Academic literature on the topic 'Community Cultural Development (CCD)'
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Journal articles on the topic "Community Cultural Development (CCD)"
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Schim, Stephanie Myers, Ardith Z. Doorenbos, June Miller, and Ramona Benkert. "Development of a Cultural Competence Assessment Instrument." Journal of Nursing Measurement 11, no. 1 (March 2003): 29–40. http://dx.doi.org/10.1891/jnum.11.1.29.52062.
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This article describes initial testing of an instrument designed to provide evidence of cultural competence among health care providers and staff. The Cultural Competence Assessment (CCA) instrument was based on a model describing cultural competence components (fact, knowledge, attitude, and behavior). Content and face validity were confirmed through expert panel review, subject feedback, and field-testing. The CCA was administered to an interdisciplinary health care team in a community hospice setting. Preliminary findings suggest that the CCA performed well. Internal consistency reliability for the scale was 0.92. Construct validity by factor analysis demonstrated that 25 items had loadings above 0.42. Construct validity was supported with a significant correlation to the widely used Inventory for Assessing the Process of Cultural Competence among Health care Professionals (IAPCC). Validity also was supported by significant differences between individuals with different educational levels and prior diversity training. The CCA is a promising tool to measure cultural competence in populations with a wide range of educational levels and backgrounds.
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McOmber, Chesney, Katharine McNamara, Therese d’Auria Ryley, and Sarah L. McKune. "Investigating the Conceptual Plurality of Empowerment through Community Concept Drawing: Case Studies from Senegal, Kenya, and Nepal." Sustainability 13, no. 6 (March 13, 2021): 3166. http://dx.doi.org/10.3390/su13063166.
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Women’s empowerment is a driving concept in gender and development scholarship. This scholarship often engages quantitative indices of evaluation that are unable to account for culturally specific meaning and nuance that shape local understandings of empowerment. Recent efforts within the field of international development are attempting to create methodological mechanisms for capturing this nuance. This study employs one such method, Community Concept Drawing (CCD), in rural villages within Kenya, Senegal, and Nepal. Findings indicate significant differences between the field sites in the local conceptualization of empowerment. Cross-examination of site-specific data yields an understanding of how cultural norms and values shape local perceptions of empowerment in ways that are critical for research that engages gendered understandings. Furthermore, such analysis is critical to a more accurate understanding of the locally specific context of gender inequity.
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Wallerstein, Nina, John G. Oetzel, Bonnie Duran, Maya Magarati, Cynthia Pearson, Lorenda Belone, Joyce Davis, et al. "Culture-centeredness in community-based participatory research: contributions to health education intervention research." Health Education Research 34, no. 4 (June 25, 2019): 372–88. http://dx.doi.org/10.1093/her/cyz021.
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Abstract Health education research emphasizes the importance of cultural understanding and fit to achieve meaningful psycho-social research outcomes, community responsiveness and external validity to enhance health equity. However, many interventions address cultural fit through cultural competence and sensitivity approaches that are often superficial. The purpose of this study was to better situate culture within health education by operationalizing and testing new measures of the deeply grounded culture-centered approach (CCA) within the context of community-based participatory research (CBPR). A nation-wide mixed method sample of 200 CBPR partnerships included a survey questionnaire and in-depth case studies. The questionnaire enabled the development of a CCA scale using concepts of community voice/agency, reflexivity and structural transformation. Higher-order confirmatory factor analysis demonstrated factorial validity of the scale. Correlations supported convergent validity with positive associations between the CCA and partnership processes and capacity and health outcomes. Qualitative data from two CBPR case studies provided complementary socio-cultural historic background and cultural knowledge, grounding health education interventions and research design in specific contexts and communities. The CCA scale and case study analysis demonstrate key tools that community–academic research partnerships can use to assess deeper levels of culture centeredness for health education research.
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Morelli, Gilda, Naomi Quinn, Nandita Chaudhary, Marga Vicedo, Mariano Rosabal-Coto, Heidi Keller, Marjorie Murray, Alma Gottlieb, Gabriel Scheidecker, and Akira Takada. "Ethical Challenges of Parenting Interventions in Low- to Middle-Income Countries." Journal of Cross-Cultural Psychology 49, no. 1 (December 19, 2017): 5–24. http://dx.doi.org/10.1177/0022022117746241.
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This article explores ethical issues raised by parenting interventions implemented in communities in low- to middle-income countries (LMICs) with rural, subsistence lifestyles. Many of these interventions foster “positive parenting practices” to improve children’s chances of fulfilling their developmental potential. The practices are derived from attachment theory and presented as the universal standard of good care. But attachment-based parenting is typical primarily of people living Western lifestyles and runs counter to the different ways many people with other lifestyles care for their children given what they want for them. Thus, such parenting interventions involve encouraging caregivers to change their practices and views, usually with little understanding of how such changes affect child, family, and community. This undermines researchers’ and practitioners’ ability to honor promises to uphold ethic codes of respect and beneficence. Support for this claim is provided by comparing positive parenting practices advocated by the United Nations International Children’s Emergency Fund (UNICEF; with the world health organization [WHO]) Care for Child Development (CCD) intervention with parenting practices typical of communities with rural, subsistence lifestyles—the most common of lifestyles worldwide and largely observed in LMICs. As UNICEF has a considerable presence in these countries, the CCD intervention was selected as a case study. In addition, parenting interventions typically target people who are poor, and the issues this raises regarding ethics of fairness and justice are considered. Recommendations are made for ways change agents can be sensitive to the living conditions and worldviews of communities, and, thus, be appropriately effective and ethically sensitive to the diverse needs of different communities.
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Selvarajah, Christopher, and Eryadi K. Masli. "Ethnic entrepreneurial business cluster development: Chinatowns in Melbourne." Journal of Asia Business Studies 5, no. 1 (January 18, 2011): 42–60. http://dx.doi.org/10.1108/15587891111100796.
