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Burtscher, Martina, i Easkey Britton. "“There Was Some Kind of Energy Coming into My Heart”: Creating Safe Spaces for Sri Lankan Women and Girls to Enjoy the Wellbeing Benefits of the Ocean". International Journal of Environmental Research and Public Health 19, nr 6 (11.03.2022): 3342. http://dx.doi.org/10.3390/ijerph19063342.
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Worldwide, there is growing recognition of the wellbeing benefits of accessing and engaging with healthy blue spaces, especially seas, coasts, and beaches. However, vast gender inequalities persist that impact women’s and girls’ ability to safely access these spaces for recreational benefit. This is even more pronounced in the context of emerging surf cultures in regions such as Southeast Asia. Using a qualitative and reflective approach, this paper explored how safe spaces for female surfers are created, using case studies from two female-focused surfing programs in Sri Lanka. To facilitate a safe space, the multi-layered challenges that female surfers face were analysed. The common mediators that enable females to participate in surfing were then investigated and identified, including: seeing surfing as an option, supportive families and communities, the group factor, free lessons, an all-female environment, culturally appropriate surf apparel, and a safe and playful methodology. This study highlights pathways for how unsafe spaces of exclusion and fear may be transformed into safe spaces of inclusion, healing, and empowerment. These findings have implications for how safe spaces may be facilitated for other organisations, as well as the sustainability of female access to surfing, beyond the life of surfing programs.
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Webb, Denise, i Angela Mashford-Pringle. "Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces". Canadian Journal of Educational Administration and Policy, nr 198 (17.02.2022): 55–73. http://dx.doi.org/10.7202/1086427ar.
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In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support teachers in teaching Indigenous content. Interventions often prioritize cultural safety to underline teaching practices and focus on addressing settler biases, racism, and harmful stereotypes. Many Bachelor of Education programs offer mandatory courses on how to infuse Indigenous worldviews into curriculum, and emphasize building relationships, challenging positionalities, and establishing safe spaces to ask questions. Many teachers benefit from cultural safety training and resources, however, some continue to face challenges in confronting their roles and responsibilities as settlers within education spaces. As decolonizing education is an ongoing process, this research aims to provide key information to advance its progress. To that end, future research needs to investigate the long-term impacts of existing interventions on teaching practices and curriculum development.
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Hernández, Rafael J. C., Arcela Nuñez-Alvarez, Ana María Ardón i Rosalva A. Romero Gonzalez. "Affirming Community Cultural Wealth of Chicana/o and Latina/o Youth in a Community-Based After-School Program". Journal of Health Care for the Poor and Underserved 35, nr 3S (sierpień 2024): 174–85. http://dx.doi.org/10.1353/hpu.2024.a933292.
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Summary: Racialized, deficit-oriented educational practices and inadequate safe spaces for youth undermine Communities of Color. We discuss our after-school program's framework, strategies, activities, and partnerships with community stakeholders, demonstrating that a collaborative, culturally responsive, strengths-based approach to mitigate trauma and enhance health and educational opportunities is essential for empowering Chicana/o/Latina/o youth and families.
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Churchill, Mackenzie E., Janet K. Smylie, Sara H. Wolfe, Cheryllee Bourgeois, Helle Moeller i Michelle Firestone. "Conceptualising cultural safety at an Indigenous-focused midwifery practice in Toronto, Canada: qualitative interviews with Indigenous and non-Indigenous clients". BMJ Open 10, nr 9 (wrzesień 2020): e038168. http://dx.doi.org/10.1136/bmjopen-2020-038168.
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ObjectiveCultural safety is an Indigenous concept that can improve how healthcare services are delivered to both Indigenous and non-Indigenous peoples in Canada. This study explored how Indigenous and non-Indigenous clients at an urban, Indigenous-focused midwifery practice in Toronto, Canada (Seventh Generation Midwives Toronto, SGMT) conceptualised and experienced culturally safe care.Design and settingInterviews were conducted with former clients of SGMT as a part of a larger evaluation of the practice. Participants were purposefully recruited. Interviews were transcribed and analysed thematically using an iterative, consensus-based approach and a critical, naturalistic, and decolonising lens.ParticipantsSaturation was reached after 20 interviews (n=9 Indigenous participants, n=11 non-Indigenous participants).ResultsThree domains of cultural safety emerged. Each domain included several themes: Relationships and Communication (respect and support for choices; personalised and continuous relationships with midwives; and being different from past experiences); Sharing Knowledge and Practice (feeling informed about the basics of pregnancy, birth, and the postpartum period; and having access to Indigenous knowledge and protocols), and Culturally Safe Spaces (feeling at home in practice; and having relationships interconnected with the physical space). While some ideas were shared across groups, the distinctions between the Indigenous and non-Indigenous participants were prominent.ConclusionThe Indigenous participants conceptualised cultural safety in ways that highlight the survival and resurgence of Indigenous values, understandings, and approaches in cities like Toronto, and affirm the need for Indigenous midwives. The non-Indigenous participants conceptualised cultural safety with both congruence, illuminating Black-Indigenous community solidarities in cultural safety, and divergence, demonstrating the potential of Indigenous spaces and Indigenous-focused midwifery care to also benefit midwifery clients of white European descent. We hope that the positive impacts documented here motivate evaluators and healthcare providers to work towards a future where ‘cultural safety’ becomes a standard of care.
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Curry, Michael, Allen Lipscomb, Wendy Ashley i David McCarty-Caplan. "Black Barbershops: Exploring Informal Mental Health Settings Within the Community". Journal of Humanities and Social Sciences Studies 4, nr 1 (5.02.2022): 60–69. http://dx.doi.org/10.32996/jhsss.2022.4.1.6.
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The barbershop is a landmark in the Black community, providing a site for cultural exchange, discussion forums and a point of psychological connection for African American men. Barbershops offer safe spaces for culturally responsive engagement, discourse, and guidance without stigma. Researchers and service providers have utilized Black barbershops for physical health outreach, understanding Black masculinity, exploring intersections of sexuality, and informal mental health support. The Black barbershop offers a nuanced, culturally relevant perspective of African American men, which is valuable to current and future human service providers, educators, and stakeholders in formulating effective interventions and practices with Black men. Utilizing video voice participatory action research (PAR) qualitative methodology, this study explored the experiences of African American (or Black) men using community barbershops as informal mental health care settings. The study explored the experiences of ten (N = 10) African American men, ages 18-75, from either the San Bernardino County or Los Angeles County areas who utilized Black barbershops as informal mental health care settings. The results suggested that African American men were willing to embark on conversations about their mental health within their barbershops, reporting that these experiences yielded them significant psychological, emotional, and social well-being. The authors recommend future collaboration efforts to join with existing informal mental healthcare settings such as Black barbershops to support community-based, culturally relevant healing spaces for African American men.
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Brown, Martha A., i Sherri Di Lallo. "Talking Circles: A Culturally Responsive Evaluation Practice". American Journal of Evaluation 41, nr 3 (10.06.2020): 367–83. http://dx.doi.org/10.1177/1098214019899164.
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Talking Circles are safe spaces where relationships are built, nurtured, reinforced, and sometimes healed; where norms and values are established; and where people connect intellectually, spiritually, and emotionally with other members of the Circle. The Circle can also be an evaluation method that increases voice, decreases invisibility, and does not privilege one worldview or version of reality over another. The purpose of this article is to describe how the Circle can be a culturally responsive evaluation practice for those evaluators wishing to build relationships, share power, elicit stakeholder voice, solve problems, and increase participants’ capacity for program design, implementation, and evaluation. Circles can be used by both Indigenous and non-Indigenous evaluators. By offering the global evaluation community this concrete, practical, and culturally responsive approach, we open the door so that others can build on this work and offer additional insights as this practice is used, refined, and documented.
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Martin, Lisa D. "Reconceptualizing Classroom Management in the Ensemble: Considering Culture, Communication, and Community". Music Educators Journal 107, nr 4 (czerwiec 2021): 21–27. http://dx.doi.org/10.1177/00274321211015180.
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Classroom management is commonly understood as the structures and procedures that establish and reinforce a productive learning environment. However, traditional conceptualizations of classroom management are rife with culturally embedded norms, assumptions, power structures, and other roadblocks to a healthy classroom environment for all students. While certain routines can help set the stage for learning, teachers must critically examine such routines and expectations to establish a classroom environment that supports learners’ varying needs and backgrounds. This article unpacks several challenges with classroom management and offers offer a culturally responsive approach that supports community over compliance, moving toward democracy, mutual regard, and safe spaces.
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Fraser, Joanna, i Evelyn Voyageur. "Crafting Culturally Safe Learning Spaces: A Story of Collaboration Between an Educational Institution and Two First Nation Communities". Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, nr 1 (29.07.2017): 157–66. http://dx.doi.org/10.15402/esj.v2i1.204.
