Developing an Anti-Racist Foundations Course in MCH for MPH Students

Introduction Over the past decade, foundational courses in MCH have been revised and revamped to integrate the life course perspective and social determinants of health in ways that bring these essential issues to the core of the learning experience. Yet the racial reckoning of 2020 and the racially disparate health impacts of the COVID-19 pandemic underscore that a deeper, more focused approach to anti-racist pedagogy is now imperative for MCH educators and others responsible for developing the MCH workforce. Methods In this paper, we discuss our experience of building a ‘community of practice’ of anti-racist MCH trainees through our course, ‘Foundations of Maternal and Child Health Policy, Practice, and Science.’ Results We identify four principles which guided our course: (1) building on students’ experience, knowledge, identities and social justice commitments; (2) creating a common purpose and shared vocabulary related to racism; (3) organizing classroom activities to reflect real-world problems and professional practices related to addressing structural racism as a root cause of health inequities; and (4) building students’ skills and confidence to recognize and address structural racism as MCH professionals. Discussion We hope that this description of our principles, along with examples of how they were put into practice, will be useful to MCH educators who seek to build anti-racist frameworks to guide MCH workforce development.

Exploring indigenous conflict resolution mechanisms between the Awi and Gumuz ethnic communities in Zigem Woreda, Ethiopia

Purpose The purpose of this study is to explore indigenous conflict resolution mechanisms for resolving ethnic-based conflicts between the Awi and Gumuz communities in Ethiopia. Design/methodology/approach This study followed a qualitative research approach and it has a case study design that is appropriate to collect in-depth information about indigenous mechanisms of resolving conflicts that arise between Awi and Gumuz ethnic groups. Data were collected through in-depth interviews and document review. Findings The results revealed that the Awi and Gumuz ethnic groups resolve conflict through the elder council or shimigilina. This indigenous mechanism conflict resolution mechanism is well recognized, accepted and respected both by the Awi and Gumuz ethnic groups. Shimiglina has different phases and rituals which are finally concluded by kale-mehala (oath) or promising not to take revenge and harm. The Awi and Gumuz ethnic groups view shimigilina as a vital and effective conflict resolution mechanism. Practical implications This study clearly indicated important implications for policy, practice and future research. The Awi and Gumuz communities have used the elders’ council (shimiglina) to solve ethnic-based conflicts for a long time. Therefore, there should be policy frameworks at different levels (national, regional and local) for the integration of the elders’ council with the formal justice system. Put in other words, this indigenous conflict resolution mechanism should be properly organized and institutionalized. However, a comprehensive study should be conducted to understand how to organize and institutionalize this indigenous conflict resolution mechanism. Originality/value This is an original study that contributes to peacebuilding by discovering the role of indigenous knowledge in conflict resolution and peacebuilding.

You Can't Be What You Can't See

This chapter presents the policy, practice, and societal contexts of initial teacher education in Ireland as a backdrop to the TOBAR programme. Primary teaching in Ireland is a high status and high demand profession, yet the teaching body is predominately white, female, and Catholic. In recent years, in response to changes in Irish society, and in initial teacher education and higher education policy, new initiatives have been introduced to diversify the teaching body. In the second section of this chapter, the authors present an overview of one such initiative: the TOBAR programme. The TOBAR programme supports Irish travellers to participate in initial teacher education programmes. Drawing on a series on interviews with students on the TOBAR programme, the authors report that the programme is having a positive impact on the students but that many challenges and barriers still exist.