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PurposeThis paper aims to review the concept of clustering and to examine both mature and newly evolved natural ethnic entrepreneurial business clusters in Melbourne, Australia.Design/methodology/approachPhenomenological methodology was employed in this research. This qualitative research technique examines life experiences in an effort to understand and give them meaning. This method is seen to be appropriate as the study is investigative and explores the historical development, maintenance and growth of ethnic entrepreneurship clusters.FindingsBox Hill has evolved into a second Chinatown in Melbourne through natural ethnic entrepreneurial business cluster. The key features of these entrepreneurs are high educational and professional competence; focus on hard work and persistence; independence and sense of freedom as the key driving force; maintaining cultural linkage with countries of origin; almost no assistance from government agencies; succession or exit is not a major issue; and strong belief in providing employment and making a contribution to society.Practical implicationsThe ethnic Chinese entrepreneurs in Box Hill as well as in CBD Melbourne's Chinatown and the Chinese community at large realize that they needed to be socially participative and politically active. Through active participation in local politics, the ethnic community members are able to improve and provide more services and facilities to the community. As a result, the cluster becomes bigger and serves better the social needs of the community members, ethnic as well as non‐ethnic group members.Originality/valueThere is a paucity of literature on ethnic entrepreneurial business clusters that seem to be a growing feature of many cities such as Melbourne, Sydney, Vancouver, Los Angeles and other cities in the western hemisphere. This paper investigates this phenomenon in Melbourne.
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Giorgi, Gabriele, Luigi Isaia Lecca, Antonio Ariza-Montes, Chiara Di Massimo, Marcello Campagna, Georgia Libera Finstad, Giulio Arcangeli, and Nicola Mucci. "The Dark and the Light Side of the Expatriate’s Cross-Cultural Adjustment: A Novel Framework Including Perceived Organizational Support, Work Related Stress and Innovation." Sustainability 12, no. 7 (April 8, 2020): 2969. http://dx.doi.org/10.3390/su12072969.
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The new context of the Psychology of Sustainability and Sustainable Development has reached the attention of the scientific community in recent years, due to its comprehensive approach aimed at enhancing the sustainability of interpersonal and intrapersonal talent, as well as of groups and communities. In this scenario, research on employee cross-cultural adjustment (CCA) is considered a key theme in human resource management. It is known that psychological support in the host country may alleviate distress and facilitate the integration of the expatriate workers. However, there is a lack of research investigating expatriate adjustment as an antecedent of the perceived organizational support. The aim of the study was to investigate the relationship among cross-cultural adjustment (CCA), perception of organizational support (POS), work-related stress (WRS), and innovation, considering these factors as a part of a unique innovative framework. A cross sectional study was performed using a sample of 234 expatriate workers of a multinational organization. Data were collected through a monitoring survey for the assessment of work-related stress risk factors of their expatriate staff. The results showed a positive correlation between CCA, POS, and innovation. On the other hand, a negative correlational effect of CCA and WRS, CCA and POS on WRS, and POS and WRS was found. Finally, POS was found to be a significant antecedent of CCA. These findings have implications for both international human resource management researchers and practitioners.
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AMAN, Maryam, Abdul WAHEED, Malik Asghar NAEEM, and Syed Akhtar Ali SHAH. "Implementing the living streets concept by transforming streets in the central business district of Peshawar, Pakistan." Urbani izziv 1, no. 30 (June 20, 2019): 75–86. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-01-001.
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The idea of living streets has recently evolved and is currently being considered in urban planning and development for cities. The main purpose of the living streets concept is to provide safe access for all types of traffic, thus focusing on the overall sustainability of a city. This study investigates the characteristics of urban arteries in Peshawar’s central business district (CBD) from the perspective of the living streets concept to form a basis for policy measures that can be adopted to improve the CBD. The study hypothesizes that the living street infrastructure in the CBD does not accommodate the needs of various users (shoppers, residents, employees and those visiting for recreation). A field survey, including an observational survey and questionnaire, was conducted to identify and analyse basic public infrastructure in the CBD. Issues such as noise, air pollution, litter, a lack of appropriate public transit and pedestrian infrastructure, and poor traffic management were discovered. Strong dissatisfaction was recorded when the respondents were asked about current pedestrian and on-street parking arrangements. The field survey also found that the current pedestrian arrangements were insufficient for pedestrian needs, and the absence of street furniture discouraged community engagement in the study area.
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Kafara, Rylan. "‘Who is really gonna benefit?’: The punk habitus in the downtown Edmonton field." Punk & Post Punk 9, no. 2 (June 1, 2020): 287–307. http://dx.doi.org/10.1386/punk_00029_1.
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The new home of the National Hockey League’s (NHL) Edmonton Oilers opened in 2016. This publicly financed, CAD 613.7 million arena was built in downtown Edmonton, Alberta. The arena and its broader entertainment district were designed to ‘revitalize’ Edmonton’s inner city that was already home to the majority of the city’s homeless population. The spatial transformation of Edmonton’s inner city was an example of what geographer Neil Smith referred to as ‘The New Urban Frontier’. Using Pierre Bourdieu’s theory of practice, this article explores how the local music community reacted to downtown gentrification through songs by punk bands Latcho Drom, Rebuild/Repair and Audio/Rocketry, along with rapper Cadence Weapon. This article assesses a series of reactions ranging from supportive and promotional to critical and resistive. By showing how musicians engaged in the debate over development, this article creates a template for assessing processes of gentrification, through the relationship between professional sport, media and music. It analyses the role of cultural production in the continued process of gentrification, future developments in cities and who belongs in the new urban landscape. In doing so, this article suggests the embodiment of a punk habitus by agents negotiating various fields in Edmonton and beyond.
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Phanasathit, M. "The trainee perspective." European Psychiatry 33, S1 (March 2016): S8. http://dx.doi.org/10.1016/j.eurpsy.2016.01.793.
