Engage! Pub Date : 2019-05-23 DOI: 10.18060/22818

C. Borgmann, S. Peñalva

{"title":"Artful Spaces/Safe Places: A Gallery Provokes Voices that Interrogate Common Narratives of Latino Immigrant Children","authors":"C. Borgmann, S. Peñalva","doi":"10.18060/22818","DOIUrl":"https://doi.org/10.18060/22818","url":null,"abstract":"What do Latino immigrant children’s voices say as they are provided a safe community space to be heard and soft clay through which to speak? Through art work, focus groups, gallery exhibitions, and filtering data (Author, 2018) this critical ethnographic research (Madison, 2012; Merriam & Tissdell, 2016; Wolcott, 2008; Thomas, 1993) exposes the complex political nature of linguistic, cultural, and national negotiations in which Latino children and their families in this study engage daily. This work troubles stereotypic mainstream narratives (Dillard, 2012; hooks, 1990, 1994; Janks, 2010) and points out the need for strong community/university collaborations to impact the excavation of deeper understandings of people in our neighborhoods. This ethnographic portrait of families, part of a larger study, involved the community director in an urban Spanish speaking church and faculty from literacy education and visual art at IUPUI. In this study children created clay objects called “hanging journals” during a summer program. These clay artworks acted as semiotic mediators (Kress, 2010; Pahl & Rowsell, 2012) for voices of this group—voices which routinely go unheard, or are devalued. Using theoretical frameworks from the fields of literacy and art, layered with multiplex ethnographic research tools, the volume on these important and complicated voices was turned up to hear buried stories and to interrogate commonly accepted narratives that swirl around Latino immigrants and their families. \u0000 This study provides a peek into the authentic narratives of children as they share the daily navigation of a transnational existence, and shows the power of the arts to communicate across contested spaces. This study embraces the necessity of authentic university/community collaborations as a two-way street to understand and empower Latino youth, to better prepare future teachers as agents of change, and to expose versions of immigrant ways of being and knowing that are misconstrued.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939792","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

Grassroots Maternal Child Health Leadership Curriculum 基层妇幼保健领导课程

Engage! Pub Date : 2019-05-23 DOI: 10.18060/22727

L. A. Skinner, Deborah Stiffler, N. Swigonski, Kara Casavan, Ashley Irby, J. Turman

{"title":"Grassroots Maternal Child Health Leadership Curriculum","authors":"L. A. Skinner, Deborah Stiffler, N. Swigonski, Kara Casavan, Ashley Irby, J. Turman","doi":"10.18060/22727","DOIUrl":"https://doi.org/10.18060/22727","url":null,"abstract":"In the United States, Indiana ranks 43rdfor its infant mortality rate. Twenty-nine (of the 988) Indiana zip codes account for 27% of infant deaths. There is a need to train and mentor community members to lead local maternal and child health (MCH) efforts that address the priorities of community members as related to poor birth outcomes and facilitate the community’s solution strategies to this important public health problem. This community-centered approach coupled with local healthcare delivery helps thoroughly address local adverse birth outcomes. A comprehensive grassroots MCH leadership curriculum is needed for this training process. To meet this need we developed and solicited feedback on a curriculum designed to train community members situated in Indiana’s high-risk zip codes to be grassroots maternal child health leader (GMCHLs). The curriculum teaches GMCHLs the knowledge and skills to become self-reflective leaders who understand the causes and effects of adverse and inequitable birth outcomes, the negative health effects of chronic stress, and the protective power of the community. These GMCHLs will become skilled in the use of storytelling, Photovoice, policy development/advocacy and EvaluLead to build the capacity of their local community to support positive maternal and child health (MCH) outcomes.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48295360","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: 3

Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project 通过“以家为师”项目建立相互尊重的大学与社区伙伴关系

Engage! Pub Date : 2019-05-23 DOI: 10.18060/22816

Cristina Santamaria-Graff, J. Boehner

{"title":"Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project","authors":"Cristina Santamaria-Graff, J. Boehner","doi":"10.18060/22816","DOIUrl":"https://doi.org/10.18060/22816","url":null,"abstract":"In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the Individuals with Disabilities Education and Improvement Act (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.","PeriodicalId":93176,"journal":{"name":"Engage!","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336299","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: 7

Three Journeys: One Project 三个旅程:一个项目

Engage! Pub Date : 2019-05-23 DOI: 10.18060/22812

Olivia McGee-Lockhart, Kisha Tandy, A. Copeland

引用次数: 0

Cultivate Self-Awareness 培养自我意识

Engage! Pub Date : 2019-04-02 DOI: 10.2307/j.ctv8pzc60.15

引用次数: 0

Encourage Team Dialogue 鼓励团队对话

Engage! Pub Date : 2019-04-02 DOI: 10.2307/j.ctv8pzc60.21

引用次数: 0

Prepare through Study 通过学习做好准备