Description:
This paper critiques the notion of community capacity building (CCB) and the way it is increasingly being invoked in social policy as a way of tackling disadvantage. The paper argues that CCB and a number if its derivative terms are not as straightforward as they appear. Superficially, CCB presents as a useful way of approaching school and community reform in contexts of disadvantage, but closer analysis reveals it to be pre-disposed to deployment as a cover under which to blame schools and communities, while handing over responsibility. What is posited as an alternative is a 'community organizing' approach that is more political, activist, and attuned to providing forms of analysis and leadership skills with which communities and schools can begin to tackle some of the underlying conditions producing the debilitating inequities. [ABSTRACT FROM AUTHOR] Copyright of Critical Studies in Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Description:
While blogs, wikis and social networking sites are enjoying high levels of attention as tools to support learning, Really Simple Syndication (RSS) remains the 'poor cousin' of these technologies in the higher education classroom, with relatively low uptake amongst educators and students. In this article, the authors argue that the affordances of RSS and content syndication can be used to deliver rich, active, social learning experiences that promote a high degree of learner personalisation, choice and autonomy. They describe a number of ways in which the potential of RSS can be exploited to transform pedagogy in ways that are congruent with emerging theories and models of learning, and that are consistent with the philosophy and ethos of Web 2.0 and networked society at large. The article concludes with a consideration of some of the issues and limitations facing the uptake and use of RSS for teaching and learning. [ABSTRACT FROM AUTHOR] Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Description:
While blogs, wikis and social networking sites are enjoying high levels of attention as tools to support learning, Really Simple Syndication (RSS) remains the 'poor cousin' of these technologies in the higher education classroom, with relatively low uptake amongst educators and students. In this article, the authors argue that the affordances of RSS and content syndication can be used to deliver rich, active, social learning experiences that promote a high degree of learner personalisation, choice and autonomy. They describe a number of ways in which the potential of RSS can be exploited to transform pedagogy in ways that are congruent with emerging theories and models of learning, and that are consistent with the philosophy and ethos of Web 2.0 and networked society at large. The article concludes with a consideration of some of the issues and limitations facing the uptake and use of RSS for teaching and learning. [ABSTRACT FROM AUTHOR] Copyright of Educational Media International is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Description:
Spiritual well-being is reflected in the quality of relationships that each person has in up to four different domains, namely with self, with others, with the environment and/or with God. This study investigated how secondary students perceived relationships with family, friends, school and church community (including God) impacted on their spiritual well-being. This paper reports the views of 1002 secondary school students aged from 12 to 18 years old in Catholic, Christian community and other independent schools in Victoria, Australia. ANOVA and multiple regression analyses of students’ responses on the Quality Of Life Influences Survey developed in this study, and the Spiritual Health And Life Orientation Measure, a spiritual well-being questionnaire for secondary students, revealed significant differences in perceptions students held about influences on their spiritual well-being. A case study illustrates how these instruments can be used to inform pastoral care of young people. [ABSTRACT FROM AUTHOR]
Description:
Spiritual well-being is reflected in the quality of relationships that each person has in up to four different domains, namely with self, with others, with the environment and/or with God. This study investigated how secondary students perceived relationships with family, friends, school and church community (including God) impacted on their spiritual well-being. This paper reports the views of 1002 secondary school students aged from 12 to 18 years old in Catholic, Christian community and other independent schools in Victoria, Australia. ANOVA and multiple regression analyses of students’ responses on the Quality Of Life Influences Survey developed in this study, and the Spiritual Health And Life Orientation Measure, a spiritual well-being questionnaire for secondary students, revealed significant differences in perceptions students held about influences on their spiritual well-being. A case study illustrates how these instruments can be used to inform pastoral care of young people. [ABSTRACT FROM AUTHOR]
Description:
The article discusses various papers published within the issue including one about the notion of community capacity building and another on the orthodoxy of psychological deficit notions of under-performing youth in disadvantaged contexts.
Description:
The nature of urban risk and disasters is changing. For the first time in human history, more people live in cities than in rural areas. Recent figures from the United Nations estimate that 6.3 billion people – 68 per cent of the world’s population – will be living in urban areas by 2050 (UN 2018; UN- Habitat 2017). Many of these growing cities are located on the coast or in other hazardous areas that are increasingly threatened by floods, storms, earthquakes, fires, heat or cold waves and drought (IPCC 2014). As urban corridors continue to be built in areas where hazards are commonplace, more and more people will be living with the continual threat of environ-mental upheaval and climate change. [Michael A. Burayidi.The Routledge Handbook of Urban Resilience]
Description:
The notion of site is critical to ethnography and provides a sense of spatial stability - somewhere the researcher enters in order to research what is contained within. Using contemporary understandings of space, the author reflects on two studies to explore the (im)possibility of poststructuralist ethnography. The first study was undertaken in a 'real' school utilising a multi-method approach over a long period of time. The other was conducted in community-based schools where minority language and culture are taught. Such schools operate on a part-time basis and are often referred to as 'after hours' schools. These operate, as if by stealth, in borrowed spaces - schools not in use by their normal classes, during normal school times. The nature of these schools necessitated utilising different research approaches. The almost transient nature of 'after hours' schools reinforce temporal-spatial instabilities as critical to understanding site as social rather than fixed. [ABSTRACT FROM AUTHOR] Copyright of Ethnography & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)