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In Asia, while the postgraduate training in psychiatry employs the World Psychiatric Association (WPA) core training curriculum for psychiatry as a standard course, some adjustment to the course is required for the unique demographic and sociocultural characteristics of its region.From the small group work in the 14th course for the academic development of psychiatrists (CAD), organized by the Japan Young Psychiatrists Organization (JYPO) in 2015, young psychiatrists form Indonesia, Japan, Philippines, South Korea, Taiwan and Thailand agreed that the core psychiatric curriculum must include both general and psychiatric knowledge which are fundamental to clinical practice and continuous learning. General knowledge consists of knowledge management, academic skills, epidemiology, research methodology and statistics, evidence-based medicine, bio-ethic and medicolegal issues, professionalism, and medical anthropology, while psychiatric knowledge incorporates basic science, diagnostic assessment skills, etiopathogenesis, pharmacological and non-pharmacological treatments, disease prognosis, and mental health promotion and prevention. Moreover, the curriculum for junior psychiatric residents has to be composed of courses from various departments that encourage them practice in holistic care and multidisciplinary approach including emergency medicine, internal medicine, neurology, pediatrics, community based medicine, anesthesiology, radiology and palliative care. For senior psychiatric residents, the training program should consist of in-depth psychiatric knowledge, general psychotherapy concept and basic skills, and free elective subjects.Since Asia is different from Europe in terms of large population, shortage of psychiatrists, aging society, racial and cultural diversity, and high risk of natural disasters; the postgraduate training in psychiatry in Asia should focus on the subjects regarding health economy, geriatric psychiatry, cultural and trans-cultural psychiatry, ethnopsychopharmacology, disaster psychiatry and mental health. Furthermore, the cooperation among Asian countries should be promoted in order to initiate knowledge exchange and research collaboration. These could contribute to the sustainable advancement of Asian psychiatry and mental health in the future.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Et.al, Jayathilakan P. K. "Online Teaching and Practical Implications of Teacher Professional Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3909–12. http://dx.doi.org/10.17762/turcomat.v12i3.1679.
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The teaching English website of the British Council identified six different levels of Teacher from “starters” to “experts” suggested that each requires a different kind of professional development. And “professional development” the key to meet today’s educational demands. As we know language is a social and cultural activity, Teachers must remain abreast of the exciting and promising development in the teaching strategies.
To live to the challenge of globalization which is in the line with the era of information economy. A quality human capital comes from a quality education process. We live in an age of information explosion; teachers need to continuously update ones knowledge and skills. The field of curriculum in general and second language education in particular have witnessed tremendous changes over the years. A quality human capital comes from a quality education process.
Hargreaves and Fullan (1992, P. IK), “the teacher is the ultimate key to educational change and school improvement”. Teachers do not simply implement the curriculam. They define and refine the curriculam they interpret and transform the curricular in a way that makes learning more manageable for the Learners.
The need for Teacher Professional Development is one’s evaluation of one’s own classroom performance and getting feedback and keep updating, the slow learners and learning disability. To increase knowledge of the teacher (a) referencing (b) research (c) optimum reading (d) awareness (e) elements. ‘Regarding Pedagogy (a) Inquiry learning (b) creative and
critical thinking (c) problem solving. Assessment, includes (a) CCA (b) assess of learning (c) assessment for learning (d) Feedback.
A teacher should learn in the day to day environment. Planning lessons and courses managing the lesson and using inclusive practices. Goal oriented mentors/Teachers continuously develop their expertness to implement innovative way of teaching strategies, in case of online teaching. Pedagogical style, class-room processes, and syllabus are fluctuating meritoriously pertaining to the changing need of learning and teaching community. As implementing various dimensions of teaching English effectively. Teaching English online has become more convenient to improve LSRW.
In the digital age valued teachers develop positive learning relationship with their students to establish and maintain an effective learning environment can be created through online method of handling English language teaching. Language teachers especially ,teachers handling English can use their own practice for developing their teaching in the ways of online mode. 3.2miIIion English language teachers in the world, aim to increase capability to improve language teaching with confidence and subject knowledge. ELT Teachers can bring in variety and enthusiasm among the students in language learning process and enhance the students English language skills successfully based online method.
The physical class-room learning process may not be satisfied with the current generations of younger learners. So internet and distance learning which is also known as online method plays a vital role in the world education system and becomes the professional growth of teachers based on their Intellectual, Experimental and Attitudinal aspects.
Dissertations / Theses on the topic "Community Cultural Development (CCD)"
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McEwen, Celina. "Investing in Play: Expectations, Dependencies and Power in Australian Practices of Community Cultural Development." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/3680.
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This thesis is an enquiry into the social and political role, in Australia, of practices that have attracted such labels as ‘community arts’, ‘cultural animation’, ‘cultural action’, or ‘community cultural development’ (CCD). It is often argued that such practices offer an effective means to bring about social and political change for people and communities who participate in them. Looking specifically at theatre-based approaches to CCD in Australia, this thesis examines an alternative hypothesis, namely that such projects and programs can contribute to the continued marginalisation of those who take part in them. Using a combination of Pierre Bourdieu’s theoretical approach to field analysis, Don Handelman’s analytical framework of special events and Baz Kershaw’s theory of potential efficacy, I carry out an ethnographic and performance-based analysis of a particular project called The Longest Night (TLN), which was devised in collaboration with young people from The Parks, a cluster of suburbs north west of Adelaide, South Australia, and in collaboration between Urban Theatre Projects, a small Sydney-based theatre company with a reputation for doing socially and politically challenging work, young people living in The Parks and local partner organisations, for the 2002 Adelaide Festival. I find that in some instances participation in CCD projects and programs is an enabling factor, creating change opportunities in cultural, economic and/or political spheres in the lives of those who take part, whilst at other times it is a constraining factor. Participation in CCD projects and programs creates possibilities because the practices are potentially subversive and foster elements of learning and change in some participants. It also creates limitations because CCD practitioners operate within a subfield of social and cultural practices where the mechanisms and structures in place, indirectly, tend to help reproduce legitimised social and cultural values and norms.
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McEwen, Celina. "Investing in Play: Expectations, Dependencies and Power in Australian Practices of Community Cultural Development." University of Sydney. Department of Performance Studies, 2008. http://hdl.handle.net/2123/3680.