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This is a story of crafting a culturally safe learning space in the context of First Nations communities. It is told by two nurse educators working together, one who is Indigenous and one who is not. The word “crafting” is used to describe the collaborative and aesthetic process of co-constructing learning with students, community members and the environment. The relationship between the educational institution and the First Nations communities was guided by the concept of cultural safety. Cultural safety politicizes the notion of culture and disrupts the power imbalance between nurses and the people they work with. A process of collaborative conscientization was used to decolonize our institution and ourselves. This led to new possibilities of crafting an ethical learning space where Eurocentric ideologies could be dislodged from the center in order for Indigenous ways of knowing and learning to emerge. Students experienced a form of relational accountability for their learning through participation in community ceremonies and protocols. What resulted was a unique and transformative learning experience for fourth year Bachelor of Science in Nursing students offered in collaboration between an educational institution and two remote First Nations communities.
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Blanchet-Cohen, Natasha, Pascale Geoffroy i Luz Luz Marina Hoyos. "Seeking Culturally Safe Developmental Evaluation: Supporting the Shift in Services for Indigenous Children". Journal of MultiDisciplinary Evaluation 14, nr 31 (23.10.2018): 19–31. http://dx.doi.org/10.56645/jmde.v14i31.497.
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Background: Evaluation methods based on western frameworks that disregard Indigenous peoples’ worldviews and are imposed and implemented by outsiders are problematic for Indigenous communities.
Purpose: The article presents the experience of using developmental evaluation (DE) in supporting a shift in pre- and post-natal care programming for Indigenous mothers and their young children.
Setting: Indigenous peoples living in urban areas in Quebec often feel unwelcome mainstream services, resulting in under-use. A history of colonization in Canada has resulted in a loss of Indigenous child-rearing practices
Intervention: The study was carried out in the context of a three-year initiative aimed at strengthening the abilities of pregnant women, mothers, fathers, extended family, community, and practitioners to create conditions for the holistic development of themselves and their children. The goal was to create new knowledge through activities focused on promoting perinatal care and psychosocial adaptability. Cultural safety, an ecosystemic view of child development, and social innovation guided the approach to the intervention.
Research Design: A case study approach was used to make sense of and describe the “how to” of the DE.
Data Collection and Analysis: Multiple methods of data collection informed the case study, including observation, field notes, interviews, and participatory evaluation activities.
Findings: The article sheds light on DE as a culturally safe and participatory practice that is compatible with Indigenous perspectives and contributes to supporting the transformation in services provided to Indigenous communities. We present building relationships, creating safe spaces for reflection and dialogue, questioning fundamentals, and co-creation as critical components of culturally safe DE, enabling development and a paradigm shift.
Keywords: developmental evaluation; indigenous; child-rearing; case study; cultural safety.
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Wennerstrom, Ashley, Catherine Haywood, Maeve Wallace, Meredith Sugarman, Ashlee Walker, Trupania Bonner, Yana Sutton i in. "Creating Safe Spaces: A Community Health Worker-Academic Partnered Approach to Addressing Intimate Partner Violence". Ethnicity & Disease 28, Supp (6.09.2018): 317–24. http://dx.doi.org/10.18865/ed.28.s2.317.
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Intimate partner violence (IPV) is a persistent public health problem in the United States, with an estimated one in three women experiencing rape, physical violence, and/or stalking by an intimate partner within her lifetime. Non-Hispanic Black women disproportionately experience IPV, but there has been limited success in implementing culturally appropriate prevention programs and services for members of this population. Community health workers (CHWs) are trusted members of under-resourced communities who provide reliable health information and improve the cultural appropriateness of service delivery and may be a vital resource for developing new IPV interventions. Guided by the principles of community partnered participatory research, we developed the CHW-led Safe Spaces project, which aimed to establish a strong academic-community partnership to focus on issues related to experiences of IPV and the prevention of IPV in New Orleans. In this article, we describe the development of our partnership including the formation of an advisory board, creation of a broad-based stakeholder coalition, offering a community partnered participatory research training, conducting IPV education and outreach, and establishing a research agenda. Our processes are replicable and lessons learned may be relevant to other groups seeking to address IPV by leveraging the strengths of community-academic collaborations and CHWs.Ethn Dis. 2018;28(Suppl 2):317-324; doi:10.18865/ed.28.S2.317.
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Camoletto, Raffaella Ferrero, Davide Sterchele i Carlo Genova. "Managing alternative sports: new organisational spaces for the diffusion of Italian parkour". Modern Italy 20, nr 3 (sierpień 2015): 307–19. http://dx.doi.org/10.1017/s135329440001468x.
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This article explores the encounter between parkour as an unstructured and culturally innovative practice, challenging both physical as well as organisational spaces, and UISP (Unione Italiana Sport per Tutti/Italian Union of Sport for All) as a sport-promotion body open to organisational and cultural experimentation. Drawing on a multi-method qualitative approach (analysis of documentary material, interviews and focus groups), it looks at the role of UISP in the diffusion and legitimisation of parkour within the Italian context, investigating the interplay between the cultural and organisational logics of both this new practice itself on the one hand, and the organisations that are trying to accommodate it on the other. The incorporation in a sport-for-all organisation like UISP provides traceurs with a safe and legitimised space, which is, however, ‘loose' enough to maintain the fluidity of the practice. Nonetheless, by enabling the coexistence of different and competing definitions and uses of parkour, this fluid organisational space reproduces tensions among traceurs and weakens their voice in UISP's decision-making processes.
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Johnson, Darius O., Briana Markoff i Dorinda J. Carter Andrews. "Resisting racism in school". Phi Delta Kappan 104, nr 7 (kwiecień 2023): 18–24. http://dx.doi.org/10.1177/00317217231168258.
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Darius O. Johnson, Briana Markoff, and Dorinda J. Carter Andrews examined data from focus groups conducted with more than 60 Black boys in midwestern high schools to learn how teachers and schools can refuse antiblackness and reimagine futures for Black boys in school. Black boys and young men want safe school environments and will create safe communal spaces when needed. They seek teachers who are culturally relevant; they want to be able to trust their teachers; and they want to be their full, authentic selves at school. Findings show how educators can work within antiblack institutions toward reducing in-school suffering while working to create better futures for Black boys in school.
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Edmonds, Misty, Stephanie Shankar, Te Inuwai Elia, Carlos Campos, Mataroria Lyndon i Jennifer Weller. "Māori experiences and perspectives of hospital treatment in the context of acute care". New Zealand Medical Journal 137, nr 1601 (23.08.2024): 63–73. http://dx.doi.org/10.26635/6965.6397.
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aim: Through exploring Māori experiences when presenting acutely to hospital, we aimed to identify specific aspects of culturally safe care that we could incorporate into healthcare professionals’ training and hospital processes. methods: Using Kaupapa Māori approaches, we undertook semi-structured interviews and thematic analysis to collect and analyse data from diverse groups of Māori participants. results: We interviewed 17 participants, with 16 follow-up interviews. We found a lack of trust, and perceptions of unequal treatment for Māori. Our participants highlighted the following key needs: the importance of whanaungatanga in building trusting relationships with patients and whānau; creating safe spaces for patients and whānau; improved staff cultural safety; exploring individual patient and whānau needs, avoiding assumptions about cultural requirements or stereotypical characteristics; upholding the mana of all patients with respectful interactions; and empowering Māori as partners in their care. conclusion: By sharing their personal experiences, participants have highlighted specific aspects of their interactions with hospital staff and the healthcare system that could and should be improved. These insights can guide our efforts to enhance cultural safety for Māori patients and whānau through targeted staff training and structural changes.
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Greene, Stuart, Kevin J. Burke i Maria K. McKenna. "A Review of Research Connecting Digital Storytelling, Photovoice, and Civic Engagement". Review of Educational Research 88, nr 6 (13.08.2018): 844–78. http://dx.doi.org/10.3102/0034654318794134.
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The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and photovoice, two methods that often fall under the broad field of youth participatory action research. To explain the conditions under which these methods favor movement toward socially just ideas and actions, we also build on and extend research in critical youth empowerment to call attention to the relational nature of the kind of work that positions youth as coresearchers and democratically engaged citizens. Of importance are the availability of safe, nurturing spaces that foster youth engagement, the quality of relationships between youth and adults, and the extent to which decisions and actions remain in the hands of youth. Finally, this review considers the implications for further research and what it could mean to reimagine schools and communities as spaces where youth have a voice as civically engaged citizens.
