Gotowe bibliografie tematyczne / Belonging

Gotowa bibliografia na temat „Belonging”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Belonging"

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Brettell, Caroline B. "Political Belonging and Cultural Belonging". American Behavioral Scientist 50, nr 1 (wrzesień 2006): 70–99. http://dx.doi.org/10.1177/0002764206289655.

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Petters, A. O. "Belonging". Notices of the American Mathematical Society 65, nr 02 (1.02.2018): 120–23. http://dx.doi.org/10.1090/noti1632.

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Gomez, Stephen. "Belonging". English Journal 87, nr 4 (kwiecień 1998): 62. http://dx.doi.org/10.2307/821486.

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Girard i Grayson. "Belonging". Contagion: Journal of Violence, Mimesis, and Culture 23, nr 1 (2016): 1. http://dx.doi.org/10.14321/contagion.23.1.0001.

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Colapinto, Jorge. "Belonging". Journal of Systemic Therapies 36, nr 4 (grudzień 2017): 91–94. http://dx.doi.org/10.1521/jsyt.2017.36.4.91.

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Moberg, David O., i Stan D. Gaede. "Belonging". Sociological Analysis 49, nr 4 (1989): 455. http://dx.doi.org/10.2307/3711238.

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Moorhouse, Geoffrey. "Belonging". Studies in Travel Writing 14, nr 3 (wrzesień 2010): 305–16. http://dx.doi.org/10.1080/13645145.2010.504329.

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Fasel, Ida. "Belonging". Christianity & Literature 48, nr 4 (wrzesień 1999): 472. http://dx.doi.org/10.1177/014833319904800406.

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O'Gorman, Emily. "Belonging". Environmental Humanities 5, nr 1 (2014): 283–86. http://dx.doi.org/10.1215/22011919-3615523.

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Santy-Tomlinson, Julie. "Belonging". International Journal of Orthopaedic and Trauma Nursing 18, nr 2 (maj 2014): 57–58. http://dx.doi.org/10.1016/j.ijotn.2014.02.002.

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Rozprawy doktorskie na temat "Belonging"

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Elamin, Heba Hassan Bella Mohamed. "Belonging". Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/53701.

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No, she is not my mom, not my aunt, we are not family. Yes, we do look alike, we do live in the same neighborhood, we smell the same coffee beans each morning, and we share the same zip code. The only difference between us is I do have an actual address here, she does not. Yes, she must have lived here much longer than me, she has a history in this town, a lot of the people would recognize her smiling spirit right away, yet she only occupies a corner in a street near a coffee shop most of the year. Everyone knows that space is hers, except the legal papers. Where are you from? The question may seem so simple, but regardless of how many times I am asked the answer has never been so easy for me each time I am asked, and I am asked very often. Belonging, identity, countries, tribes, bloodlines and borders are things that confuse me a lot, and for that I decided to do my thesis about them, trying to find an answer to a simple question, in a very complicated universe. I chose to study these matters through a transitional program, in a transforming neighborhood and for users who are in their most confused age; an international 6 boarding school in Dupont circle.
Master of Architecture
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Brochu, Bernard. "Senses of belonging and not belonging during job loss". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ39136.pdf.

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Harlow, Natasha Pia. "Belonging and belongings : portable artefacts and identity in the civitas of the Iceni". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52229/.

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The Late Iron Age in northern East Anglia ends with the Boudican revolt in 60/61 CE, after which, the people known as the Iceni were subsumed by the Roman empire. This thesis tests the archaeological evidence for the Iceni as a defined group, demonstrated by the distinctive character material culture in the region. It investigates the theory that they were slow to adopt Roman imports and luxury goods, either as a form of deliberate resistance or due to cultural retardation following the Boudican revolt. It also questions the interpretive narrative of the Iceni as ‘Other’, in both Classical and modern sources. My research expands upon previous studies, which have often been restricted to a single county, time period, or class of artefact. It includes a broad study of the three counties most closely associated with the Iceni: Norfolk, Suffolk and Cambridgeshire. The chronological range (circa 100 BCE-200 CE) incorporates the Claudian invasion, Boudican rebellion and several generations either side. A large dataset of over 14,000 object records has been examined, drawn from county Historic Environment Records (HERs) and the Portable Antiquities Scheme (PAS). This project reassesses many of the long-held stereotypes about the Iceni in the light of the dramatic increases in metal-detector finds over the past 20 years. This thesis demonstrates that: • A single unified social entity (‘the Iceni’) is not archaeologically visible across the study area, although there is intra-regional patterning. • Iron Age modes of expressing status and identity persisted under Roman rule, through the manufacture, use and display of objects. • Evidence is lacking for regional impoverishment and depopulation in the aftermath of the Boudican revolt. • Metal-detected surface finds have significant research potential when viewed across a wide area and in conjunction with stratified sites.
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Mourgue, d'Algue Amélie. "Belonging in mother tongues". Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3458/.