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Doctor of Philosophy (PhD)This thesis is an enquiry into the social and political role, in Australia, of practices that have attracted such labels as ‘community arts’, ‘cultural animation’, ‘cultural action’, or ‘community cultural development’ (CCD). It is often argued that such practices offer an effective means to bring about social and political change for people and communities who participate in them. Looking specifically at theatre-based approaches to CCD in Australia, this thesis examines an alternative hypothesis, namely that such projects and programs can contribute to the continued marginalisation of those who take part in them. Using a combination of Pierre Bourdieu’s theoretical approach to field analysis, Don Handelman’s analytical framework of special events and Baz Kershaw’s theory of potential efficacy, I carry out an ethnographic and performance-based analysis of a particular project called The Longest Night (TLN), which was devised in collaboration with young people from The Parks, a cluster of suburbs north west of Adelaide, South Australia, and in collaboration between Urban Theatre Projects, a small Sydney-based theatre company with a reputation for doing socially and politically challenging work, young people living in The Parks and local partner organisations, for the 2002 Adelaide Festival. I find that in some instances participation in CCD projects and programs is an enabling factor, creating change opportunities in cultural, economic and/or political spheres in the lives of those who take part, whilst at other times it is a constraining factor. Participation in CCD projects and programs creates possibilities because the practices are potentially subversive and foster elements of learning and change in some participants. It also creates limitations because CCD practitioners operate within a subfield of social and cultural practices where the mechanisms and structures in place, indirectly, tend to help reproduce legitimised social and cultural values and norms.
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Lee, Dong Yeong. "Interaction of cultures through design : Cross-Cultural Design (CCD) learning model : the development and implementation of CCD design education in South Korean higher education." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19468/.
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This research has arisen from an awareness of the emerging discourses about the future of design education in Korea. The country today is synonymous with advanced technology and high-quality products made by companies such as Samsung. The development of capacity for creativity and innovation in design has not yet been successfully implemented, and it has been argued that much of the responsibility lies with the education system. Currently Korean design education is focused on function, technology and solutions as well as aesthetic values; it drives students to be technically capable without understanding the value of design as a cultural activity. In order to tackle this issue, Korea has been introducing various initiatives in its design education system. These initiatives have focused on the convergence of design specialisms, as well as other disciplines outside of design. Parallel to these, this thesis suggests Cross-Cultural Design (CCD) as one of the possible elements that could aid this transformation. The findings of this thesis suggest that it is important for design students as well as educators to realise design is an activity of cultural production that can improve the quality of our lives. Cross-Cultural Design is not a new concept. There are many definitions and practical implementations found in the various fields of study and within the design industry. Although considerable efforts are being made to explore and understand cross-cultural relationships as a result of globalisation today, there has been limited discussion about cross-cultural concerns from a design practice context. Previous studies on cross-culture have focused almost exclusively on anthropology, sociology and more recently, international business and marketing. This thesis, therefore, seeks to address this gap by examining the potential of Cross-Cultural Design (CCD) practices and develop a Cross-Cultural Design (CCD) educational framework for Korean higher education that encourages designers, design students and Korean universities to become more culturally engaged. Firstly, this thesis begins by examining the current issues facing the Korean education system in Chapter 2. Chapters three and four discuss a general contribution to new knowledge by exploring the key characteristics of CCD, which are: 1) Cross-cultural understanding - understanding the cultural context for designers and the design concepts derived from an in-depth understanding of cultural differences. 2) Originality - enriched creative outputs from cross cultural practice. An ability to think creatively and design whilst retaining unique and novel ideas. 3) Practicality - new design ideas from mixing cultural codes/needs. Creation of usable design for everyday life through combined cultures. 4) Universal design - consolidated cultural needs to achieve Universal design ideas, when appropriate. Universally understandable design with minimised cultural errors and misunderstanding. 5) Cultural identity - celebrating cultural specificity to promote core identities, when appropriate. Cultural identity is also defined through culturally distinctive design, which plays an important role in structuring the Cross-Cultural Design reflection tool and template by providing a set of criteria. The five key characteristics of Cross-Cultural Design presented above are based on various findings of what constitutes the elements within the CCD model (Chapter 3 & 4). This thesis investigates design education through the development of intensive project-based short course learning activities in Chapter 5. As part of the study, five of these CCD short course activities were conducted over five years, starting in 2010. The programmes were developed and conducted in collaboration with Goldsmiths, University of London (UK), Kyung Hee University (Korea), and the Korea Institute of Design Promotion (KIDP). The focus of these education programmes moved from the inspirational benefits of cross-cultural experience, to the practicality and marketability of culturally engaged design. As a result, a CCD learning model was proposed and developed. This thesis concludes that the CCD learning model can help give a new direction to Korean design education in order to make it more process-oriented, whilst paying attention to cultural issues. This model of education could help create more user-oriented and culturally located design. Korean design education is traditionally built on art education. Cross-Cultural Design education can provide a socio-cultural contribution to the education framework, and introduce a methodological approach to designing as a cultural activity, as well as a reflective approach. Secondly, systemic problems in Korean design education means it is currently not able to meet the social and industrial demands and changes required in a developing Korean society. This thesis proposes that Cross-Cultural Design education can help develop a wider spectrum of design fields, such as convergence design education. Lastly, with regards to social problems, Korean design education suffers from a narrow conception of the possibilities of design, and does not recognise that design can extend to work with other subjects within the university. However, Cross-Cultural Design education helps students and designers understand the importance of design in our everyday lives, and more importantly, the significance of culture within design activities. In a broader context, educators can also benefit from diverse teaching methodologies; supporters such as governments can promote their national culture and boost their design industries. More importantly, consumers will have access to culturally rich and diverse products and services. The potential input of this CCD framework is to contribute to transforming Korean higher education. This framework could also be applied to other geographical contexts, but this is outside of the scope of this thesis.
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Loewald, Uyen, of Western Sydney Hawkesbury University, and School of Social Ecology and Lifelong Learning. "Multicultural community development." THESIS_XXX_SELL_Loewald_U.xml, 1994. http://handle.uws.edu.au:8081/1959.7/341.
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This thesis is concerned with migrants’ experience of their acceptance and well-being in Australian society, particularly the unconscious processes reflected in dreams and communication patterns; the provision of services intended to be of help in settlement; and the relationship between the unconscious processes and the provision of services. Collaborating with clients, colleagues who share similar interests and concerns, people with special skills and cultural knowledge, and some Management Committee members of the Migrant Resource Centre of Canberra and Queanbeyan, Inc. the author has investigated the multicultural unconscious, government policies and guidelines related to services to recent arrivals and people of non-English-speaking backgrounds, measures to address gaps in services for appropriate improvement. The research approach is naturalistic with a strong emphasis on the author’s personal reflections and case studies of people and projects.Master of Science (Hons) Social Ecology
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Loewald, Uyen. "Multicultural community development." Thesis, View thesis, 1994. http://handle.uws.edu.au:8081/1959.7/341.