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Richardson, Meenakshi, i Sara F. Waters. "Indigenous Voices against Suicide: A Meta-Synthesis Advancing Prevention Strategies". International Journal of Environmental Research and Public Health 20, nr 22 (15.11.2023): 7064. http://dx.doi.org/10.3390/ijerph20227064.
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Rates of suicidality amongst Indigenous Peoples are linked to historical and ongoing settler-colonialism including land seizures, spiritual oppression, cultural disconnection, forced enculturation, and societal alienation. Consistent with decolonial practices, Indigenous voices and perspectives must be centered in the development and evaluation of suicide prevention programs for Indigenous Peoples in the United States to ensure efficacy. The current study is a meta-synthesis of qualitative research on suicide prevention among Indigenous populations in the United States. Findings reveal little evidence for the centering of participant voices within existing suicide prevention programs. Applied thematic analysis of synthesis memos developed for each article in the final sample surfaced four primary themes: (1) support preferences; (2) challenges to suicide prevention; (3) integration of culture as prevention; and (4) grounding relationships in prevention. The need for culturally centered programming and the inadequacy of ‘pan-Indian’ approaches are highlighted. Sub-themes with respect to resiliency, kinship connection, and safe spaces to share cultural knowledge also emerge. Implications of this work to further the decolonization of suicide prevention and aid in the promotion of culturally grounded prevention science strategies are discussed.
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Hotchkins, Bryan K., i Patriann Smith. "Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies". Teachers College Record: The Voice of Scholarship in Education 122, nr 13 (kwiecień 2020): 1–29. http://dx.doi.org/10.1177/016146812012201312.
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Background/Context Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U.S. colleges. While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family goals, relationships, ethnic identity, and academic achievement, little is known about the ways in which Black immigrant collegians experience the perceptions of others about their literacy achievement in the academy. Purpose and Research Design This qualitative narrative inquiry applies CRiT walking in concert with translanguaging to examine the epistemological perspectives of six second-generation immigrant African male collegians experiencing structural placism and using academic literacies as they traverse a Hispanic-serving institution in rural Texas. Conclusion Structural racism excludes students of color from learning and leadership opportunities at predominantly White institutions. Our findings show that participants who used translanguaging by invoking two specific forms of linguistic repertoires, English standardized and cultural nonstandardized, to proactively respond to structural placism. Furthermore, participants associated being multilingual with race and leadership positionality in academic, organizational and cultural spaces. Moreover, African immigrant male collegians spoke of utilizing racially homogenous academic (e.g., study groups) and historically Black cocurricular organizations as spaces to engage in culturally safe ways that validated their intellectual and ethnic identities.
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Fraser, Joanna, Evelyn Voyageur, Paul Willie, Patricia R. Woods, Victoria Dick, Kate Moynihan, Jennifer Spurr, Heather McAnsh, Cara Tilston i Heidi Deagle. "Nurses Learning Our Way, From the Land, With the People". Witness: The Canadian Journal of Critical Nursing Discourse 2, nr 1 (11.06.2020): 25–38. http://dx.doi.org/10.25071/2291-5796.54.
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The story of land-based immersion learning for nursing students in remote First Nations communities is told through the stories of ten authors. We represent a collaboration between First Nations Knowledge Keepers, nursing students, and nursing faculty. Our inquiry draws on Indigenous knowledge paradigms and research methodologies. Currently in the preliminary stages of gathering our findings, we are learning how transformation happens through culturally safe relationships and ethical learning spaces. We are learning that inquiry requires commitment, authenticity, and a respect for differences. Most importantly, we are learning that nurses need to uncover ingrained and colonized assumptions in order to imagine new possibilities for learning and inquiring with Indigenous people and communities.
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Murugan, Arooran Ananthavel, Robb Travers, Farid Louka, Karen Zaki, Melody Morton Ninomiya i Todd A. Coleman. "Mental Health Needs of SOGIE Refugees in Canada: A Rapid Review". Canadian Journal of Community Mental Health 43, nr 1 (1.03.2024): 55–83. http://dx.doi.org/10.7870/cjcmh-2024-004.
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This rapid review investigated the mental health concerns of sexual orientation and gender identity expression (SOGIE) refugees in Canada. Database searches yielded 365 results across five databases, providing 12 papers for final thematic analysis once inclusion criteria were applied. Three themes emerged: (1) Stigma and discrimination negatively affected mental health and well-being; (2) SOGIE refugees faced challenges accessing services; and (3) the refugee claims process adversely affected well-being. Recommendations to improve SOGIE refugee well-being include implementing culturally safe policies in agencies, life-skills programs, and supportive spaces; promoting inclusivity, interprofessional collaboration between services, and innovative agency outreach to refugees; addressing biases in refugee claims boards and extending the refugee claim eligibility period.
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Udeh, Princess. "“Black Students Do the Real Work!”: Maintaining Mental Health Among Black College Students at UCLA". Journal for Undergraduate Ethnography 12, nr 2 (6.07.2022): 88–105. http://dx.doi.org/10.15273/jue.v12i2.11412.
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Black college students deal with academic and racial stressors due to the racism they experience at Predominantly White Institutions (PWI). Mental health care resources are universally available at UCLA; however, Counseling and Psychological Services (CAPS), the primary resource, is a mental health hub for 33,000+ students at UCLA. In this study, I explore how Black college students at UCLA view CAPS and utilize Black-run campus organizations to create their own “safe space.” Through a mixedmethods approach, I found that Black students do not utilize counseling resources because they are unwelcoming and there is a lack of culturally trained psychologists or Black psychologists available to discuss the imposter syndrome, microaggressions, and racism Black students experience. As a result, Black students take on the role of community organizers. Through the creation and maintenance of the Afrikan Student Union and other Blackrun campus organizations, Black students create safe spaces for themselves and provide race-based resources to maintain retention within their community.
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Restoule, Jean-Paul. "Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising". Australian Journal of Indigenous Education 34 (2005): 123–31. http://dx.doi.org/10.1017/s132601110000404x.
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AbstractThis paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students.
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Ortiz Aragón, Alfredo, i Kent Glenzer. "Untaming aid through action research: Seeking transformative reflective action". Action Research 15, nr 1 (marzec 2017): 3–14. http://dx.doi.org/10.1177/1476750317700253.
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Planned international development—Official Development Assistance—pretends to address complex, intergenerational problems. The pretense is endemic to, and necessary for, the continuation of the development enterprise, frequently leading to docile projects. Official Development Assistance’s methodologies and methods are ill-matched for confronting such problems, while those of action research are well-suited to the task. Yet Official Development Assistance and action research are only infrequent and ephemeral bedmates. Research from five sites on three continents reveals five lessons for untaming aid through action research: (1) plan and develop programming iteratively and over long time frames to offer meaningful support to people’s lives, (2) develop new connective tissue and relational capital, (3) commit to inquiry and learning in specific contexts, (4) incrementally confront culturally embedded practice in a safe and feasible manner, and (5) use methodology to develop safe and participatory spaces that engage tacit and explicit perspectives and ways of knowing. This article, the introductory essay to the Action Research Journal’s special issue, “Development, Aid, and Social Transformation,” argues that adoption of these five practices could help untame Official Development Assistance and make it more powerful, ethical, and transformative.
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Abbenyi, Adeline, Manal Abbadi, Khadija Ali i Fatuma Ahmed. "Abstract B103: Friend-to-friend: Culturally tailored health education for East African communities". Cancer Epidemiology, Biomarkers & Prevention 33, nr 9_Supplement (21.09.2024): B103. http://dx.doi.org/10.1158/1538-7755.disp24-b103.
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Abstract Purpose: The Mayo Clinic Comprehensive Cancer Center (MCCCC) serves its communities through every pillar of the cancer continuum from prevention to survivorship. To effectively educate our communities along this continuum, MCCCC partnered with a trusted community partner, leveraged the stories of survivors, and addressed stigma in a safe space for community members to ask vulnerable questions. Methods: The MCCCC partnered with Pamoja Women on the Friend-to-Friend initiative. Pamoja Women is a trusted community partner supporting East African women and their families, some of whom are refugees. They provided the space to hold each event, an environment where the women were comfortable with support from their community. The program highlighted cancer education, screening, and risk reduction through culturally appropriate discussions between friends. Topics were identified based on community interest and the cancer incidence in the community. Survivors shared their personal stories and medical experts discussed prevention, risk reduction, screening, addressed myths, answered questions, and showcased discoveries in research and treatment methods. Results: We have held 3 events covering breast, cervical, and HPV vaccination. Each event saw an increase in participation with almost 50 participants attending the series. Furthermore, there was an increase in awareness of screening methods, prevention, and risk reduction. Pamoja Women provided navigation to screening through transportation to and advocacy during appointments. This continuity from education to screening led to heading the call to action for screening. Due to its success, the four-part series has been expanded to include the topics of endometrial, prostate cancer, and breast cancer for a second time. Conclusion: Partnering with trusted community organizations has led to safe spaces for cancer education with friends. This approach has led to successful education and navigation to screening in communities that do not always have access to this essential information. Citation Format: Adeline Abbenyi, Manal Abbadi, Khadija Ali, Fatuma Ahmed. Friend-to-friend: Culturally tailored health education for East African communities [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B103.
