scholarly journals Crisis Pregnancy Centers in Canada and Reproductive Justice Organizations’ Responses

2019 ◽  
Vol 11 (2) ◽  
pp. 28
Author(s):  
Haiqi Li
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
The United States ◽  
Reproductive Justice ◽  
Reproductive Autonomy ◽  
The Past ◽  
The Social ◽  
The Status ◽  
Abortion Access ◽  
Crisis Pregnancy

The spread of crisis pregnancy centers (CPCs) has become an alarming issue in the fields of public health and reproductive justice (RJ) as they impede women’s fully-informed decisions and threaten women’s reproductive autonomy. However, most existing scholarship has only focused on CPCs within the United States; hardly any literature has been devoted to anti-CPC activism. This study contributes to addressing these gaps by adopting a mixed method. The paper first reviews the status quo of U.S. and Canadian CPCs through the existing literature to contextualize my investigation. Then it explores the establishment of individual Canadian CPCs to evaluate whether they are gaining more influence. It also analyzes the presence and absence of information on Canadian anti-CPC activism in the social media of RJ organizations. Finally, it examines the interviews I conducted with Canadian RJ activists to identify the ongoing anti-CPC activism and why some groups do not regard it central to their agenda. Results of this research reveal that CPCs have been continuously expanding in Canada during the past 35 years. Despite realizing their threat, most Canadian RJ groups do not focus their activism on CPCs and instead, concern themselves more with such issues as abortion access owing to their political engagement restriction, as well as their viewpoint that variation among Canadian CPCs and the Canadian liberal political context lessen CPCs’ overall threat. The limited ongoing activism includes lobbying for halting funding for CPCs, revoking their charitable statuses, banning their advertisements, and removing their biased sex education from public schools.

A Critical Transnational Perspective to Asian America

2017 ◽  
Author(s):  
Yen Le Espiritu
Keyword(s):  
United States ◽  
Civil Rights ◽  
Asian American ◽  
The United States ◽  
Human Welfare ◽  
Vietnamese Refugees ◽  
The Social ◽  
The Us ◽  
The Status ◽  
Rights Discourse

Much of the early scholarship in Asian American studies sought to establish that Asian Americans have been crucial to the making of the US nation and thus deserve full inclusion into its polity. This emphasis on inclusion affirms the status of the United States as the ultimate protector and provider of human welfare, and narrates the Asian American subject by modern civil rights discourse. However, the comparative cases of Filipino immigrants and Vietnamese refugees show how Asian American racial formation has been determined not only by the social, economic, and political forces in the United States but also by US colonialism, imperialism, and wars in Asia.

scholarly journals Transformative Action: A Theoretical Framework for Breaking New Ground

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Social Institutions ◽  
The United States ◽  
Public Affairs ◽  
Theory And Practice ◽  
Structural Factors ◽  
Community Based ◽  
Institutionalized Racism ◽  
The Social ◽  
The Status ◽  
Transformative Action

Developed by Paulo Freire, critical consciousness (CrC) is a philosophical, theoretical, and practice-based framework encompassing an individual’s understanding of and action against the structural roots of inequity and violence. This article explores divergent CrC scholarship regarding CrC theory and practice; provides an in-depth review of inconsistencies within the CrC “action” domain; and, in an effort to resolve discrepancies within the existing CrC literature, presents a new construct—transformative action (TA)—and details the process of TA development. Comprising three hierarchical levels of action (critical, avoidant, and destructive) for each level of the socio-ecosystem, TA serves as a model for community-based practitioners, such as those working in the fields of social work and public affairs. The authors argue that transformation is necessary to deconstruct the social institutions in the United States that maintain and perpetuate systemic inequity, creating dehumanizing consequences. Through critical TA, community workers can make visible hidden socio-structural factors, such as institutionalized racism and White privilege, countering the historic trend of community workers acting as tools of social control—that is, socializing individuals to adapt to marginalized roles and accept inferior treatment; maintaining and enforcing the status quo; and facilitating conformity with inequitable societal norms and practices. The authors also discuss the implications of community-based TA practice.