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What does it mean to belong? On the one hand, belonging is the dynamic, internal, intimate, individual experience of relating to others and being part of a ‘we’ that remains undetermined. On the other hand, belonging is the result of an external act of attribution, a fixed assignation of identity. Both are essentially carried in and through language. I propose that belonging is made possible by the act of coming to speaking and the experience of being heard. I explore this possibility through a social art practice that works with the poetic, emotive, reflexive and phatic function of the word, especially when spoken, and of the photographic image, still or moving. My research outputs, often the results of encounters and collaborations taking place in specific places, function as examples of what it means to belong. Throughout this research project, I draw on the experience of living in between one’s mother tongue and other languages in order to demonstrate how immersing oneself in a language different from the language one grew up in radically reconfigures a subject’s identity and sense of belonging. The Bulgarian-French psychoanalyst, literary theorist and poet Julia Kristeva writes that in between silence, your element is silence. Breaking that silence and coming to speaking and writing in a new language transforms the relation between subject and language into a dynamic and emancipatory relation, reassessing what makes a language maternal and proposing a reformulation of what it means to belong. The experience of belonging is connected to the practice of place. Over the past couple of years, I have developed my research in between three different kind of places: the fine art research seminar room, conversing with fellow researchers who live in between languages, the Masbro community centre in Hammersmith, London, working with the students and teachers of English as a Second Language (ESOL) classes, and my home, which is the place where I live with my family, welcome my relatives and friends and develop my work.
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He, Xie. "An Architecture of Belonging". Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/102432.

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As the placeless globalization is accelerating around the world and especially in China, places that have strong ties to the particularities of a locale are desirable destinations to escape the generic monotony of placeless urbanization. The thesis here stipulates that even in a placeless globalization, opportunities exist to understand, interpret and celebrate local cultural phenomena. While many formal architectural artifacts may have outgrown their purpose and no longer have direct relevance today, a number of desires, customs and rituals persist as desirable conditions to be supported by architectural space. The thesis proposes to seek out an architecture, that embraces and reinterprets targeted aspects of the built form of traditional elements with modern means.
Master of Architecture
This thesis discusses possibilities to reinterpret the vernacular. Specifically, the sense of identity generated by the architecture traditions in Western China can be attributed to shape and construction of the roof, organization in plan, the central fire place, and a protected courtyard all enclosed by rammed earth. Reinterpretations of those elements in modern forms propose a continuity of culture and identity.
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Yarker, Sophie Katharine. "Belonging in Byker : the nature of local belonging and attachment in contemporary cities". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2619.

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This study is about how we live in cities. It is about the nature of the relationships we have to the places in which we live, whether we feel a sense of attachment and belonging to local communities and what the nature of these attachments might be. Specifically it asks what are the characteristics of local belonging and attachment in cities today? What circumstance shape and influence these attachments and how are they affected by processes of urban change? Despite drawing on sets of literature from across the social sciences, the research demonstrates the value of a geographical lens in analysing these questions by demonstrating both the social and spatial nature of an individual’s sense of belonging. Located primarily within literatures from human geography, the work of this thesis seeks to move this discussion forward from relational discussions of mobility in everyday life, by acknowledging the importance of both place and mobility for understanding and explaining attachment and belonging. Based on the exploration of local belonging and attachment in a local community in Newcastle-upon-Tyne, two conclusions were reached. Firstly the nature of local attachments as being characterised by sets a set of three characteristics; comfort and confidence, commitment and contribution, and irony and critical distance and secondly, the basis of such attachments as unfolding as a process within the materiality of everyday life in place, pointing to both the territorial and relational nature of such attachments. In doing so, the research argues for an understanding of attachment to place as a process with affective dimensions as well as spatial practice within the everyday and secondly, to recognise the agency or the desire to belong as part of these active negotiations. The thesis concludes with a discussion of the potential for an understanding of the place of local belonging within human geography debate, reiterating the value of a complimentary understanding of both territorial and relational approaches to place.
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Snowden, Suzanne. "Marginalised belonging: Unaccompanied, undocumented Hazara youth navigating political and emotional belonging in Sweden". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21956.