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Soni, Anita, Haley Fong i Tara Janda. "Culturally responsive supervision: A reflective account on the value of acknowledging and working with difference within supervision". Educational and Child Psychology 38, nr 4 (grudzień 2021): 24–34. http://dx.doi.org/10.53841/bpsecp.2021.38.4.24.
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Aims/Intention:This paper reflects on our use of a transcultural supervision exercise within our triad consisting of a university supervisor and two trainee educational psychologists. We consider the implication for our relationships, how we understand each other and our cultures and how we would use such activities in the future.Process of reflection:We selected Gibbs’ reflective cycle (1988) because it provides a structured framework for critical reflection of a learning experience.Implications for theory/practice:We found the implications are that this exercise enabled us to recognise and appreciate our differences and therefore take an ethnorelative approach where each of us had a greater understanding of each other and our perspectives. This helped us recognise our ethnocentricism and when this might impact on our understanding of each other and those we work with.Conclusions:We concluded that this activity and others like it, where each of us share our culture and is curious about the culture of those we undertake supervision with, is supportive of developing safe spaces. From our perspectives, it enabled openness and subsequently a deeper discussion of issues that provoked emotion including those of racism and inclusion.
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Adcock, Anna, Fiona Cram, Liza Edmonds i Beverley Lawton. "He Tamariki Kokoti Tau: Families of Indigenous Infants Talk about Their Experiences of Preterm Birth and Neonatal Intensive Care". International Journal of Environmental Research and Public Health 18, nr 18 (18.09.2021): 9835. http://dx.doi.org/10.3390/ijerph18189835.
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Māori (Indigenous peoples of Aotearoa New Zealand) bear an unequal burden of poor perinatal health outcomes, including preterm birth. An infant arriving preterm disrupts the birth imaginary of whānau (family collectives) and situates them in a foreign health environment that may not be culturally safe and nurturing. A cross-sectional interpretative phenomenological analysis of first interviews with 19 whānau participating in a Kaupapa Māori (by, with, for Māori) qualitative longitudinal study of preterm birth identified themes from their experiences and the meanings they attributed to them. Preterm birth was an emotional roller coaster, with the birth imaginary and anticipated roles disrupted as health practitioners took over the care of their infants. Whānau expressed the desire to be close to their infants, holding them, loving them, nurturing them, and emplacing them within whakapapa (genealogy, continual layering of foundations) networks. When health practitioners or hospital policies inhibited this intimacy by isolating, excluding, or discriminating, whānau were frustrated. Being familiar with hospital routines, staff, peers, infant cares, and being wrapped in wider whānau support were key for whānau coping. Whakawhanaungatanga (processes of establishing relationships) create safe spaces for whānau to be themselves. This quietens the ‘storm’ and returns whānau to a sense of calm, through the reclamation of their environment.
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Drewnowski, Adam, Eva C. Monterrosa, Saskia de Pee, Edward A. Frongillo i Stefanie Vandevijvere. "Shaping Physical, Economic, and Policy Components of the Food Environment to Create Sustainable Healthy Diets". Food and Nutrition Bulletin 41, nr 2_suppl (grudzień 2020): 74S—86S. http://dx.doi.org/10.1177/0379572120945904.
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Background: Sustainable healthy diets are those dietary patterns that promote all dimensions of individuals’ health and well-being; have low environmental pressure and impact; are accessible, affordable, safe, and equitable; and are culturally acceptable. The food environment, defined as the interface between the wider food system and consumer’s food acquisition and consumption, is critical for ensuring equitable access to foods that are healthy, safe, affordable, and appealing. Discussion: Current food environments are creating inequities, and sustainable healthy foods are generally more accessible for those of higher socioeconomic status. The physical, economic, and policy components of the food environment can all be acted on to promote sustainable healthy diets. Physical spaces can be modified to improve relative availability (ie, proximity) of food outlets that carry nutritious foods in low-income communities; to address economic access certain actions may improve affordability, such as fortification, preventing food loss through supply chain improvements; and commodity specific vouchers for fruits, vegetables, and legumes. Other policy actions that address accessibility to sustainable healthy foods are comprehensive marketing restrictions and easy-to-understand front-of-pack nutrition labels. While shaping food environments will require concerted action from all stakeholders, governments and private sector bear significant responsibility for ensuring equitable access to sustainable healthy diets.
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Smith, Raychl, i Jacqueline Secoy. "Exploring the Music Identity Development of Elementary Education Majors Using Ukulele and YouTube". Journal of Music Teacher Education 29, nr 1 (29.08.2019): 71–85. http://dx.doi.org/10.1177/1057083719871026.
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The purpose of this instrumental case study was to understand how learning to play the ukulele influenced the music identity of elementary education majors. Eighteen participants (17 females, 1 male) from two universities created YouTube playlists and recorded solo ukulele performances for their YouTube channel. Music identity perceptions were collected via writing reflections, video recorded class sessions, and focus group interviews. We found that students’ early life experiences informed their beginning-of-semester perceptions of music identity (past selves), while in-class experiences contributed to higher levels of music competence and participation, and meaningful shifts in music identity (present and future selves). Music teachers should consider how the ukulele and YouTube may be used to promote individual expression, accountability, and self-directed learning. We encourage music teacher educators to use music biographies and YouTube as tools for culturally responsive teaching while creating safe spaces for the music identity development of less experienced/confident musicians.
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Zepro, Nejimu Biza, Araya Abrha Medhanyie, Nicole Probst-Hensch, Afona Chernet, Rea Tschopp, Charles Abongomera, Daniel H. Paris i Sonja Merten. "Navigating challenges: a socioecological analysis of sexual and reproductive health barriers among Eritrean refugee women in Ethiopia, using a key informant approach". BMJ Open 14, nr 4 (kwiecień 2024): e080654. http://dx.doi.org/10.1136/bmjopen-2023-080654.
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ObjectivesThe study aimed to explore the experiences and perceptions of healthcare providers (HCPs) regarding the sexual and reproductive health (SRH) challenges of Eritrean refugee women in Ethiopia.DesignA qualitative exploratory design with the key informant approach.Setting and participantsThe study was conducted in the Afar regional state, North East, Ethiopia. The study participants were HCP responsible for providing SRH care for refugee women.ResultsEritrean refugee women have worse health outcomes than the host population. The SRH needs were found to be hindered at multiple layers of socioecological model (SEM). High turnover and shortage of HCP, restrictive laws, language issues, cultural inconsistencies and gender inequalities were among the main barriers reported. Complex multistructural factors are needed to improve SRH needs of Eritrean refugee women.ConclusionsA complex set of issues spanning individual needs, social norms, community resources, healthcare limitations and structural mismatches create significant barriers to fulfilling the SRH needs of Eritrean refugee women in Ethiopia. Factors like limited awareness, cultural taboos, lack of safe spaces, inadequate healthcare facilities and restrictive policies all contribute to the severe limitations on SRH services available in refugee settings. The overlap in findings underscores the importance of developing multilevel interventions that are culturally sensitive to the needs of refugee women across all SEM levels. A bilateral collaboration between Refugees and Returnees Service (RRS) structures and the Asayta district healthcare system is critically important.
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Tay, A. K., A. Riley, R. Islam, C. Welton-Mitchell, B. Duchesne, V. Waters, A. Varner i in. "The culture, mental health and psychosocial wellbeing of Rohingya refugees: a systematic review". Epidemiology and Psychiatric Sciences 28, nr 5 (22.04.2019): 489–94. http://dx.doi.org/10.1017/s2045796019000192.