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This thesis is concerned with migrants’ experience of their acceptance and well-being in Australian society, particularly the unconscious processes reflected in dreams and communication patterns; the provision of services intended to be of help in settlement; and the relationship between the unconscious processes and the provision of services. Collaborating with clients, colleagues who share similar interests and concerns, people with special skills and cultural knowledge, and some Management Committee members of the Migrant Resource Centre of Canberra and Queanbeyan, Inc. the author has investigated the multicultural unconscious, government policies and guidelines related to services to recent arrivals and people of non-English-speaking backgrounds, measures to address gaps in services for appropriate improvement. The research approach is naturalistic with a strong emphasis on the author’s personal reflections and case studies of people and projects.
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Kasat, Pilar. "Community arts and cultural development: A powerful tool for social transformation." Thesis, Kasat, Pilar (2013) Community arts and cultural development: A powerful tool for social transformation. Masters by Research thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/20482/.
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Community arts and cultural development is a collaborative process between artists and community whereby direct participation in art making is as important as the creative outcomes. Worldwide, community arts theory and practice has been linked to civil and human rights advocates, most notably Paulo Freire and Augusto Boal. In Australia, research into community arts highlights the social benefits of the practice and the role that government has had in its evolution. There is however very little research that focuses on understanding how the process of community arts and cultural development unfolds in communities, especially when working with disadvantaged groups. This thesis addresses this research gap by examining the practice of a leading community arts organisation in Western Australia, the Community Arts Network WA (CAN WA). Through the use of case studies, framed by critical ethnography and reflective practice, the thesis illuminates CAN WA’s community arts practice and highlights its outcomes for individuals and communities.
The thesis research reveals how CAN WA’s practice embedded values and principles that were fundamental to building relationships and gaining trust with Aboriginal communities. The research finds that community arts and cultural development practice is a powerful vehicle for marginalised voices to tell their own stories and in doing so the process has social transformative qualities for individuals and communities. At the individual level, practitioners, participants, and community members report increased cultural competencies and awareness, articulation of hope, healing, enhanced artistic skills and a renewed sense of possibilities. At a community level, there is evidence of strengthened cultural identity, having fun and improved social interactions amongst groups.
This thesis is an example of reflective research that contributes to a deeper understanding of community arts practice from a practitioner’s standpoint. The thesis suggests that community arts and cultural development practice can be better understood as a tool for social transformation when recognised as a continuum from interpretative to transformative practice and when set against theories of empowerment and liberation.
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Blejwas, Emily K. Bailey L. Conner. "Social capital, cultural capital, and the racial divide community development through art in Alabama's Black Belt /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2006%20Fall/Theses/BLEJWAS_EMILY_35.pdf.
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Liev, Man Hau. "Adaptation of Cambodians in New Zealand : achievement, cultural identity and community development /." e-Thesis University of Auckland, 2008. http://hdl.handle.net/2292/3362.
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This thesis has two foci: how Cambodians with a refugee background manage their new life in Aotearoa/New Zealand, and how an identity as a Khmer Kiwi transnational community has developed. Analytic concepts— such as forced migration, cultural bereavement, adaptation, integration, diaspora, transnationalism, identification, and community of practice— are used to trace the trajectory of the contemporary way of life of Cambodians, their community development, and their cultural identity. The data gathered from mixedmethod research reveal the various opinions, strategies, coping mechanisms, and paths that Cambodian participants have adopted in order to adapt to life in New Zealand and still maintain their Khmer heritage. The majority of participants were proud of their personal achievements, and now have found normalcy in their new life. Individual struggles to engage and integrate with multicultural New Zealand society have required negotiation and protection of group interests, and inevitably some of these have resulted in conflicts and fragmentation within the Khmer community. Religious practice, organisation, and leadership became the main driving forces for asserting Khmer community identity. Collective memory was harnessed to deal with shared cultural bereavement, and the quest for belonging lent momentum to the community’s development and management of its identity. Khmer Theravada Buddhism has emerged as a means by which the majority of Cambodians can achieve their spiritual wellbeing, and has become a platform for various community identity developments within the New Zealand social and legal contexts. Gender roles and structures are a significant part of community development and of my analysis. This development of Khmer identity in New Zealand is a new strand of Khmer identity: Khmer heritage, transnational experience, and ‘Kiwi-ism’. Such transformation of identity reflects geo-political influences on integration in the form of belonging to and identifying with two or more groups. For example, the majority of participants proudly identified themselves as Khmer Kiwis. Their transnational lives have been enriched by their country of origin (Cambodia) and their country of residence (Aotearoa/New Zealand). Key words: Cambodian refugees, forced migration, adaptation, integration, transnationalism, Buddhism, Khmer identity, community development, and community of practice.
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Moayerian, Neda. "Exploring the Connections between Community Cultural Development and Sustainable Tourism in Central Appalachia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/105145.
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During the past several decades, globalization forces in general and mechanization of coal mining jobs more specifically have sharply changed the economic and social conditions of many of the coal towns in the Central Appalachian region of the United States. Efforts to identify and seek alternatives to replace the ongoing decline of their traditional way of life are deeply entangled with community identity and culture due to the historical hegemonic role and power of coal mining and other extractive industries and their critical role in forming residents' identities.
Many of the small communities in this region are pursuing initiatives to highlight their natural and cultural assets in efforts to develop tourism as a new foundation for their economies. However, to avoid tourism simply becoming another extractive industry, researchers and practitioners have suggested that these communities must develop capacity to participate in and take ownership of tourism-related decision-making processes. In an effort to examine the dynamics of one such effort in detail this study drew on Community Capacity theory as interpreted by Chaskin (2001a) to explore the relationships between Community Cultural Development (CCD) and the sustainability of tourism in a small town located in Central Appalachia seeking to transition to a visitor-based economy.
