Engage!最新文献_第4页

Youth Voices & Community Schools 青年之声与社区学校

Engage! Pub Date : 2022-11-29 DOI: 10.18060/26784

Compiled by ENGAGE! Editors

{"title":"Youth Voices & Community Schools","authors":"Compiled by ENGAGE! Editors","doi":"10.18060/26784","DOIUrl":"https://doi.org/10.18060/26784","url":null,"abstract":"“In converted buses and tin-roof sheds, migrant students get a lesson in hope”By Patrick Wood, A Martínez, Lilly Quiroz, & Milton GuevaraFirst appeared August 24, 2022, NPR Morning Edition \u0000In a time of political debate and increasing hostility toward immigrants and refugees, it can be difficult to remember there are people at the heart of the “immigration issue.” Nonprofit groups like “Yes We Can” work to center immigrants in their own story. With mobile school programs in Mexico, educators serve migrant children living with their families in shelters in the border city of Tijuana. The organizers aim to provide stability and hope for children who find themselves in a difficult situation. Among the lessons are skills for coping with trauma and creating emotional resilience. What started as a temporary program to serve the surge in migrants near the U.S.-Mexico border has now become a necessary permanent fixture. \u0000Read the Article \u0000Learn more about Yes We Can Mobile Schools \u0000“Leaders of Tomorrow: Immigrant and Refugee Youth – A Guidebook on Leadership Development”By Sabrina Sheikh & S. Kwesi RollinsPublished September 2021 by the Institute for Educational Leadership \u0000The Washington, D.C.-based Institute for Educational Leadership (IEL) develops programs to engage and support community leaders. Their “Leaders of Tomorrow” program provides curriculum to mobilize immigrant and refugee populations while emphasizing intersectionality across communities, including racial equity, health, employment, and disability inclusion. By providing development and leadership training to marginalized communities, IEL works to empower immigrant and refugee youth to be prepared for future challenges. In learning to advocate for themselves, participants in the “Leaders of Tomorrow” program will be prepared toadvocate for their communities and other marginalized groups, as well. The guidebook provides details of theprogram and key learning objectives. \u0000Read the guidebook \u0000Learn more about IEL’s Leaders of Tomorrow program","PeriodicalId":93176,"journal":{"name":"Engage!","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48376124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Ulysses Syndrome, Effective Engagement, and Ways to Heal 理解尤利西斯综合症，有效的接触，以及治愈的方法

Engage! Pub Date : 2022-11-29 DOI: 10.18060/26776

L. Roberts, Joseba Achotegui, R. Allen, M. López, Muzhgan Fakhri

引用次数: 1

Using Art to Undermine Epistemic Injustice in DBT Research 用艺术挖掘DBT研究中的认识不公

Engage! Pub Date : 2022-06-28 DOI: 10.18060/26050

B. Bailey, Monica W. Tracey

{"title":"Using Art to Undermine Epistemic Injustice in DBT Research","authors":"B. Bailey, Monica W. Tracey","doi":"10.18060/26050","DOIUrl":"https://doi.org/10.18060/26050","url":null,"abstract":"Through participatory Arts-Based Research, constructed within the theoretical basis of the Activity System, participants engaged with Dialectical Behavior Therapy (DBT) program content to develop a cohesive and meaningful project structure and aesthetic. Practitioner/researcher supremacy is disrupted by participatory Arts-Based Research and upheld by temporal constraints, as demonstrated by participant engagement and disruptions to participant collaboration. This research pilots a replicable framework that centers the experiences of individuals completing DBT, interrupts cycles of harm, and uplifts social knowledge construction that emanates from DBT skills training communities. DBT is a skills-based psychotherapeutic approach that prepares individuals to address problems in living that result from the development of mental disorders in environments that persistently signal that an individual is an unreliable informant of their own experience. In its standard format, DBT incorporates a group skills training component to remediate skill deficits developed in this invalidating environment. The body of literature that explores DBT skills training is structured in a way that elevates practitioner/researcher perceptions of individual progress over participants’ interpretations of their own collective experiences. Arts-Based Research is a theoretically-backed methodology that can disrupt the harmful parallels between the development of the disorders DBT is intended to treat and the dominant research paradigm into DBT.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46778858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why Cultural Diplomacy Is More Relevant—And More Challenging—Than Ever 为什么文化外交比以往任何时候都更有意义，也更具挑战性

Engage! Pub Date : 2022-06-22 DOI: 10.18060/26056

William Harvey, Deyanira Fernanda Villalvazo Navarro

引用次数: 0

Serving Those Who Have Served 为曾经服役的人服务

Engage! Pub Date : 2022-06-22 DOI: 10.18060/26061

Lauren Daugherty, T. Burkhardt

引用次数: 1

Storytelling to Preserve a Community’s History 讲故事来保存一个社区的历史

Engage! Pub Date : 2022-06-22 DOI: 10.18060/26104

D. Kemp, Latosha Rowley, Stacia Murphy

引用次数: 0

New Framework for Understanding the Field of Artists Who Work in Community and Education Settings 理解在社区和教育环境中工作的艺术家领域的新框架

Engage! Pub Date : 2022-06-22 DOI: 10.18060/26047

E. Booth

{"title":"New Framework for Understanding the Field of Artists Who Work in Community and Education Settings","authors":"E. Booth","doi":"10.18060/26047","DOIUrl":"https://doi.org/10.18060/26047","url":null,"abstract":"This paper presents a Framework for understanding the field of teaching artists (also known by other terms such as community artist, participatory artist, social practice artist, civic practice artist, artist-in-residence and more) in the U.S. and around the world. This paper describes the current state of the field, which is disparate and disorganized and suggests that previous ways of describing it have proved unhelpful. This pioneering Framework was developed in partnership with practitioners in many communities over years, and was vetted by practitioners in communities around the world to affirm its validity. This Framework was introduced by the author about a decade ago, categorizing the field according to the purposes for which these artists are hired, which turn out to be seven identifiable threads that contain almost all employment in the U.S. and in other countries. This Framework has proven useful in clarifying and advancing the field in a variety of communities, for administrators, for practitioners, for funders, and for those discovering, entering, and advancing in the field. This paper introduces the Purpose Threads and describes each one, giving community-based examples of organizations that employ teaching artists to achieve their goals, and suggesting ways in which one might evaluate whether each purpose is achieved. This paper acknowledges that the seven purposes do not play out discretely in practice, but naturally overlap, and the author identifies a series of basic teaching artist tools that apply across all threads. The author also discusses teaching artist work in digital media, a reality that has burst into prominence during the Covid pandemic. The author invites readers to apply this material in whatever ways are useful.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Testimonios of (In)Justice and Communal Spaces 司法和社区空间的证词

Engage! Pub Date : 2022-06-22 DOI: 10.18060/26367

Teresa M. Sosa

引用次数: 0

On Noncommutative Vieta Theorem in Geometric Algebras 几何代数中的非交换Vieta定理

Engage! Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-30923-6_3

D. Shirokov

引用次数: 1

Embedding of Octonion Fourier Transform in Geometric Algebra of $mathbb {R}^3$ and Polar Representations of Octonion Analytic Signals 八元傅里叶变换在$mathbb {R}^3$几何代数中的嵌入与八元解析信号的极坐标表示

Engage! Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-30923-6_10

E. Hitzer

引用次数: 1