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AbstractAimsDespite the magnitude and protracted nature of the Rohingya refugee situation, there is limited information on the culture, mental health and psychosocial wellbeing of this group. This paper, drawing on a report commissioned by the United Nations High Commissioner for Refugees (UNHCR), aims to provide a comprehensive synthesis of the literature on mental health and psychosocial wellbeing of Rohingya refugees, including an examination of associated cultural factors. The ultimate objective is to assist humanitarian actors and agencies in providing culturally relevant Mental Health and Psychosocial Support (MHPSS) for Rohingya refugees displaced to Bangladesh and other neighbouring countries.MethodsWe conducted a systematic search across multiple sources of information with reference to the contextual, social, economic, cultural, mental health and health-related factors amongst Rohingya refugees living in the Asia-Pacific and other regions. The search covered online databases of diverse disciplines (e.g. medicine, psychology, anthropology), grey literature, as well as unpublished reports from non-profit organisations and United Nations agencies published until 2018.ResultsThe legacy of prolonged exposure to conflict and persecution compounded by protracted conditions of deprivations and displacement is likely to increase the refugees' vulnerability to wide array of mental health problems including posttraumatic stress disorder, anxiety, depression and suicidal ideation. High rates of sexual and gender-based violence, lack of privacy and safe spaces and limited access to integrated psychosocial and mental health support remain issues of concern within the emergency operation in Bangladesh. Another challenge is the limited understanding amongst the MHPSS personnel in Bangladesh and elsewhere of the language, culture and help-seeking behaviour of Rohingya refugees. While the Rohingya language has a considerable vocabulary for emotional and behavioural problems, there is limited correspondence between these Rohingya terms and western concepts of mental disorders. This hampers the provision of culturally sensitive and contextually relevant MHPSS services to these refugees.ConclusionsThe knowledge about the culture, context, migration history, idioms of distress, help-seeking behaviour and traditional healing methods, obtained from diverse sources can be applied in the design and delivery of culturally appropriate interventions. Attention to past exposure to traumatic events and losses need to be paired with attention for ongoing stressors and issues related to worries about the future. It is important to design MHPSS interventions in ways that mobilise the individual and collective strengths of Rohingya refugees and build on their resilience.
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Duncan, Stephanie, Heather Horton, Richard Smith, Bruce Purnell, Lisa Good i Heather Larkin. "The Restorative Integral Support (RIS) Model: Community-Based Integration of Trauma-Informed Approaches to Advance Equity and Resilience for Boys and Men of Color". Behavioral Sciences 13, nr 4 (31.03.2023): 299. http://dx.doi.org/10.3390/bs13040299.
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Mental health and health promotion research and practice have consistently revealed the social and structural inequities that boys and men of color (BMoC) face. Moreover, scholarship highlights the importance of gender, especially the concepts of masculinity and manhood, in understanding inequities that are experienced. Providers and community leaders are finding culturally relevant ways to foster healing and restoration while addressing racial trauma and the adverse community environments tied to adverse childhood experiences (ACEs). This article introduces the restorative integral support (RIS) model to promote connectivity through networks and to acknowledge the contextual differences BMoC experience when suffering from trauma and adversities. RIS is a framework used to address adversities and trauma while increasing societal awareness and advancing equity. This community-based, multidimensional approach is offered to enhance individual, agency, community, and policymaking leadership, raising awareness of mental health concerns and trauma while offering a flexible guide to developing safe spaces and support for recovery from ACEs and trauma. This article offers an in-depth appreciation of the real-life contexts within which BMoC overcome histories of adversity and trauma, demonstrating how the RIS model is applied to advance structural transformation while fostering community resilience.
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Nelson, Christine A., i Natalie R. Youngbull. "Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian". in education 21, nr 2 (15.12.2015): 89–109. http://dx.doi.org/10.37119/ojs2015.v21i2.268.
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The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This chapter elucidates how serving as a mentor allowed participants to draw on three culturally-relevant persistence factors in higher education: relationship, community, and power. Previous research demonstrates that service learning actively involves college students and encourages them to build a connection and a sense of commitment to the community (Lee & Espino, 2011; Rhoads, 1998). Through a Tribal Critical Race Theory lens, the purpose and function of service learning is deconstructed and redefined to fit the needs of North American Indigenous college students. This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a positive influence in tribal communities, and to recognizing that service is a cyclical power that positively impacts their collective role in society. The article details how relationship, community, and power from Indigenous perspectives are sources of persistence for American Indian students and how social justice-based, service-learning courses provide safe spaces for students to realize their Indigenous knowledge while attending PWIs.Keywords: American Indian college student; service learning; Indigenous knowledge>
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Karaderi, Şefika, i Ümran Duman. "An Example for the Reuse of Historic Residential Buildings as Cafes: Zahra Street". NEU Journal of Faculty of Architecture 4, nr 2 (31.01.2023): 74–87. http://dx.doi.org/10.32955/neujfa202342660.
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Cyprus has hosted many cultures and civilizations for centuries. Thanks to these civilizations, architectural structures of different styles are seen together in Cyprus. Nicosia's walled city, which started with the Lusignan period and took its current form during the Venetian period, is home to some of these structures. Although very few of the ones that have survived are used in the function of the period in which they were built, most of them have been re-functionalized. In addition, while some of them are idle, some of them have been preserved and used. Despite the touristic interest and socio-cultural activities in the region, the unused buildings have brought various negativities to the urban structure.Over time, with the increasing interest of the individuals living in the city in the historical texture, the re-functioning and use of these structures have gained importance. In this context, Zahra Street, which is among the urban spaces with an important location and architectural structures bordering the Buffer Zone within the city wall of the divided capital Nicosia, was chosen as the study area. The use of the British Period residences here with the function of a cafe today has contributed socio-culturally to the city walled area of the developing city of Nicosia. Effective use has been achieved thanks to adaptive reuse in the region where traces of past life are found in contemporary living conditions. Thus, a more livable, safe and pleasant urban space has been obtained. This study, it is aimed to emphasize the importance of improvement in urban spaces when they are reused in accordance with the changing living conditions depending on human needs. A literature review was conducted on the subject and data were collected using qualitative and quantitative methods during the on-site inspection. The facades, entrance hall/service area, sitting areas, toilets and outdoor/courtyard sections were examined in the tables created for each building with the collected data. According to the research, it can be said that successful re-use was applied to the cafe function while it was a residential function.
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Storli, Rune. "Children’s Rough-and-Tumble Play in a Supportive Early Childhood Education and Care Environment". International Journal of Environmental Research and Public Health 18, nr 19 (5.10.2021): 10469. http://dx.doi.org/10.3390/ijerph181910469.
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While a growing body of evidence highlights the benefits of rough-and-tumble play (R&T) in young children, it remains one of the most challenging kinds of play to support in early childhood education and care environment (ECEC) institutions. The present study explores the occurrence and characteristics of R&T in indoor and outdoor environments in a Norwegian sociocultural context where children can freely choose what, where, and with whom to play. The data consist of 100 randomly recorded two-minute videos, which were coded second by second for R&T. Qualitative analysis reveals that in a physically and culturally supportive environment for R&T, children aged 3–5 years perceive indoor spaces that afford physically active play to be more attractive for R&T than outdoor environments. The findings indicate gender differences related to R&T and how girls and boys use the physical environment in different ways. The quantitative findings are discussed within interactional affordances theory and show that children practise perceptual, motor, and social skills to successfully engage in R&T. Enhanced knowledge of children’s skill acquisition in R&T can support practitioners in developing pedagogical skills to facilitate challenging and safe environments for appropriate indoor R&T for both girls and boys.
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Whitinui, Paul, Onowa McIvor, Boni Robertson, Lindsay Morcom, Kimo Cashman i Veronica Arbon. "The World Indigenous Research Alliance (WIRA): Mediating and mobilizing Indigenous Peoples’ educational knowledge and aspirations". education policy analysis archives 23 (6.12.2015): 120. http://dx.doi.org/10.14507/epaa.v23.2052.
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There is an Indigenous resurgence in education occurring globally. For more than a century Euro-western approaches have controlled the provision and quality of education to, and for Indigenous peoples. The World Indigenous Research Alliance (WIRA) established in 2012, is a grass-roots movement of Indigenous scholars passionate about making a difference for Indigenous peoples and their education. WIRA is a service-oriented endeavor designed by Indigenous scholars working in mainstream institutions to support each other and to provide culturally safe spaces to share ideas. This paper highlights how WIRA came to be, and outlines the nature and scope of these shared endeavours. Strategically, WIRA operates under the mandate of the World Indigenous Nations Higher Educational Consortium (WINHEC) who regularly report to the General Assembly of the United Nations Indigenous Peoples Permanent Forum on Indigenous Issues (UNPFII) pertaining to Indigenous Peoples and their education (United Nations Permanent Forum on Indigenous Issues, 2007). Indeed, this collaboration provides the opportunity to share best practices across respective countries, and to co-design interdisciplinary, dynamic and innovative educational research. Since the inception of WIRA, a number of research priorities have emerged alongside potential funding models we believe can assist our shared work moving forward. The launching of WIRA is timely, and sure to accelerate the goals envisaged by WINHEC, and Indigenous peoples aspirations in education more generally.