This dissertation explored whether and in what ways engaging in CCD projects and community capacity are related and identified ways such interactions influence the sustainability of tourism. Along with personal observation and a review of relevant archival data, I conducted 10 semi-structured interviews with a sample of individuals from a community cultural development organization regarding their efforts to build possibilities for sustainable tourism in their rural jurisdiction.
This study's findings contribute to the existing literature by suggesting Chaskin's framework of community capacity as an apt model for charting progress towards sustainable community-based tourism. Moreover, this research found that employing CCD methods can enhance community capacity by encouraging a sense of shared identity among the group's members and through them among a broader cross-section of residents. Lastly, this inquiry suggested that CCD contributed to the sustainability of tourism in the case study community by increasing residents' effective participation in decision-making processes concerning such efforts, encouraging locals' partnership and ownership of tourism development projects and providing space for negotiating the tourist gaze in guest-host relationships.Doctor of Philosophy
Since at least the late 1960s and the advent of the ongoing decline of mining, the populations of many small coal-dependent towns in Central Appalachia have fallen into economic hardship (e.g., high rates of poverty, too few and/or inadequate jobs and public services), now confront a range of social issues arising from that harsh reality (e.g., youth out-migration, rapidly aging populations, the current opioid epidemic). In response to those conditions, many affected communities are investing in their wealth of natural resources and unique cultural assets to promote tourism as a palliative, if not replacement, for their previous economies. Tourism has the potential to reduce poverty and to boost shared prosperity among host communities, but it also, if poorly managed, could become another extractive industry. This study focused on the ways that residents in one Central Appalachian community have individually and as groups sought to assume ownership of their area's tourism-related efforts. I specifically analyzed participation in that jurisdiction's cultural activities (e.g., community theatre and story circles) to understand whether and how involvement in them affected participants' awareness of their capability to address the conditions in their community. My interviews with 10 active participants in my sample community's collective cultural projects revealed that residents did come to perceive themselves as possessing capacity as individuals and as groups to address the challenges that have arisen in their community as its traditional economy has declined. This study also found that participants in culture-based group activities were better prepared to participate effectively in tourism-related decision-making processes in their community. Indeed, many of those I interviewed have become owners and/or partners in tourism development projects because of the information and networks they developed during their participation in cultural activities. Finally, this analysis found that community cultural activities created a space for residents to interact regardless of their socio-economic status, ideological predisposition or other characteristics; an outcome that interviewees indicated they had come to cherish.
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Parker, Andrea Grimes. "A cultural, community-based approach to health technology design." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41157.
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This research has examined how Information and Communication Technologies (ICTs) can promote healthy eating habits amongst African Americans in low-income neighborhoods, a population that faces disproportionately high rates of diet-related health problems. In this dissertation, I describe the formative research I conducted to obtain system design guidelines and how I used those guidelines to develop two applications: EatWell and Community Mosaic. I also describe the results of the in-depth field studies I conducted to evaluate each application. Both EatWell and Community Mosaic incorporate the cultural construct of collectivism, a social orientation in which interdependence and communal responsibility are valued over individual goals and independence. As researchers have generally characterized the African American culture as collectivistic and argued for the value of designing collectivistic health interventions for this population, I examined the implications of taking such an approach to designing health promotion technologies. EatWell and Community Mosaic are collectivistic because they empower users to care for the health of their local community by helping others learn practical, locally-relevant healthy eating strategies.
I discuss the results of my formative fieldwork and system evaluations, which characterize the value, challenge and nuances of developing community-based health information sharing systems for specific cultural contexts. By focusing on health disparities issues and the community social unit, I extend previous health technology research within Human-Computer Interaction (HCI). In particular, my results describe 1) a set of characteristics that help make shared material useful and engaging, 2) how accessing this information affects how people view the feasibility of eating well in their local context, 3) the way in which sharing information actually benefits the contributor by catalyzing personal behavior reflection, analysis and modification and 4) how sharing information and seeing that information's impact on others can help to build individuals' capacity to be a community health advocate. In addition, my work shows how examining cultural generalizations such as collectivism is not a straightforward process but one that requires careful investigation and appreciation for the way in which such generalizations are (or are not) manifested in the lives of individual people. I further contribute to HCI by presenting a set of important considerations that researchers should make when designing and evaluating community-based health systems. I conclude this dissertation by outlining directions for future HCI research that incorporates an understanding of the relationship between culture and health and that attempts to address health disparities in the developed world.
Books on the topic "Community Cultural Development (CCD)"
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Murphy, Catherine. See saw: Exploring the balance in rural Australia between Aborigines and Anglo-Europeans using Community Cultural Development (CCD) practice and process. Edited by Sleep Bronwyn Coleman and McInerney Kunyi June Anne. Ceduna, S. Aust: C. Murphy, 1998.
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Adams, Don. Creative community: The art of cultural development. New York, NY: Rockefeller Foundation, Creativity & Culture Division, 2001.
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E, Keefe Susan, ed. Participatory development in Appalachia: Cultural identity, community, and sustainability. Knoxville: University of Tennessee Press, 2009.
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Peter, Nijkamp, ed. Cultural tourism and sustainable local development. Farnham, Surrey, England: Ashgate Pub, 2009.
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Martín, Gloria. Metódica y melódica de la animación cultural. Caracas, Venezuela: Alfadil Ediciones, 1992.
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Whitworth, Juliet. Cultural exchange: The contribution of cultural services to modernised local government. London: LGA Publications, 2002.
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McRae, Mary B. Racial and cultural dynamics in group and organizational life: Crossing boundaries. Los Angeles: Sage, 2010.
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McRae, Mary B. Racial and cultural dynamics in group and organizational life: Crossing boundaries. Los Angeles: Sage, 2010.
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Cultures, communities, identities: Cultural strategies for participation and empowerment. Houndmills, Basingstoke, Hampshire: Palgrave, 2000.
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Fernández, Gaspar Risco. Antropología cultural del azúcar. [Tucumán: Centro de Documentación e Información Educativa, Secretaría de Estado de Educación y Cultura, 1995.
Find full textBook chapters on the topic "Community Cultural Development (CCD)"
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Kombe, Wilbard Jackson, and Samwel S. Alananga. "Is Climate Change Knowledge Making a Difference in Urban Planning and Practice: Perspectives from Practitioners and Policymakers in Tanzania." In The Urban Book Series, 119–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06550-7_7.