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This paper investigates the current situation of the youth that applied for asylum in Sweden in 2015 as Unaccompanied Asylum Seeking Children (UASC). Specifically the former UASC youth from the Hazara ethnic group who were denied asylum yet are still living as undocumented in the municipality of Malmö, Sweden in 2018, now aged between 18 to 21 years old. This case study employs a hermeneutic-constructivist approach utilising semi-structured interviews with 10 of these Hazara unaccompanied, undocumented asylum seeking (UUAS) youth to examine their experiences and perspectives in terms of political and emotional belonging to communities and places in which they experience some form of marginalisation. Theories surrounding the concepts of belonging which consists of both emotional and political elements will be used, along with ‘othering’, to frame the youth’s experiences. The results of this study demonstrate how political belonging affects emotional belonging in various ways depending on context. The study also highlights how the impact of elements within both forms of belonging are assessed by individuals, and how these considerations are instrumental to a migrants decision to remain in, or leave, a location. This study also calls for further research in this field on these concepts of belonging affect marginalised groups.
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LOBO, ROSANA CORREA. "AMORES EXPRESSOS: NOT BELONGING NARRATIVES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16215@1.

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Investigação de como se configura hoje a representação do imaginário nacional na literatura brasileira - cujos momentos altos foram o Romantismo e o Modernismo - e pensar se ocorre um possível fim deste ciclo, uma vez que, como parece indicar o projeto Amores Expressos (Companhia das Letras / RT Features), a nação já não ocupa mais o centro de um sistema de significação na nossa literatura. Busca-se ver como nos primeiros romances já publicados pelo projeto – Cordilheira (2008), de Daniel Galera, O filho da mãe (2009), de Bernardo Carvalho e Estive em Lisboa e lembrei de você (2009), de Luiz Ruffato, ambientados respectivamente em Buenos Aires, São Petersburgo e Lisboa - a representação da realidade local e de uma identidade unificada e homogênea abre espaço para uma representação cosmopolita de um mundo cujas identidades estão em crise.
This abstract presents an investigation of how the representation of the national image is established in brazilian literature, a period in literature when Romanticism and Modernism were the most remarkable. My aim is to investigate if it is possible to have closure to this cycle, since the project Amores Expressos (Companhia das Letras/RT Features) seems to indicate, the nation no longer occupies the center of a signifying system in our literature. The idea is to examine in the first novels published by the project - Cordilheira - (2008), by Daniel Galera, O filho da mãe (2009), by Bernardo Carvalho, and Estive em Lisboa e lembrei de você (2009), by Luiz Ruffato, which are set, respectively in Buenos Aires, Saint Petersburg and Lisbon.how the representation of the local reality and of a unified and homogeneous identity make space for a cosmopolitan representation of a world in which identities are going through a crisis.
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Wolff, Lauren. "International students' sense of belonging". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/213.

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Student sense of belonging in universities is tied to increased retention rates and satisfaction with university experience. However, international students may be experiencing low levels of belonging, especially with American students. From a survey that asked students about their sense of belonging to the university, with American students, and with other international students, it was found that ethnic background had an impact on the level of belonging and connection. Through interviews with four Chinese females and two Caucasian males, further information was gathered about their experiences that contributed to or inhibited their sense of belonging. Themes such as discrimination, levels of English fluency, and participation in groups on campus emerged as some factors for why some students felt a high sense of belonging when others felt a low sense of belonging. Suggestions for how to improve university services to increase sense of belonging were addressed at the end of the study.
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Pardini, Jill Kristen. "Being Myselves to Belonging Together". ScholarWorks @ UVM, 2020. https://scholarworks.uvm.edu/graddis/1186.

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This dissertation utilizes an autoethnographic methodology to explore experiences and memories from my own life, while applying a critical cultural and multidisciplinary lens to tell a story about how (un)learning is intertwined with living. By creating a story combining autobiographical elements, science fiction, and cultural critique, this work both draws the reader into reimagining what is possible (Dixon-Romån, 2017), while encouraging the reader to step outside of the conventional modes of academic learning, just as I did in writing it (Sousanis, 2015). This autoethnography includes five encounters inspired by Styres (2017) framework for centering indigeneity in learning (Adams & Jones, 2011; Ellis, 1995). Each encounter engages different embodied experiences (e.g. physical, cognitive, emotive, natural, and spiritual), and aligns it with personal memories that explore the realities and potentialities of trying to belong. This begins with my own self-identities and spirals outwards to include my role amongst various species, with others in society at large, across the planet, and in the Universe most broadly. Specifically, this research asks the question: what is it that I need to (un)learn to belong? This is just one story. It’s my story. So, while it is perhaps not broadly generalizable even for those individuals sharing pieces of my identities that often box us in, the knowledge produced through this type of critical and creative scholarship offers a generative path so “that others can take [it] in and use [it] for themselves… the kind of understanding that make[s] me want to do as well as understand” (Ellis, 2002, p. 401 & 404). By engaging and creatively analyzing content such as: my queerness, my settler colonial positionality, my whiteness, and my complicity in climate change I share the (un)learning I needed to start belonging better in this world. The fifth and final encounter attempts to share an experience of the spiritual all around us, all the time. By imagining a space where all beings are held sacred, it is my hope that we begin to see the possibilities of what we need to (un)learn to belong together.
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Książki na temat "Belonging"