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Gesser-Edelsburg, Anat, Yousif Alamour, Ricky Cohen, Nour Abed Elhadi Shahbari, Rana Hijazi, Daniela Orr, Liat Vered-Chen i Arvind Singhal. "Creating safe spaces to prevent unintentional childhood injuries among the Bedouins in southern Israel: A hybrid model comprising positive deviance, community-based participatory research, and entertainment-education". PLOS ONE 16, nr 9 (22.09.2021): e0257696. http://dx.doi.org/10.1371/journal.pone.0257696.
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Background Despite several intervention programs, the Bedouin population living in the Southern District of Israel has the highest mortality rate among children and adolescents from unintentional injuries. Our research questions asked: (1) How does increasing the involvement and participation of Bedouin community members influence the issue of unintentional injuries among children? (2) How does reframing of the technical issue of safety into security influence community involvement and cooperation? Objectives 1) To identify effective and efficacious positive deviance practices through community-based participatory research with adults, children, and professionals in the Bedouin community. 2) To create wider and deeper connections and cohesion between and among diverse Bedouin communities by seeding and sparking opportunities for social networking and cross-learning. Methods The study used a qualitative multi-method approach to generate a hybrid intervention model for reducing unintentional childhood injuries among the Bedouins. To frame the issue of unintentional injuries from the lived perspective of the Bedouins, we employed the Positive Deviance (PD) and Community Based Participatory Research (CBPR) approach. Drawing upon theatrical traditions, entertainment-education (EE), was employed as a way to narratively engage and persuade the Bedouins. Results Our research resulted in: (1) the emergence of several PD ideas and practices for preventing and avoiding children’s injuries; (2) the actual creation of a safe and secure playroom for children at a neighborhood mosque; and (3) the creation of cascading and cross-learning social networks between and among members of the Bedouin community spread across various locations. Conclusion This study helped in reframing the technical issue of accidents and safety into the notion of sacredness and security, enhanced the association between emotions and cognition by means of experiential and EE methods, and stimulated creative thinking and the emergence of new culturally and contextually relevant ideas and practices through the PD process. It demonstrated the synergistic power of using a hybrid model that combined the rigor and vigor of different health communication approaches to address a significant disparity in the burden of child accidents faced by the Bedouins. Our study generated solutions that emerged from, and directly benefitted, Bedouin children—those, who face overwhelming risk of injury and death from preventable accidents.
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Efremius, Simon, Lars E. Eriksson i Max Kleijberg. "Investigating Peer Advisors’ Strategies to Promote Cancer Prevention and Early Detection in Swedish Communities with Challenging Socioeconomic Conditions". Health & Social Care in the Community 2023 (15.09.2023): 1–13. http://dx.doi.org/10.1155/2023/6692655.
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Worse socioeconomic conditions (e.g., having a migration background, lower income, and lower educational level) may lead to barriers for cancer prevention and early detection. Community-based initiatives providing tailored and accessible information are found to increase cancer screening participation and improve health outcomes for people with challenging socioeconomic conditions. To inform such initiatives, more research is needed from the perspective of those working with them. This article focuses on the Swedish “peer advisor project” in which the Regional Cancer Centre Stockholm Gotland (RCC) collaborates with community-based peer advisors to reduce cancer inequities in areas with challenging socioeconomic conditions. We aim to investigate the perspectives of people working with the peer advisor project in relation to challenges they face, strategies they use, and forms of impact they perceive their work to have. We used a participatory action research approach, involving 12 peer advisor representatives and three RCC representatives. Underlying data (interviews and participant observations) were qualitatively analyzed. Findings are presented in relation to three themes: (1) Peer advisors bridge a gap between the cancer care system and communities through dialogues with communities and RCC representatives. (2) Peer advisors navigate culturally based sensitivities through efforts to create safe spaces for discussing cancer prevention and early detection. (3) Peer advisor and RCC representatives described forms of impact in relation to personal contexts, community contexts, RCC’s organizational context, and societal context. Sustainability and structural challenges may limit the peer advisor project to create impact. We discuss that peer advisors may act as cultural brokers through dialogues with communities and the cancer care system, thereby increasing an understanding of communities’ contexts and needs. Findings from this study can inform development and implementation of similar community-based peer-to-peer initiatives in other contexts. More research is needed to investigate the long-term impact of the project including community-based perspectives.
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Mensa-Kwao, Augustina, Ingrid Sub Cuc, Tessa Concepcion, Christopher G. Kemp, Matthew Hughsam, Moitreyee Sinha i Pamela Y. Collins. "A mixed methods analysis of youth mental health intervention feasibility and acceptability in a North American city: Perspectives from Seattle, Washington". PLOS ONE 19, nr 3 (14.03.2024): e0288214. http://dx.doi.org/10.1371/journal.pone.0288214.
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In March 2021, the Governor of Washington declared a youth mental health crisis. State data revealed high rates of youth suicide and inadequate access to services. This study aims to ascertain the kinds of support across the mental health care continuum recommended by young people and key stakeholders who could assist with implementation in Seattle. We interviewed 15 key informants to identify the contextual, structural, and individual-level factors that increase the risk of poor mental health and deter access to care among youth. We complimented these data with a 25-item survey of 117 participants in King County to assess the feasibility and acceptability of interventions for youth mental health. We conducted a deductive thematic qualitative analysis of the interviews and performed descriptive analyses of the quantitative data, using t-tests and χ2 tests to summarize and compare participant characteristics stratified by age group. Qualitative informants attributed challenges to youth mental health to social isolation and relational problems. Example interventions included creating environments that increase belonging and implementation of culturally congruent mental health services. Quantitative study participants rated all evidence-based mental health interventions presented as highly acceptable. However, youth preferred interventions promoting social connectedness, peer support, and holistic approaches to care, while non-youth preferred interventions focused on suicide, and substance abuse prevention. Key informants and survey participants identified schools as the most important setting for mental health interventions. There were no significant differences among quantitative outcomes. Our findings highlight the need for interventions that reduce isolation and increase social connectedness to support youth mental health. As the city designs youth responsive interventions, schools and digital platforms should be prioritized. Engaging multiple stakeholders, particularly young people, tackling cultural stigma surrounding mental health, and improving access to safe community spaces are important considerations for youth mental health interventions.
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Edwards, Allyson. "A Vulnerable Russia: Militarisation Through Anxiety in 1990s Russian Historical Textbooks". Political Crossroads 25, nr 1 (1.12.2021): 5–24. http://dx.doi.org/10.7459/pc/25.1.02.
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Russia’s military in the 1990s was physically and morally fragile. Culturally, however, the militarisation of society persisted because of the prominence of militarised discourses in various discursive spaces. Militarised themes were dominant in Russia’s historical education, with Russia’s vulnerability serving to underscore the militarisation of Russia’s youth during this period because it drew upon notions of paranoia and anxiety, which formed the foundations of Russian identity. This article examined 16 Russian historical textbooks published in the 1990s. Adopting Robert Sutherland’s schema for identifying ‘ways in which inherent ideologies are expressed’ in literature for children, including; ‘Politics of advocacy’ and ‘Politics of attack,’ this article found that Russia’s vulnerabilities were used to equip its youth with militarised worldviews. Historical victories were often framed as ‘victory despite weaknesses, because of the patriotic, united efforts of the Russian peoples. On the other hand, loss at war was often characterised by ‘unequal and heroic battle[s]’ followed by military reform, with emphasis on need to improve weapon procurement, combat readiness and strategy. Through these discourses, students were told that Russia would be safe and militaristically successful if 1) society remained united and 2) Russia’s military institution was technologically and strategically superior. These textbooks maintained the militarisation of society by sustaining the narrative that Russia constantly needed to defend itself, evidenced well with a historical trail of invasion from belligerent nations, where Russia has not always been able to defend itself.
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Edwards, Erica B., i Natalie S. King. "“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls". Education Sciences 13, nr 7 (9.07.2023): 698. http://dx.doi.org/10.3390/educsci13070698.
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For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”.
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Fine, Michael, Zulfikarali Surani, Laurel J. Finster, Juanita T. Greene, Carly L. Kajiwara, Richard Zaldivar, Bonnie Halpern-Felsher i Robert W. Haile. "Abstract 3945: The development of a culturally adapted tobacco prevention curriculum for LGBTQ+ youth across California: Formative research". Cancer Research 84, nr 6_Supplement (22.03.2024): 3945. http://dx.doi.org/10.1158/1538-7445.am2024-3945.