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AbstractThe magnitude and effects of Climate Change (CC) such as floods and storms are projected to increase in the future. There is also a consensus among scholars that rich CC knowledge in urban planning can lead to better Climate Change Adaptation (CCA) and Mitigation (CCM) outcomes. However, generally the role of planners and plans in responding to Climate Change (CC) challenges has been disappointing and increasingly questioned. This chapter analyses the role of planning education, experience and/or practice among professional planners in addressing climate adaptation and mitigation issues. Field studies involving face to face interviews were conducted in Arusha Municipality in 2019. Questionnaires were completed by practitioners and policymakers. The findings highlight the gaps in CC knowledge and capacity among planners and policymakers. Also, the extent of informality, the major force transforming urban land use and development is overlooked. Most importantly, there is insensitivity, lack of accountability and political commitment by the Local Government Authority (LGA) on CC issues in planning, budgeting, and management. We argue that improving the role of urban planning in CCA and CCM requires: a recognition of the indispensable role of LGAs; substantive engagement of stakeholders; acknowledgement of socio-cultural and economic barriers to CCA/CCM at the local level; guidance on informality; and adaption of multi-level governance and integration of spatial and economic planning at city and community levels.
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Teghe, Daniel. "Community Cultural Capital." In The Routledge Handbook of Community Development, 241–52. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-17.
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Elphick, Chris. "Community Arts and Community Development – Socio-Cultural Animation." In The Boundaries of Change in Community Work, 98–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003191186-9.
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Mayo, Marjorie. "Cultural Strategies and Community Economic Development." In Cultures, Communities, Identities, 111–32. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333977828_6.
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Duxbury, Nancy. "(Re)articulating culture, tourism, community, and place." In Cultural Sustainability, Tourism and Development, 197–212. New York : Routledge, 2021. | Series: Routledge studies in culture and sustainable development: Routledge, 2021. http://dx.doi.org/10.4324/9780367201777-17.
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Adie, Bailey Ashton. "Urban Renewal, Cultural Tourism, and Community Development." In The Routledge Handbook of Halal Hospitality and Islamic Tourism, 213–23. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315150604-16.
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Kusasa, Phillip, Elias Gwenzi Konyana, and Fortune Sibanda. "Cultural restoration, self-representation, and community development." In Independent Museums and Culture Centres in Colonial and Post-colonial Zimbabwe, 137–47. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003108238-14.
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Mayo, Marjorie. "Community, Culture and Cultural Strategies: Alternative Approaches in Community Development." In Cultures, Communities, Identities, 87–110. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333977828_5.
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Messerschmidt, Donald A. "17. Local Traditions and Community Forestry Management: A view from Nepal." In The Cultural Dimension of Development, 231–44. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444734.017.
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Meade, Rosie R. "Community Arts, Community Development and the “Impossibility” and “Necessity” of Cultural Democracy." In The Routledge Handbook of Community Development, 210–26. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315674100-15.
Full textConference papers on the topic "Community Cultural Development (CCD)"
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Darmawati, Besse, Murmahyati, and Andi Herlina. "Bugis Cultural Taxonomy: An Overview of Hofstede’s Cultural Dimension." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.30.
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Rahayu, Nuryani Tri, and Joko Suryono. "Traditional and Digital Media; Cultural Communication Mix in Sekaten Tradition." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.125.
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Darihastining, Susi, Heny Sulistyowati, Aang Fatihul Islam, and Q. Umi Nur. "Writing Descriptive Text to Activate Learners’ Language and Cultural Schema." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.157.
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Sukmaningrum, Rahmawati, M. R. Nababan, Riyadi Santosa, and Supana. "The Cultural Adjustment in Suroboyoan Dubbed Version of American Series Walker Texas Ranger." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.133.
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Deb Burman, P., L. Cajee, and D. D. Laloo. "Potential for cultural and eco-tourism in North East India: a community-based approach." In SUSTAINABLE DEVELOPMENT 2007. Southampton, UK: WIT Press, 2007. http://dx.doi.org/10.2495/sdp070692.
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Liu, Jiayin. "The Possibility of Cultural Cooperation Between China, Japan and South Korea and the Construction of East Asian Cultural Community." In 2021 International Conference on Public Art and Human Development ( ICPAHD 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220110.098.
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Ahmad, Harun, and Ali Badar. "Makayaklo Cultural Knowledge of the Islands Farmers’ Survival in Kida Village, Tameti Island, North Maluku (Hermeneutics-Phenomenology Perspective of Paul Ricoeur)." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.066.
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Saraswati, Ekarini. "The Cultural Capital and Strategy of Indonesian Poets in the 2000s." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.42.
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Triamvithaya, Chada, Rattana Sangchan, Sujinda Suksai, and Qiuli Zheng. "Communities’ Cultural Capital for Sustainable Community Tourism Development: A Case Study of Charoen Krung Road." In The Asian Conference on Education & International Development 202. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-101x.2021.8.
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Doganer, S. "Cultural heritage tourism research: a sustainable community-based design project for the San Antonio Mission Historic District." In SUSTAINABLE DEVELOPMENT AND PLANNING 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sdp130181.
Full textReports on the topic "Community Cultural Development (CCD)"
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Rodríguez Gómez, EF, E. Real Rodríguez, and G. Rosique Cedillo. Cultural and Creative Industries in the Community of Madrid: context and economic development 2008 – 2014. Revista Latina de Comunicación Social, March 2017. http://dx.doi.org/10.4185/rlcs-2017-1166en.
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Ripoll, Santiago, Eva Niederberger, and Leslie Jones. Key Considerations: Behavioural, Social and Community Dynamics Related to Plague Outbreaks in Madagascar. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2021.044.
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This brief explores behavioural and community dynamics related to plague outbreaks in Madagascar. The aim is to support actors involved in plague response to acquire a deeper understanding of behavioural and cultural practices and structural inequities that may exacerbate plague transmission. It also provides suggestions on how to improve communications and community engagement as part of a context-adapted plague response. It is authored by Santiago Ripoll (IDS) and Eva Niederberger (Anthrologica) and edited by Leslie Jones (Anthrologica). Contributions were made by colleagues at Institut Pasteur Madagascar, the Institute of Development Studies, Rutgers University, the IFRC and UNICEF.
