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In this fascinating collection of writings, Srilatha Batliwala, feminist thinker and practitioner, explores the many dimensions of what empowerment means for, and to, women. Looking back on a life lived through commitment to a cause—rather than to an organisation or to a sector—and working for it at many levels and locations, she traces the evolution of the concept from the late 1980s till now, unravelling its ambiguities, highlighting insights gained through practice, and analysing how and why it has been depoliticised and reduced by the state and aid agencies. Along the way, Batliwala traverses key sectors, including education for women, politics outside political systems, grassroots movements, energy for sustainable development, and a controversial questioning of a rights-based approach to women’s equality.
"This book explores how technology-based learning can enhance student engagement, performance, and empowerment, offering insights from educational programs, classroom teaching, and theory-into-practice research, and places educational technologies appropriately in their social and cultural contexts"--
In Empower, A.J. Juliani and John Spencer provide teachers, coaches, and administrators with a roadmap that will inspire innovation, authentic learning experiences, and practical ways to empower students to pursue their passions while in school. Empower will provide ways to overcome challenges and turn them into opportunities for our learners.
This edited book provides ready-to-use engaging curriculum units for an integrated approach to teaching English language arts and U.S. history in grades 4-12. The purpose is to promote social justice and activism while building critical literacies students need in the 21st Century. Through implementing the curriculum units in this book, teachers and students can challenge inequities and promote activism. A central goal of this project is to represent and empower marginalized students. The traditional curriculum presents one view, one story as the only story, and one people as the norm. This book intentionally centers the experiences of Black, Indigenous, People of Color (BIPOC) and other marginalized communities. In addition to expanding the curriculum to include all people, educating students about issues of injustice in the U.S. will enable them to enact change. Additionally, this book serves to educate all students by exposure to central issues in past and present society. By creating space for a multicultural perspective, this curriculum may reduce the friction that occurs when encountering those whose lived experiences and perspectives do not align with one’s own. By educating students about the privileges they have not examined, teachers can foster empathy and empower allies.
This book examines how commonly applied approaches to parent involvement in schools do not easily transfer to bilingual and bicultural families. The authors—respected scholars in the field of educational equity—challenge commonly accepted boundaries of bicultural parent involvement. They provide real-life examples, practical strategies, discussion questions, and suggestions for ensuring that schools welcome and value bicultural families. This timely resource is a hopeful vision of what authentic and democratic parent engagement can become, and how parents can be transformative change agents for their children and their schools.
One of the major discussions in the business world is: How do we get our human capital assets more engaged in the organization? Current Gallup Polls state that 85% of our employees are not engaged within their organizations. Employee Empowerment fully analyzes this workplace condition, which is a major concern for most CEOs. The solution proposed by this book is the introduction of the TLS (Theory of Constraints - Lean - Six Sigma) Continuum Empowerment model, which comprises three levels of empowerment – Management, Cross-Functional Team, and Individual. The first is the empowerment that comes from upper management to the organization as a whole. The second level is the empowerment that comes from the various cross-functional teams and the final level is from the individuals themselves through their ability to take ownership in the processes in which they are involved. The end solution in the book is that if we can get the human capital assets to take ownership of the processes (that is, empower the front-line employees), it will increase the level of engagement. If they become more engaged they will empower the organization at all levels to introduce sustainable change management to resolve problems within the organization. One of the tools of individual empowerment is the use of the Six Sigma toolbox. This book makes the case that when human capital assets take ownership of the processes, then we have greater engagement, and thus a more empowered organization.
Foreword by Tracie D. Hall Community engagement isn’t simply an important component of a successful library—it’s the foundation upon which every service, offering, and initiative rests. Working collaboratively with community members—be they library customers, residents, faculty, students or partner organizations— ensures that the library works, period. This important resource from ALA’s Public Programs Office (PPO) provides targeted guidance on how libraries can effectively engage with the public to address a range of issues for the betterment of their community, whether it is a city, neighborhood, campus, or something else. Featuring contributions by leaders active in library-led community engagement, it’s designed to be equally useful as a teaching text for LIS students and a go-to handbook for current programming, adult services, and outreach library staff. Balancing practical tools with case studies and stories from field, this collection explores such key topics as why libraries belong in the community engagement realm; getting the support of board and staff; how to understand your community; the ethics and challenges of engaging often unreached segments of the community; identifying and building engaged partnerships; collections and community engagement; engaged programming; and outcome measurement.
Despite significant gains in promoting economic growth and living conditions (or "human progress") globally over the last twenty-five years, much of the developing world remains plagued by poverty and its attendant problems, including high rates of child mortality, illiteracy, environmental degradation, and war. In Growth and Empowerment, Nicholas Stern, Jean-Jacques Dethier, and F. Halsey Rogers propose a new strategy for development. Drawing on many years of work in development economics—in academia, in the field, and at international institutions such as the World Bank—the authors base their strategy on two interrelated approaches: building a climate that encourages investment and growth and at the same time empowering poor people to participate in that growth. This plan differs from other models for development, including the dogmatic approach of market fundamentalism popular in the 1980s and 1990s. Stern, Dethier, and Rogers see economic development as a dynamic process of continuous change in which entrepreneurship, innovation, flexibility, and mobility are crucial components and the idea of empowerment, as both a goal and a driver of development, is central. The book points to the unique opportunity today—after 50 years of successes and failures, and with a growing body of analytical work to draw on—to pursue new development strategies in both research and action.
Rethinking Empowerment looks at the changing role of women in developing countries and calls for a new approach to empowerment. An approach that adopts a more nuanced, feminist interpretation of power and em(power)ment, recognises that local empowerment is always embedded in regional, national and global contexts, pays attention to institutional structures and politics and acknowledges that empowerment is both a process and an outcome. Moreover, the book warns that an obsession with measurement rather than process can undermine efforts to foster transformative and empowering outcomes. It concludes that power must be restored as the centrepiece of empowerment. Only then will the term and its advocates provide meaningful ammunition for dealing with the challenges of an increasingly unequal, and often sexist, global/local world.