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Abstract Purpose: LGBTQ+ youth exhibit some of the highest rates of tobacco use and tobacco-related morbidity and mortality, making access to cancer prevention at an early age particularly critical. The purpose of this study is to develop an LGBTQ+ culturally tailored tobacco prevention curriculum within the Stanford Tobacco Prevention Toolkit, to help prevent LGBTQ+ students from starting or escalating the use of any tobacco product. Methods: A community-based participatory research (CBPR) was established between the Cedars-Sinai Cancer Research Center for Health Equity, facilitated by Community Outreach and Engagement, in collaboration with The Wall Las Memorias and the Stanford REACH Lab to conduct basic formative focus groups in the LGBTQ+ community. Seventy-six participants were recruited, and 9 focus groups were conducted (33 participants among LGBTQ+ youth; 19 community advocates and educators; and 24 parents/caregivers/guardians). A thematic analysis was conducted to identify lesson topics and subject matter content to be included in the curriculum and the best strategies to deliver the lesson to LGBTQ+ youth. Results: Several themes emerged from the focus groups, including an overall theme noting a desire for more safe spaces and peer support to discuss tobacco, vaping, and marijuana use among LGBTQ+ youth. LGBTQ+ youth noted tobacco, vaping, and marijuana were very accessible through friends and social groups in the school setting. They also expressed that tobacco, vaping, and marijuana use were associated with pressures to fit in, an increasing ‘normalization’ of marijuana use, and social media channels that glorify vaping and tobacco use. LGBTQ+ youth also expressed that they do not see tobacco prevention messaging relevant to themselves or their peers nor through their preferred information channels. Parents, educators, and community advocates expressed that they would like to be offered opportunities for education and direct involvement in LGBTQ+ research. With this information, the REACH Lab is developing the LGBTQ+ curriculum. Conclusions This CBPR approach builds upon the existing validated set of curricula contained in the Stanford Tobacco Prevention Toolkit, which is theory-driven and has reached over 3 million middle and high school students. Once completed, the LGBTQ+ Focused Tobacco Prevention Curriculum will be added to the Tobacco Prevention Toolkit and will be the first informed/validated tobacco prevention program for LGBTQ+ youth. Citation Format: Michael Fine, Zulfikarali Surani, Laurel J. Finster, Juanita T. Greene, Carly L. Kajiwara, Richard Zaldivar, Bonnie Halpern-Felsher, Robert W. Haile. The development of a culturally adapted tobacco prevention curriculum for LGBTQ+ youth across California: Formative research [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 3945.
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Ritchie, Tirritpa, Tara Purcell, Seth Westhead, Mark Wenitong, Yvonne Cadet-James, Alex Brown, Renae Kirkham i in. "Enablers and barriers to primary healthcare for Aboriginal and Torres Strait Islander adolescents: study protocol for participatory mixed-methods research that builds on WHO global standards". BMJ Open 11, nr 4 (kwiecień 2021): e046459. http://dx.doi.org/10.1136/bmjopen-2020-046459.
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IntroductionOne-third of Australia’s Aboriginal and Torres Strait Islander population are adolescents. Recent data highlight their health needs are substantial and poorly met by existing services. To design effective models of primary healthcare, we need to understand the enablers and barriers to care for Aboriginal and Torres Strait Islander adolescents, the focus of this study.Methods and analysisThis protocol was codesigned with Apunipima Cape York Health Council that supports the delivery of primary healthcare for 11 communities in Far North Queensland. We framed our study around the WHO global standards for high-quality health services for adolescents, adding an additional standard around culturally safe care. The study is participatory and mixed methods in design and builds on the recommended WHO assessment tools. Formative qualitative research with young people and their communities (exploring concepts in the WHO recommended quantitative surveys) seeks to understand demand-side enablers and barriers to care, as well as preferences for an enhanced response. Supply-side enablers and barriers will be explored through: a retrospective audit of clinic data (to identify current reasons for access and what can be strengthened); an objective assessment of the adolescent friendliness of clinical spaces; anonymous feedback from adolescent clients around quality of care received and what can be improved; and surveys and qualitative interviews with health providers to understand their perspectives and needs to provide enhanced care. This codesigned project has been approved by Apunipima Cape York Health Council and Far North Queensland Human Research Ethics Committee.Dissemination and implicationsThe findings from this project will inform a codesigned accessible and responsive model of primary healthcare for Aboriginal and Torres Strait Islander adolescents.
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Coorlawala, Uttara Asha. "Writing out otherness". Studies in South Asian Film & Media 4, nr 2 (1.10.2012): 143–56. http://dx.doi.org/10.1386/safm.4.2.143_1.
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Increasingly, global–local situations call for theory to honour culturally diverse discourses and histories. This article is concerned with the ways that critical writings affect material concerns of dancers. The article stages crises of alterity; writing from the underside, I call attention to the need to acknowledge multiple subjectivities and locations. Alterity compels Asian artists to negotiate whiteness as praxis, and as theories of performance. However, even as writings valorize resistance and interventions of performance, by what theories are we restraining performers?2 Is the dancer-as-subaltern3 always to be the data that validates western theory and theorizing – regardless of the origin and commitments of the writer? How may the other, redefine himself or herself and be heard? I attend to the discomforts of participant-observation when writing about performances; to the discomforts produced by dichotomizing gazes on bodies that perform nationality. I attend to the performance of pluralities of Asianness from within the glass walls of a hothouse inside Euro-American dance discourse. Much has been said about intertexts and performance, but what about tacit knowledge that flies below the radar of ‘the cultural’?4 We need to consider intracultural epistemologies of perception such as the Natya Shastra discourses. This article asks how do we write non-violently so that identities can travel amidst moving spaces, cultural, personal, theoretical, performative spaces.
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Forbes, Andrew, Stephen Ritchie, Jennifer Walker i Nancy Young. "Applications of Two-Eyed Seeing in Primary Research Focused on Indigenous Health: A Scoping Review". International Journal of Qualitative Methods 19 (1.01.2020): 160940692092911. http://dx.doi.org/10.1177/1609406920929110.
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Mi’kmaq Elder Albert Marshall coined “Two-Eyed Seeing” in 2004, an Indigenous concept that emphasizes integrating the strengths of multiple perspectives to address complex challenges in ways that benefit all. In 2011, Two-Eyed Seeing became a policy of the Canadian Institutes of Health Research (CIHR)–Institute of Aboriginal Peoples’ Health, as a part of its 5-year plan, and in 2012, CIHR funding was directed toward supporting efforts that apply the concept of Two-Eyed Seeing to research. However, little is known about how Two-Eyed Seeing has been operationalized in research. To address this ambiguity, a scoping review was conducted to map the key concepts involved when researchers intend to follow Two-Eyed Seeing guiding principles to study Indigenous health topics. Three research questions guided this scoping review: (1) What are the general characteristics (e.g., location of study, health topic studied) of primary research that has attempted to apply Two-Eyed Seeing when studying Indigenous health topics? (2) How did researchers operationalize the concept of Two-Eyed Seeing when they applied it to primary studies regarding Indigenous health topics? and (3) What process-related elements were present in Two-Eyed Seeing studies that accomplished their objectives? The results of this scoping review indicate there is an increasing trend in Two-Eyed Seeing–related peer-reviewed publications since its formal introduction by Mi’kmaq Elder Albert Marshall. The selected Two-Eyed Seeing–related projects were predominately conducted in Canada and published between 2011 and 2019. Projects predominately incorporated a community-based (participatory) research approach and qualitative/Indigenous methods, and six core process–related themes/elements were identified: (i) power was shared, (ii) culturally safe spaces were fostered, (iii) institutional and community ethics were followed, (iv) research projects were transformative, (v) rigor was maintained, and (vi) the structure of Western academia and traditional policy decision-making processes provided challenges for research teams and community partners, respectively.
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Meyer, H. "Safe Spaces? The Need for LGBT Cultural Competency in Aging Services". Public Policy & Aging Report 21, nr 3 (1.06.2011): 24–27. http://dx.doi.org/10.1093/ppar/21.3.24.
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Hill, David W. "Communication as a moral vocation: Safe space and freedom of speech". Sociological Review 68, nr 1 (11.06.2019): 3–16. http://dx.doi.org/10.1177/0038026119854857.
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The use of safe spaces in universities has become increasingly controversial over the last few years. Safe spaces are set up to offer an environment in which marginalised identities and hidden experiences can be given a voice, allowing for acceptance and affirmation. Their critics charge that they are at odds with the university as a site of debate; that their use has a chilling effect on free speech; and even that safe spaces are harmful to liberal democratic society itself. This article draws on social and cultural theory in order to counter these attacks on safe spaces. Working with Max Weber, Judith Butler and Emmanuel Levinas, the first section introduces the idea of communication as a moral vocation, calling for greater recognition of the need to balance the universal (freedom of speech) with a responsibility to hear voices that are not already amplified. Building on this, and drawing additionally on Jacques Derrida and Sara Ahmed, the second section introduces the idea of debate fetishism, which serves to negate the moral function of communication, naturalise the dominance of privileged voices, and neutralise the struggles of the struggling to be heard. It is concluded that safe spaces pose no threat to freedom of speech but that the stigmatisation of their use acts to further disadvantage underrepresented identities.
