared by Americans for publication; most of them are single-instance studies by junior scholars, although six of them will present comparable materials gathered according to the “Bohannan plan.” (See African Urban Notes, I [April 1966], 1). In addition, some thirty Americans and Africans are presently in Africa or writing dissertations based on field research, and at least twenty more Americans are planning field research. Furthermore, the ARC conferences on unemployment, the West Indian Ocean area, geography, and migration have recommended still more urban research. Although this does not mean that a surfeit is threatened in any sector of urban studies, African urban research will probably be marked for some time by increasing descriptive affluence and continuing theoretical poverty. The essential need in this area of African studies is to provide for more meaningful development of a sizable movement whose momentum seems assured for the immediate future.

Yes, in Our Backyard

2000 ◽  
Vol 22 (2) ◽  
pp. 33-37
Author(s):  
Vivian Rohrl
Keyword(s):  
Native American ◽  
Service Learning ◽  
Community Service ◽  
Point Of View ◽  
American People ◽  
State University ◽  
Community Service Learning ◽  
State University System ◽  
California State University System ◽  
Community Based Learning

In these turn-of the-century times, with increasing concerns in academia about community service, and with anthropology continuing to reinvent itself, it is not surprising that what Sol Tax once called ‘action anthropology’ is breaking new ground. These days, at least in the California State University system, it is being encouraged under the rubric, ‘community based learning.’ Frequently, it is called ‘service-learning’ or ‘community service learning.’ While Tax's students of applied anthropology worked directly with Native American people, with the intention of listening to their ‘emic’ point of view, with a view to empowering, and as an input to policy, the 1990s San Diego incarnation involves working with a diverse urban community close to home.

Serve the People! Asian American Studies at Fifty: Empowerment and Critical Community Service Learning at San Francisco State University

2019 ◽  
Vol 16 (1-2) ◽  
pp. 111-136
Author(s):  
Eric Mar ◽  
Jensine Carreon ◽  
Wei Ming Dariotis ◽  
Russell Jeung ◽  
Philip Nguyen ◽  
...  
Keyword(s):  
Service Learning ◽  
San Francisco ◽  
Community Service ◽  
Asian American ◽  
American Studies ◽  
Community Based Participatory Research ◽  
Community Empowerment ◽  
State University ◽  
Asian American Studies ◽  
Community Service Learning

This essay reflects on five decades of growth of the nation’s first Asian American Studies Department at San Francisco State University (SFSU AAS), focusing on its primary commitment to community empowerment and critical “community service learning” (CSL) and also highlighting past and present struggles, challenges, and innovations. This collectively written analysis summarizes SFSU AAS departmental approaches to CSL and community-based participatory research and highlights two case studies: (1) refugees from Burma community health needs research and advocacy in Oakland and (2) the Diasporic Vietnamese Artists Network. We conclude by describing how we are applying our model and building support for critical CSL and argue that AAS and ethnic studies must reclaim CSL from the dominant “charity-based” model or risk losing our social justice orientation and commitment to empowerment and self-determination for our communities.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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