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Cook, Sally. Belonging. Richmond, Surrey: Mills & Boon, 1989.

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Segil, Larraine. Belonging. New York: Signet, 1994.

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Copyright Paperback Collection (Library of Congress), red. Belonging. New York: Signet, 1999.

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Leonard. Belonging. New York: Pilgrim Press, 1985.

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M, Scott Virginia. Belonging. Washington, D.C: Kendall Green Publications, Gallaudet College Press, 1986.

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Copyright Paperback Collection (Library of Congress), red. Belonging. New York: Signet, 1994.

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Thayer, Nancy. Belonging. Thorndike, Me: Thorndike Press, 1995.

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Davis, Dick. Belonging. London: Anvil Press Poetry, 2002.

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O'Reilly, Kaite. Belonging. London: Faber and Faber, 2000.

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Raife, Alexandra. Belonging. Hampton Falls, N.H: Beeler Large Print, 1999.

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Części książek na temat "Belonging"

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Brown, Seth, Peter Kelly i Scott K. Phillips. "Belonging". W Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 63–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_3.

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Taberner, Stuart. "Belonging". W Transnationalism and German-Language Literature in the Twenty-First Century, 141–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50484-1_5.

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Nagel, Caroline. "Belonging". W A Companion to Social Geography, 108–24. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395211.ch7.

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Cherow-O’Leary, Renée. "Belonging". W Belonging Through a Psychoanalytic Lens, 90–95. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003130192-13.

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Beard, Colin. "Belonging". W Experiential Learning Design, 176–200. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003030867-8.

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Beard, Colin. "Belonging". W Experiential Learning Design, 150–75. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003030867-7.

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Grünendahl, Sarah J. "Belonging". W U.S. War Resisters’ Quest for Refuge in Canada, 45–60. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37840-0_4.

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Einhorn, Sue. "Belonging". W Group Analytic Therapists at Work, 173–79. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003310358-24.

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Kimmell, Ali. "Belonging". W Women, Intersectionality, and Power in Group Psychotherapy Leadership, 33–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003033875-3.

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Marlowe, Jay. "Belonging". W Belonging and Transnational Refugee Settlement, 33–63. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Studies in migration and diaspora: Routledge, 2017. http://dx.doi.org/10.4324/9781315268958-2.

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Streszczenia konferencji na temat "Belonging"

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Murray, Maria, Nadia Pantidi i Trevor Hogan. "Conflict and Belonging". W C&T 2019: The 9th International Conference on Communities & Technologies - Transforming Communities. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328320.3328388.

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Codding, Diane, Chrystalla Mouza, Rosalie Rolón-Dow i Lori Pollock. "Positionality and Belonging". W FL2019: FabLearn 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311890.3311909.

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Richardson, Ingrid, Amanda Third i Ian MacColl. "Moblogging and belonging". W the 2nd international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1306813.1306834.

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Swackhamer, Lyn E., Terina-Jasmine Alladin, Hana Memon, Amy J. Ko i Shira Wein. "Belonging in Computing". W SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499226.

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Lingat, John Eric. "Measuring Belonging in Higher Education: The Simple University Belonging Scale". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581552.

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Rayford, Taiylor. "Belonging Fulfillment: Are Universities Fulfilling College Students' Expectations About Belonging?" W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006262.

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Yuhui, Qin, i Wan Xiang. "Review of School Belonging". W 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.213.

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Gemeinboeck, Petra. "Impossible geographies of belonging". W the 13th annual ACM international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1101149.1101279.

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Bulk, Laura. "How Sense of Belonging Develops in Postsecondary: A Conceptual Model of Belonging". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445409.

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Meer, Nasar. "Pluralising National Identities: Lessons from Theory". W Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/quib9349.

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Raporty organizacyjne na temat "Belonging"

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McDowall, Sue, i Jenny Whatman. Creating a belonging place. New Zealand Council for Educational Research, sierpień 2016. http://dx.doi.org/10.18296/rep.0003.

