scholarly journals Exploring the 4-H Thriving Model: A Commentary Through an Equity Lens

2020 ◽  
Vol 15 (6) ◽  
pp. 171-194
Author(s):  
Nia Imani Fields

Many youth-serving organizations across the nation have made commitments to enhance their ability to better engage diverse communities with equity and inclusion at the fore. For many youth programs, there is a need to better align youth, adult leaders, and curriculum with the diverse needs and social conditions of the country. In their article, Professors Arnold and Gagnon describe the most recent iteration of a theory of change for 4-H, a national youth-serving organization that offers a variety of PYD programs. 4‑H recognizes the critical need to reach the most marginalized communities, yet the opportunity gap that exists in its programming cannot be fully addressed if an equity lens is not applied to the systematic analysis and delivery of programs. In this commentary, I critique the 4-H Thriving Model through an equity lens and, in doing so, explain the key terms and theories necessary for stakeholders to understand in order to promote equity in the youth sector.

2009 ◽  
Vol 79 (3) ◽  
pp. 409-428 ◽  
Author(s):  
Eve Tuck

In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of "damage-centered" research—research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted,ruined, and hopeless. Tuck urges communities to institute a moratorium on damage-centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.


Author(s):  
Vladimir Antchak ◽  
Vassilios Ziakas ◽  
Donald Getz

The purpose of this chapter is to introduce and explore the main event port- folio evaluation and impact assessment methods. The principles of financial portfolio management are discussed, considering their applicability to event portfolio evaluation, which should be done with caution, as events are not merely financial assets. The chapter highlights that the evaluation of event portfolios is complex, requiring new theories, methods and measures. To develop a comprehensive evaluation system, it is emphasised that there is a need for a multi-stakeholder approach to valuing event portfolios, considering both intrinsic values and extrinsic measures of worth. The chapter discusses four types of impact assessment and their application to portfolio evaluation. Key terms and concepts are explained, including value, evaluation, impact assessment, asset, outputs, and outcomes. The relevance of organisational ecology theory to portfolio evaluation is stressed. The nature and use of logic and theory of change models are examined followed by a discussion of portfolio strategy models and their relevance to evaluation. Finally, it is illustrated how to assess values against costs and risks within portfolios.


2020 ◽  
Vol 12 (6) ◽  
pp. 2266 ◽  
Author(s):  
Ladan Ghahramani ◽  
Katelin McArdle ◽  
Sandra Fatorić

The Gullah Geechee community of the south-eastern United States endures today as a minority group with a significant cultural heritage. However, little research has been conducted to explore this community’s resilience in the face of climate change and other environmental impacts. The database Web of Science was searched and 109 publications on the Gullah Geechee community were identified. Using quantitative and qualitative methods, we analyzed the publications to identify patterns and primary research themes related to the Gullah Geechee community’s resilience. Findings revealed that Gullah Geechee‘s cultural heritage is vulnerable to climatic and societal changes, but can also be a source for enhancing community resilience and promoting more sustainable community-led heritage and tourism developments. A framework is proposed for building community resilience in the context of minority and/or marginalized communities (e.g., Gullah Geechee). This study highlights the urgent need to not only better understand and incorporate a community’s economic dimensions and losses in various decision- and policy-making processes but also their cultural and social dimensions and losses. This systematic analysis can help inform both heritage preservation and community-led tourism practices and policies related to the Gullah Geechee community, as well as help direct new research efforts focusing on minority and/or marginalized community resilience.


2009 ◽  
Vol 33 (9) ◽  
pp. 569-572 ◽  
Author(s):  
Isabelle Claudet ◽  
Nicolas Pasian ◽  
Cécile Debuisson ◽  
Sophie Salanne ◽  
Hocine Rekhroukh

2020 ◽  
Vol 22 (4) ◽  
pp. 12-16
Author(s):  
Tanya Cruz Teller ◽  
Marlene Ogawa

This article highlights the process and key insights of a social justice organisation’s appreciative inquiry into their resilience. Diversity, equity and inclusion principles are central to the Spaciousness theory of change and the Appreciative Leadership Lotus Model used by facilitators to create the space for staff and board to remember their collective resilience. The article reflects on the appreciative resilience of a diverse group of people piloting new technology and translation functionalities.