The role of data in sustainability assessment of urban mobility policies

Data have played a role in urban mobility policy planning for decades, especially in forecasting demand, but much less in policy evaluations and assessments. The surge in availability and openness of (big) data in the last decade seems to provide new opportunities to meet demand for evidence-based policymaking. This paper reviews how different types of data are employed in assessments published in academic journals by analyzing 74 cases. Our review finds that (a) academic literature has currently provided limited insight in new data developments in policy practice; (b) research shows that the new types of big data provide new opportunities for evidence-based policy-making; however, (c) they cannot replace traditional data usage (surveys and statistics). Instead, combining big data with survey and Geographic Information System data in ex-ante assessments, as well as in developing decision support tools, is found to be the most effective. This could help policymakers not only to get much more insight from policy assessments, but also to help avoid the limitations of one certain type of data. Finally, current research projects are rather data supply-driven. Future research should engage with policy practitioners to reveal best practices, constraints, and potential of more demand-driven data use in mobility policy assessments in practice.

Human rights and housing unaffordability: Applying policy practice engagement to a wicked problem

INTRODUCTION: In working with marginalised communities, social workers are confronted with the consequences of housing unaffordability. The 1948 Universal Declaration of Human Rights (UDHR), adopted by Aotearoa New Zealand, identifies housing deprivation as a human right of relevance to social work. This study explores the application of the Policy Practice Engagement (PPE) framework (Gal Weiss-Gal, 2015) as a tool by which social workers can contribute to policy-making processes to address the human right to affordable housing.METHOD: The project used a descriptive/exploratory design. Data were collected by semi- structured interviews of eight subject matter experts in housing affordability: two public sector economists; one private sector economist/developer; two public sector urban planners; one public policy advisor; one non-governmental policy analyst; and one private sector housing strategist. Data were analysed thematically, followed by an inter-rater process.FINDINGS: Participants identified human rights as relevant to the wicked problem (Grint, 2005) of housing affordability. Participants also identified political, economic and environmental factors impacting affordable housing. They considered that these factors are found in local body planning regulations, leading to land supply constraints. Some participants considered that housing unaffordability is the price paid to live in liveable cities.CONCLUSIONS: The PPE framework offers a conceptual structure through which social workers can address housing unaffordability. By understanding the factors causing unaffordability, social workers are enabled to examine why and how they should contribute to policy processes.

Child Contact Case Management—A Major Policy-Practice Gap in High-Burden Countries

The 2021 Global Tuberculosis (TB) report shows slow progress towards closing the pediatric TB detection gap and improving the TB preventive treatment (TPT) coverage among child and adolescent contacts. This review presents the current knowledge around contact case management (CCM) in low-resource settings, with a focus on child contacts, which represents a key priority population for CCM and TPT. Compelling evidence demonstrates that CCM interventions are a key gateway for both TB case finding and identification of those in need of TPT, and their yield and effectiveness should provide a strong rationale for prioritization by national TB programs. A growing body of evidence is now showing that innovative models of care focused on community-based and patient-centered approaches to household contact investigation can help narrow down the CCM implementation gaps that we are currently facing. The availability of shorter and child-friendly TPT regimens for child contacts provide an additional important opportunity to improve TPT acceptability and adherence. Prioritization of TB CCM implementation and adequate resource mobilization by ministries of health, donors and implementing agencies is needed to timely close the gap.

Blended Learning Immersion Teacher Education: Evidence-Based Practices and Data-Driven Instruction

The practice of blending different learning approaches and strategies in higher-level education is not new, yet our understanding of how to design the most effective and efficient blend remains incomplete. Challenges are further compounded when students are not fully proficient in the language of instruction. However, teacher educators learn about teaching through learning about student learning. Evidence-based practices and data-driven instruction create conditions for success in blended learning design and implementation. This chapter reviews the impact of a blended learning professional development (PD) initiative, with a dual focus on language and content, on Irish-medium immersion (IMI) teacher development. Findings provide unique insights in relation to the effectiveness of a blended learning PD experience as indicated by student motivation, autonomy and success. Linguistic and pedagogical capacity were fostered and community cultivated. Lessons learned and tutor reflections are also shared in an attempt to advance learning in the field and to cultivate future innovation in policy, practice and possibilities.

The Future Ready Lab: Maintaining Students’ Access to Internships during Times of Crisis

In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab’s premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students’ work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research.