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Bowstead, Janet. "Safe spaces of refuge, shelter and contact: introduction". Gender, Place & Culture 26, nr 1 (2.01.2019): 52–58. http://dx.doi.org/10.1080/0966369x.2019.1573808.
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McDaniel-Hall, Gloria, i Nina F. Weisling. "Safe, seen, and ready to learn". Phi Delta Kappan 105, nr 7 (25.03.2024): 20–25. http://dx.doi.org/10.1177/00317217241244901.
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For far too many students, schools are not places of belonging. This is due, in part, to the cultural mismatch between schools and students that, despite even the best of intentions, too often leads to student harm and negative student outcomes. Gloria McDaniel-Hall and Nina F. Weisling provide insights for understanding why belonging is vital to student learning, how teachers can recognize when they fall short of building spaces where all students feel they belong, and suggestions for starting to learn, unlearn, and relearn so that all students feel safe, seen, and ready to learn.
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Wang, E., A. Chan, K. Lendvoy, E. C. Sayre, M. Canseco, C. L. Koehn i T. L. Fox. "OP0289 INEQUITIES IN ARTHRITIS CARE IN CANADA: AN INTERSECTIONAL ANALYSIS OF BIPOC WOMEN". Annals of the Rheumatic Diseases 82, Suppl 1 (30.05.2023): 189.1–189. http://dx.doi.org/10.1136/annrheumdis-2023-eular.1033.
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BackgroundIndividuals that belong to ethnic minority groups are at greater risk of developing different forms of arthritis and often experience poorer health outcomes when compared to white patients[1]. BIPOC women are especially susceptible to inequities due to the social determinants of health such as education, income and housing[2]; yet interventions are rarely targeted to meet their specific needs, preferences and values.ObjectivesThe aim of this community-led Survey was to identify observable disparities in access to and benefits from health care (HC) services between white and Black, Indigenous and Person of Colour (BIPOC) respondents who identified as Women.MethodsACE conducted a 33-question online Survey (Aug 2-19, 2022) in English and French. The Survey was conducted in partnership with Research Co., a public opinion firm. Respondents answered questions regarding sociodemographic information, HC access, HC providers, unfavourable experiences, and information seeking habits. Data were analysed in subgroups and aggregate (including incomplete survey responses). Chi-square tests (exact tests where possible) were used to test for associations.ResultsA total of 1,249 responses were received. 732 (59%) respondents identified as women, 484 (39%) men, 16 (1%) non-binary. Of the women who responded, 163 (22%) identified as BIPOC (including 39 Black, 58 Indigenous, 86 POC), and 569 (78%) as white.Women reported greater barriers to accessing HC compared to men, namely travel (29% vs. 19%) and previous unpleasant experiences (18% vs. 10%). More BIPOC women (68%) experienced barriers compared to white women (56%), the most prominent being time (40% vs. 30%) and language (21% vs. 5%).Overall, interactions with HC providers and rheumatologists were rated similarly between BIPOC women and white women. However, significantly less BIPOC women reported being comfortable asking about medications (27% vs 39%), discomfort (30% vs 43%), and pain (39% vs 50%). When asked what characteristics they looked for in HC providers, significant differences were revealed between BIPOC and white women[Figure 1].Overall BIPOC women (14%) reported experiencing discrimination based on gender twice as often as white women (7%), and seven times as often as white men (2%). Further, BIPOC women were seven times as likely to report experiencing ethnicity-based discrimination “often” (8.7%), when compared to white women (1.2%). Results were even more profound for Indigenous women who were 16 times as likely to report experiencing ethnicity-based discrimination “often” (19.6%), when compared to white women (1.2%).Both BIPOC men and women more often turn to family, friends, coworkers, traditional healers, and elders for health information when compared to white respondents. BIPOC women reported being less trusting of certain information sources when compared to white women, specifically patient organizations (11% vs 21%) and official public health websites (55% vs 70%).ConclusionOur findings suggest that BIPOC women face unique and disproportionate barriers as well as complex experiences of discrimination when accessing arthritis care. Importantly, BIPOC respondents, in particular BIPOC women, seem to benefit less from their HC interactions. The data further reinforce current literature that calls for the creation of culturally safe spaces and culturally sensitive resources. It is critical for all levels of the health care system to adopt an intersectional lens to better understand and address systemic inequities.References[1]Barnabe C, Joseph L, Belisle P, et al. Prevalence of systemic lupus erythematosus and systemic sclerosis in the First Nations population of Alberta, Canada. Arthritis Care Res. 2012;64(1):138-143. doi:10.1002/ACR.20656[2]Carter RT, Lau MY, Johnson V, Kirkinis K. Racial Discrimination and Health Outcomes Among Racial/Ethnic Minorities: A Meta-Analytic Review. J Multicult Couns Devel. 2017;45(4):232-259. doi:10.1002/JMCD.12076Figure 1.Preferred characteristics of HC providers (white vs BIPOC women)AcknowledgementsThis work was made possible by the survey participants, and they have our deepest respect and gratitude.Disclosure of InterestsNone Declared.
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Johns, Amelia, i Niki Cheong. "The affective pressures of WhatsApp: from safe spaces to conspiratorial publics". Continuum 35, nr 5 (3.09.2021): 732–46. http://dx.doi.org/10.1080/10304312.2021.1983256.
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Trechsel, Lilian Julia, Anne Barbara Zimmermann, Camilla Steinböck, Thomas Breu, Karl Herweg i Susan Thieme. "Safe Spaces for Disruptive Learning in a North–South Research Partnership Context: International Mobility of Doctoral Students". Sustainability 13, nr 4 (23.02.2021): 2413. http://dx.doi.org/10.3390/su13042413.
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This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position.
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Crisanto, Victor, Alexandra Caro, Reener Balingit i Zul Surani. "Abstract B042: Gender-affirming cessation support for LGBTQ+ tobacco users: Establishing TheQuitAlliance". Cancer Epidemiology, Biomarkers & Prevention 33, nr 9_Supplement (21.09.2024): B042. http://dx.doi.org/10.1158/1538-7755.disp24-b042.
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Abstract Background. The LGBTQ+ community faces various stressors, including stigma, discrimination, and harassment, which are linked to their sexual orientation or gender identity. Additionally, they are targeted by tobacco companies through marketing, which increases tobacco use and other health problems. LGB adults use commercial tobacco products at a higher rate than the general population (25.1% versus 18.8%), and tobacco use is even higher among transgender adults according to the CDC. Without peer support, counseling, nicotine replacement therapy (NRT), and community resources to address barriers to quitting, tobacco users are less likely to succeed in quitting. Research has shown that gender-affirming tobacco cessation interventions can be highly effective in helping LGBTQ+ individuals quit tobacco; however, little is known about its effectiveness in Latinx communities and other groups with intersectional identities. Methods. To improve access to culturally tailored and gender-affirming cessation resources that acknowledge the unique experiences and stressors faced by our community, Cedars-Sinai Cancer COE developed TheQuitAlliance, a LGBTQ+ focused tobacco cessation program. This multi-level approach involved web-based resources, information and presentation to the community. A series of gender affirming support groups facilitated by trained Spanish speaking tobacco cessation specialists who are members of the LGBTQ+ community was offered to tobacco users. The first steps involved improving their knowledge on how tobacco affects specific populations, such as transgender, non-binary, gender non-conforming individuals, people living with HIV, youth, and the types of nicotine replacement therapies available. RESULTS: In 2023, our partners The Wall Las Memorias and Latino Equality Alliance implemented a screening tool using the Ask, Advise, and Refer model, expanded outreach efforts, and successfully identified N=242 LGBTQ+ tobacco users who were referred to our virtual gender affirming support group. Among current smokers who participated in a series of three support groups, 85% (17 of 20) indicated positive attitudes towards the importance of changing their smoking behaviors, readiness to change, and having control over their ability to make positive change right now, while 90% are committed to taking steps towards change right now (18 of 20). In 2024, The Wall Las Memorias reached 500 LGBTQ+ community members and linked 70 tobacco users to cessation support groups. Conclusion. Our survey indicated that participating in a gender affirming cessation intervention can increase self-efficacy to take steps towards quitting tobacco. Through safe spaces created by The Quit Alliance, we found that LGBTQ+ tobacco users are also able to make connections with others to be supported in their journey to becoming tobacco free. Citation Format: Victor Crisanto, Alexandra Caro, Reener Balingit, Zul Surani. Gender-affirming cessation support for LGBTQ+ tobacco users: Establishing TheQuitAlliance [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B042.