2011 ◽  
Vol 73 (1) ◽  
Author(s):  
Louis J Virelli III

The debate over the role of traditionalism in constitutional interpretation has itself become a tradition. It remains a popular and controversial topic among constitutional scholars and presents normative questions that are as divisive, difficult, and important today as at the Founding. Missing from the discussion, however, is a comprehensive account of how the Supreme Court has employed traditionalism-an approach that looks for meaning in present manifestations of longstanding practices or beliefs-in its constitutional jurisprudence. This project is the first to fill this gap by providing an exhaustive and systematic analysis of the Court's use of constitutional traditionalism. This article focuses on the Roberts Court's first five terms to provide an empirical foundation that will not only offer previously unavailable insights into the Court's current traditionalist practices, but will also set forth a useful framework for the ongoing normative debate over traditionalism. This project uses content analysis of key terms to identify every instance in which the Roberts Court employed traditionalism to interpret the Constitution. More specifically, this project set out to answer the following three questions: First, how frequently does the Roberts Court employ traditionalism in its constitutional jurisprudence? Second, how robust is the Court's use of traditionalism (i.e., is it used to interpret a broad or narrow range of constitutional provisions)? And finally, how often and in what contexts do individual Justices on the Roberts Court rely on traditionalism in their own constitutional opinions? The research provided here suggests answers to all three of these questions. First, the data indicate that traditionalism has been relied upon regularly by the Roberts Court, appearing in nearly half of the Court's constitutional cases. Second, traditionalism is frequently applied to a wide variety of constitutional provisions: Two-thirds of the constitutional provisions considered by the Roberts Court were subjected to a traditionalist analysis, ranging from provisions pertaining to government power and structure to individual rights. Finally, the data show that although traditionalism is used more frequently by conservative Justices, it is nevertheless employed by all members of the Court in a wide variety of contexts. Although there is more to learn about traditionalism's role in the Court's constitutional jurisprudence, this evidence makes clear that, notwithstanding the normative controversy surrounding traditionalism, any future study of the workings of this Court, its members, or of the future direction of constitutional law in general must take traditionalism into account.


Education ◽  
2020 ◽  
Author(s):  
Franz Koranyi ◽  
Nina Kolleck

Effectiveness and improvement have become key terms in educational research. However, cross-national research applies different approaches to providing knowledge for improvement along with divergent assumptions for change. Most frequently, continuous improvement refers to systemic inquiry, involving practitioners’ knowledge of daily work problems. It thereby seeks to develop, implement, revise, and adapt interventions with the aim of becoming part of regular work routines (see General Overviews). Based on short-cycled, multiple tests of small changes in various contexts, continuous improvement research develops education solutions on scale. For continuous improvement, the Model of Improvement is fundamental and consists of three questions: What are we trying to accomplish? How will we know that a change is an improvement? What changes can we make that will result in improvement? And there is the lan-do-study-act cycle. Continuous improvement relies on systems theory and methods of design-based implementation research. It conceptualizes improvement processes based on a context-based theory of change (see Theoretical Framework and Approaches). Researchers apply various models such as Six Sigma, planned experimentation, and data-based inquiry (see Model and Tools). Furthermore, research in continuous improvement involves cross-sector collaboration between research, education institutions, and nongovernmental organizations (NGOs) (see Cross-Sector Collaboration). Continuous improvement has become an international phenomenon that refers not only to a strong research base in the United States but also to other research initiatives worldwide (see Research in National Contexts). This article covers several relevant aspects of continuous, practitioner-focused, and cyclical improvement processes in education that have been discussed in cross-national contexts. While the list of references is not exhaustive, it aims to provide a point of entry to this emerging field.


2020 ◽  
Vol 24 (2) ◽  
pp. 103-117
Author(s):  
Erica L. Ciszek ◽  
Kate Pounders

PurposeThe purpose of this work is to identify the components of authentic communication with LGBTQ publics and to examine if there is a difference in what constitutes authentic communication for LGBTQ publics compared to other publics.Design/methodology/approachWe conducted in-depth interviews with professionals who both identify as LGBTQ and are instrumental in developing content targeted to this public.FindingsAuthenticity is synonymous regardless of the target public; however, differences emerge in the manifestation of authenticity with historically marginalized groups, like LGBTQ publics.Practical implicationsPractitioners working with historically marginalized communities need to make sure they are walking the walk, not just talking the talk.Social implicationsAuthentic communication arises from an organization's broader holistic commitments to diversity, equity and inclusion.Originality/valueThe insights derived by our participants are unique, as they are perspectives traditionally “written out” of research.


2020 ◽  
Vol 13 (3) ◽  
pp. 334-356
Author(s):  
Irais Monserrat Santillan-Rosas ◽  
Noé Abraham González-Nieto

This paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group of women who transformed their living conditions with the technological intervention and meaningful learning experiences, highlighting their life stories and success cases. This research evidences that future and digital literacies are key components to developing transformative learning experiences that have an impact on a community's social and economic improvement to think about different and possible lifestyles. Results also show the personal and learning profile of each participant and its relationship with the development of a specific scenario on the intersection of the skills in the areas of future and digital literacies. Discussions are built toward the possibilities of improving people’s present conditions when enhancing their future and digital skills. Thus, a component of social transformation and educational innovation and technology is present throughout the text.  


Author(s):  
Tina P. Kruse

Making Change: Youth Social Entrepreneurship as an Approach to Positive Youth and Community Development connects multiple fields of practices and scholarship to explore a youth-focused model for promoting social justice. Social entrepreneurship creates opportunities, especially for youth in marginalized communities where the opportunity gap, suppressed social mobility, and economic disparity are most profound. In such settings, engaging youth as leaders of social change offers the potentially exponential benefits of personal empowerment, community improvement, and economic transformation. Written for audiences in both academia and in the field of youth work, Making Change advances the fields of positive youth development and community enhancement by linking youth social entrepreneurship as a means to socially just impact.


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