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Perez, Marleigh. Sense of Belonging from a Distance: How Online Students Describe, Perceive, and Experience Belonging to the Institution. Portland State University Library, maj 2020. http://dx.doi.org/10.15760/etd.7335.

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Beauchamp, Justin, Emily Schwartz i Elizabeth Davidson Pisacreta. Seven Practices for Building Community and Student Belonging Virtually. Ithaka S+R, sierpień 2020. http://dx.doi.org/10.18665/sr.313740.

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Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, maj 2023. http://dx.doi.org/10.54300/169.703.

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Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
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O'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, kwiecień 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.

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The last weeks have seen a flurry of activity across the Australian university sector with the release of the Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both the Accord’s strengths and its inherent limitations, one of the latter being the apparent perpetuation of low expectations for students with disability (see McLennan, 2024). Whilst the relative merits of some of the report’s recommendations have been questioned, there is little doubt that both this document—and the associated review process—have succeeded in placing educational equity at the centre of any future imaginings of the Australian higher education system. This is welcome news for many of us who have worked alongside students from more diverse backgrounds and witnessed the many obstacles encountered in their higher education journeys. To address these and other enduring issues, the Accord recommends significant changes that include accessible preparatory programs for future students, a better integrated tertiary system, and—of course—increases in student funding support. But I would argue there are other, far more fundamental, issues that also need to be addressed if we are to achieve the Accord’s ultimate goal of a “better and fairer education system”. (Department of Education, 2024, p. 23)
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Julie Martin, Julie Martin. Belonging and Well-being in the Context of Sorority Recruitment. Experiment, lipiec 2013. http://dx.doi.org/10.18258/1002.

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Holterman, Henk Jan, i Jan van de Zande. WUR Drift Calculator user manual : Belonging to software version 2.6. Wageningen: Stichting Wageningen Research, Wageningen Plant Research, Business Unit Agrosystems Research, 2021. http://dx.doi.org/10.18174/538877.

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Woodruffe, Paul. Suburban Interventions: Understanding the Values of Place and Belonging Through Collaboration. Unitec ePress, maj 2012. http://dx.doi.org/10.34074/ocds.12012.

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How can a socially defined project facilitate meaningful knowledge transfer between community, corporate and institution? In order to address this question, this paper focuses on an ongoing live project in suburban Auckland New Zealand begun in 2010, undertaken by a post-graduate student and researcher collective. The collective currently creates subtle interventions sited within local cyberspace, and through this current project will employ impermanent and small-scale design to advocate for a series of neglected and disputed sites. It explores the impact and value the presence of artists and designers working within local communities can have, and “champions the role of the artist in the development of the public realm, and their intuitive response to spaces, places, people and wildlife” (Wood 2009, p.26). The significance of this project is that it promotes a collaborative and multidisciplinary methodology that works with community groups to advocate to corporate entities for a wider social and environmental awareness of specific sites. This paper aims to explain the processes and findings of the project to date through both its successes and failures. It also proposes the possibility of the methodology being transferred to undergraduate and post-graduate study as a tool to promote multi-disciplined collaborate project briefs that focus on community well being.
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Woodruffe, Paul. Suburban Interventions: Understanding the Values of Place and Belonging Through Collaboration. Unitec ePress, maj 2012. http://dx.doi.org/10.34074/ocds.12012.

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How can a socially defined project facilitate meaningful knowledge transfer between community, corporate, and institution? In order to address this question, this paper focuses on an ongoing live project in suburban Auckland New Zealand began in 2010, undertaken by a post-graduate student and researcher collective. The collective currently creates subtle interventions sited within local cyberspace, and through this current project will employ impermanent and small-scale design to advocate for a series of neglected and disputed sites. It explores the impact and value the presence of artists and designers working within local communities can have, and “champions the role of the artist in the development of the public realm, and their intuitive response to spaces, places, people and wildlife” (Wood 2009, p.26). The significance of this project is that it promotes a collaborative and multidisciplinary methodology that works with community groups to advocate to corporate entities for a wider social and environmental awareness of specific sites. This paper aims to explain the processes and findings of the project to date through both its successes and failures. It also proposes the possibility of the methodology being transferred to undergraduate and post-graduate study as a tool to promote multi-disciplined collaborate project briefs that focus on community well being.
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Williams, Miranda, Anne Mitchell i Nancy Hodges. The American Lolita Subculture: An Exploration of Self-Authentication, Postmodernism, and Social Belonging. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-103.

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