Les "langues immigrées" face à l'école française

1992 ◽  
Vol 16 (2) ◽  
pp. 137-162 ◽  
Author(s):  
Gabrielle Varro
Keyword(s):  
Public Schools ◽  
Mother Tongue ◽  
Social Representations ◽  
Large Fraction ◽  
Private Life ◽  
The Social ◽  
French School ◽  
The Status ◽  
The Government ◽  
Volunteer Associations

SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.

Collective Memory

Sociology ◽  
2019 ◽  
Author(s):  
Christina Simko
Keyword(s):  
Collective Memory ◽  
The United States ◽  
Emile Durkheim ◽  
State Legitimacy ◽  
The Past ◽  
National Memory ◽  
The Social ◽  
Political Borders ◽  
Monuments And Memorials ◽  
The Relationship

Collective memory encompasses both the shared frameworks that shape and filter ostensibly “individual” or “personal” memories and representations of the past sui generis, including official texts, commemorative ceremonies, and physical symbols such as monuments and memorials. Sociological work on collective memory traces its origins to Émile Durkheim and his student, Maurice Halbwachs. In the United States, the contemporary sociology of memory coalesced in the 1980s and 1990s, after Barry Schwartz brought renewed attention to Durkheim’s focus on commemoration as well as Halbwachs’s interest in how the past is reconstructed in the present, in the service of present needs, interests, and desires. Though this line of research initially emphasized heroic pasts—particularly national commemorations that bolstered state legitimacy with reference to triumphant episodes—scholars quickly began to address the ways that collectivities grapple with “difficult pasts,” or episodes that evoke shame, regret, and/or dissensus, and that threaten to “spoil” national identity. What is the relationship between memory and forgetting, and related concepts such as silence and denial? Can the increasingly pervasive language of “trauma” help us understand the current preoccupation with difficult pasts in both scholarly literature and public culture? More recently, scholars have critiqued the field’s overwhelming focus on national memory from two angles. First, studies of micro-level memories have revived Halbwachs’s initial interest in the social frameworks that structure (seemingly) individual memories. Second, globalization facilitates connectedness and identification beyond and/or outside of national frames of reference, and thus scholars have pointed to the emergence of “cosmopolitan” memories that create community and solidarity beyond and outside formal political borders.

Sex Education in the United States

2014 ◽  
Author(s):  
Maggie Scott ◽  
Carolyn S. Marsh ◽  
Jessica Fields
Keyword(s):  
United States ◽  
Sex Education ◽  
Sexuality Education ◽  
The United States ◽  
Lessons Learned ◽  
Sexuality Research ◽  
Sexual Health Education ◽  
School Based ◽  
The Social ◽  
Sex And Sexuality

The terms sex education, sexuality education, and sexual health education—mentioned throughout this article—all reflect the diverse scholarship that considers how sex and sexuality are taught and learned in different contexts across the lifespan. While people learn about sex and sexuality throughout their lives, most discussion of sexuality education focuses on the lessons learned by children, adolescents, and youth. And, though young people learn about sex and sexuality from various sources, US debates about sexuality education focus on school-based learning. This article considers the social construction of childhood and debates around school-based sex education as well as scholarship that examines other sites of sex and sexuality education. Families, religious and secular communities, media, and the Internet all play significant roles in dispersing information and values surrounding sex and sexuality. These and other sites of sexuality education reflect and contribute to societal and cultural ideologies around sex and sexuality. Research on sexuality education has also considered the ways sex education has the potential to reproduce, as well as contest, societal inequalities. This article focuses on sexuality education in the United States, and while the majority of the scholarship reflects this focus, included are some texts written within other national contexts that have influenced scholarship or thinking about sexuality education research and practice within the United States. While this article does not contain a section explicitly engaging with citizenship, the ways sexuality education has been involved in constructing and policing US national identity comes up in several sections. (The authors thank Jen Gilbert and anonymous reviewers for feedback on earlier versions of this article.)