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Leis, Sherry, and Lloyd Morrison. Plant community trends at Tallgrass Prairie National Preserve: 1998–2018. National Park Service, October 2022. http://dx.doi.org/10.36967/2294512.
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The Heartland Inventory and Monitoring Network monitors plant communities at Tallgrass Prairie National Preserve and evaluates a variety of environmental variables that affect vegetation patterns, including climate and ecological disturbances such as fire and grazing. Here we report on 2002–2018 trends in management actions (fire and grazing) and key plant community indicators. Temperature has increased over the past 50 years in the region. Precipitation and a standardized precipitation-evapotranspiration index included a high degree of interannual variability and did not demonstrate directional change. We documented a decline in disturbance intensity (i.e., less frequent prescribed fire and lower stocking rates) since 2006. A preserve goal is to maintain 30 to 60% of the area as bare ground (soil and rock) for ideal greater prairie-chicken habitat. Bare areas have been in decline and minimally meet the goal preserve wide. Bare areas vary by pasture and year, with bare areas exceeding the threshold in earlier years and Big Pasture and Red House Pasture falling short in some recent years. Although the preserve-scale mean minimally met the objective, there was a great deal of heterogeneity across monitoring sites. Litter cover and depth were greater than ecological recommendations for the greater prairie-chicken, especially in 2018. Litter depth demonstrated a great deal of variability and included deep litter. Woody plants were targeted to remain below 5% cover. Preserve- and pasture-scale cover means were well below this threshold but are increasing. Species richness on a per site basis (alpha diversity) and preserve-wide richness (gamma diversity) showed no apparent directional change when corrected for differences in sample size. Comparison of native species composition between 2002 and 2018 revealed a 36.9% difference in the Sørensen Index, although observer error accounted for almost 2/3 of this apparent change. The preserve continues to have characteristic tallgrass prairie species, and nonnative species continue to be low. Similar to targeted invasive plant monitoring, we found the target species Kentucky bluegrass to be below park thresholds. Continued evaluation of fire frequency and grazing intensity will be critical to achieving ecological goals including conserving the greater prairie-chicken. Development of a grazing plan may assist with prescribing stocking rates that are consistent with the preserve’s ecological and cultural objectives and could include alternative herbivores, such as goats or expansion of bison.
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Leis, Sherry, Mike DeBacker, Lloyd Morrison, Gareth Rowell, and Jennifer Haack. Vegetation community monitoring protocol for the Heartland Inventory and Monitoring Network: Narrative, Version 4.0. Edited by Tani Hubbard. National Park Service, November 2022. http://dx.doi.org/10.36967/2294948.
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Native and restored plant communities are part of the foundation of park ecosystems and provide a natural context to cultural and historical events in parks throughout the Heartland Inventory and Monitoring Network (HTLN). Vegetation communities across the HTLN are primarily of three types: prairie, woodland, and forest. Park resource managers need an effective plant community monitoring protocol to guide the development and adaptation of management strategies for maintaining and/or restoring composition and structure of prairies, woodland, and forest communities. Our monitoring design attempts to balance the needs of managers for current information and the need for insight into the changes occurring in vegetation communities over time. This monitoring protocol consists of a protocol narrative (this document) and 18 standard operating procedures (SOPs) for monitoring plant communities in HTLN parks. The scientific objectives of HTLN plant community monitoring are to (1) describe the species composition, structure, and diversity of prairie, woodland, and forested communities; (2) determine temporal changes in the species composition, structure and diversity of prairie, woodland, and forested communities; and (3) determine the relationship between temporal and spatial changes and environmental variables, including specific management practices where possible. This protocol narrative describes the sampling design for plant communities, including the response design (data collection methods), spatial design (distribution of sampling sites within a park), and revisit design (timing and frequency of monitoring visits). Details can be found in the SOPs, which are listed in the Revision History section and available at the Integrated Resource Management Applications (IRMA) website (irma.nps.gov). Other aspects of the protocol summarized in the narrative include procedures for data management and reporting, personnel and operating requirements, and instructions for how to revise the protocol.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Pearce, Fred. Common Ground: Securing land rights and safeguarding the earth. Rights and Resources Initiative, March 2016. http://dx.doi.org/10.53892/homt4176.
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Up to 2.5 billion people depend on indigenous and community lands, which make up over 50 percent of the land on the planet; they legally own just one-fifth. The remaining land remains unprotected and vulnerable to land grabs from more powerful entities like governments and corporations. There is growing evidence of the vital role played by full legal ownership of land by indigenous peoples and local communities in preserving cultural diversity and in combating poverty and hunger, political instability and climate change. The importance of protecting and expanding indigenous and community ownership of land has been a key element in the negotiations of the Sustainable Development Goals and the Paris Agreement on climate change, and is central to their successful implementation. This report launches a Global Call to Action on Indigenous and Community Land Rights, backed by more than 300 organizations all over the world. It is a manifesto of solidarity with the ongoing struggles of indigenous peoples and local communities seeking to secure their land rights once and for all.
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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.
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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.
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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Who Owns the World's Land? A global baseline of formally recognized indigenous and community land rights. Rights and Resources Initiative, September 2015. http://dx.doi.org/10.53892/nxfo7501.
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The first analysis to quantify the amount of land formally recognized by national governments as owned or controlled by Indigenous Peoples and local communities around the world. Ownership of the world’s rural lands and natural resources is a major source of contestation around the globe, affecting prospects for rural economic development, human rights and dignity, cultural survival, environmental conservation, and efforts to combat climate change. Communities are estimated to hold as much as 65 percent of the world’s land area through customary, community-based tenure systems. However, national governments only recognize formal, legal rights of Indigenous Peoples and local communities to a fraction of these lands. Some countries are in the process of recognizing communities’ rights, and estimates from those countries provide some indication of the size of these gaps in recognition. As demands for land tenure reform increase and national processes to recognize land rights advance, this report provides a baseline that documents the current status of formal, statutory recognition of community-based tenure.