Soft Sterilization: Long-Acting Reversible Contraceptives in the Carceral State

Affilia ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 218-230 ◽  
Author(s):  
Della J. Winters ◽  
Adria Ryan McLaughlin
Keyword(s):  
The United States ◽  
State Agencies ◽  
Reproductive Justice ◽  
Reproductive Autonomy ◽  
Carceral State ◽  
Marginalized Communities ◽  
Reproductive Control ◽  
Laws And Policies ◽  
Long Acting ◽  
Long Acting Reversible Contraceptives

In the United States, between 1907 and 1978, the proliferation of eugenic state practices routinely targeted institutionalized women with legalized involuntary sterilization. Sterilization laws and policies were a form of reproductive control, which predominantly impacted women from marginalized communities. After the implementation of federal regulations prohibiting involuntary sterilization practices, state agencies continued to engage in coercive sterilization under the guise of “voluntariness.” Using a reproductive justice framework, we introduce a concept of reproductive control embedded within the carceral state. Tracing historical sterilization practices and examining the use of long-acting reversible contraceptives (LARC), we argue that LARC represents a different form of involuntary sterilization. The emergence of LARC as a highly effective, nonagentive, and mediated form of contraception for vulnerable populations demands interrogation. We identify the use of LARC as soft sterilization, which is both related to and distinct from other forms of reproductive control. As such, reproductive autonomy is not possible without the destruction of the carceral state.

Provincializing memory studies: Polish approaches in the past and present

2017 ◽  
Vol 11 (4) ◽  
pp. 391-404 ◽  
Author(s):  
Kornelia Kończal ◽  
Joanna Wawrzyniak
Keyword(s):  
Memory Studies ◽  
The United States ◽  
Historical Consciousness ◽  
History Of Ideas ◽  
Social Sciences And Humanities ◽  
The Past ◽  
Research Perspectives ◽  
The Social ◽  
History Of ◽  
Key Terms

The history of memory studies has usually been told through research perspectives advanced in France, Germany and the United States. This well-established cartography and, thus, chronology of the field can be challenged while taking into account other provinces of thought. The example of Polish sociology and history shows that the Western memory boom took off just at the time when the golden age of the biographical method reached its apex in Poland and most research on historical consciousness had already been carried out. Furthermore, the Polish case illustrates how since 1989 researchers have been abandoning key terms previously used in the social sciences and humanities in favour of terminology related to memory. On the whole, the article argues for the exploration of continuities, ruptures and transformations of categories developed in non-mainstream research traditions to question the beaten tracks of the history of ideas.

Predictors of Access to Sex Education for Children With Intellectual Disabilities in Public Schools

2014 ◽  
Vol 52 (2) ◽  
pp. 85-97 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Marcelo Schmidt ◽  
Steven Chesnut ◽  
Tianlan Wei ◽  
David Richman
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
Demographic Variable ◽  
The United States ◽  
Special Education Services ◽  
Expressive Communication ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
To Receive ◽  
Teacher Opinions

Abstract Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.

A Search for Standards to Monitor Labor Conditions Worldwide - Monitoring International Labor Standards: Techniques and Sources of InformationNational Research Council Washington: National Academies Press, Paperback, 291 pages; ISBN: 0309091349, $43

2006 ◽  
Vol 16 (2) ◽  
pp. 271-287
Author(s):  
S. Prakash Sethi
Keyword(s):  
Western Europe ◽  
The United States ◽  
Social Infrastructure ◽  
International Labor Standards ◽  
Strong Argument ◽  
Labor Conditions ◽  
Goods And Services ◽  
The Past ◽  
International Labor ◽  
The Social

A strong argument can be made that globalization and the unrestricted flow of capital, goods, and services leads to the creation of wealth and prosperity among participating nations. Comparative advantage allows both the industrially advanced nations and developing countries to maximize their gains from trade and investments. The current wave of globalization is not the first, nor is it likely to be the last. There have been waves of globalization in the past: in the United States (1870–1890 and circa 1970), Western Europe (1890–1913 and 1950–1992), and Japan (1913–1938). They all eventually petered out because of their adverse impact on the social infrastructure of the countries involved.

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