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Affirming Methodologies: Research and Education in the Caribbean centres local and indigenous ways of knowing in research and education praxis in the Caribbean. The research methodologies and pedagogies are presented in this book within an Affirming Methodologies framework. They bring forward localized epistemologies whereby Caribbean ways of being and knowing are affirmed, and the expected western hierarchies between researcher and researched are removed. The chapters present approaches to knowledge construction and knowledge sharing based on practices, lived experiences, traditions, language patterns, and rituals of Caribbean communities. The importance of an Affirming Methodologies approach is demonstrated, and the characteristics of culturally affirming research methodologies and pedagogies in diverse environments including Cuba, Trinidad and Tobago, Jamaica and the Caribbean diaspora in Aotearoa New Zealand and Canada are explored and presented. Grounded on an understanding of the authors’ Caribbean positionality, ontological distinctions within the Caribbean research context are considered. This book moves forward from a decolonizing methodology approach, and, as such, the chapters are written, not in opposition to, or tested against Eurocentric approaches to research, but deeply rooted in a Caribbean ethos. This book will engage researchers (both qualitative and quantitative), postgraduate students, academics, practitioners, policymakers, community workers, and lay persons who seek to employ culturally relevant local and indigenous research approaches in their work. Each chapter offers practical suggestions on the 'how' of research practice, making them accessible, relevant, and flexible for novice and seasoned researchers alike.
"Culturally adapted motivational interviewing provides instruction on how to ask about someone's culture without stereotyping and how to inquire and discuss experiences of stigma and discrimination in a way that increases motivation to change. You'll learn why CAMI "doubles down" on humanistic psychology by prioritizing the importance of your client's autonomy and appreciating them as a whole person, not as someone who comes to you with a certain problem to solve. Part I, discusses how CAMI optimizes MI, and how allowing culture into the consultation and welcoming that culture in can make a difference in client outcomes. Part II provides sample clinical dialogue to show how CAMI is woven into each of the MI tasks: engaging, focusing, evoking, and planning. Chapter 8, in Part III, offers encouragement and tips on putting CAMI into practice. Chapter 9 rounds out the discussion by offering a behind-the-scenes look at CAMI's scholarly underpinnings"--
We all know that healthy partnerships are essential to fruitful boundary-crossing ministries, but how exactly do we create them? What barriers must be overcome, and what self-examination must we do? How do the legacies of colonialism, racism, and unhealed trauma impact missional collaborations today? In this doctoral thesis, Denyer reflects on these questions as she examines the history of relational dynamics between American and Congolese United Methodists in the North Katanga Conference (DR Congo). By surveying memoirs, magazines, and journals, and conducting in-depth interviews, Denyer presents a complex and multifaceted example of a partnership that is in the process of decolonizing. More than just a history lesson, Decolonizing Mission Partnerships presents the questions, hard truths, pitfalls, and toxic assumptions we must face when attempting to be in mission together.
Designed to establish a foundational framework for working with trauma-exposed immigrants and refugees, Models for Practice With Immigrants and Refugees: Collaboration, Cultural Awareness and Integrative Theory by Aimee Hilado and Marta Lundy introduces innovative approaches to address client mental health problems while supporting adjustment to life in a new country. This practice-oriented book emphasizes the relevance of Western approaches while reorienting Western concepts to be more culturally sensitive from a domestic and international perspective. Grounded in critical thinking and strengthened by an ecological systems perspective, the book presents six different models for applying and integrating Western theory and related practice strategies for working with individuals, families, groups, communities, organizations, volunteers, and local workforces.
Systemic oppression continues to disenfranchise students at the intersections of race, ethnicity, gender identity, sexual orientation, immigrant status, religion, ableism, and economic status. Because of this, school counselors are called to function as advocates and change agents, but often find themselves underprepared to address these oppressive systems in schools. It is vital that school counselors are provided resources that enable them to increase their preparedness and allow them to address oppressive practices within schools as well as work with diverse populations using culturally affirming and antiracist practices. Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens informs culturally affirming and antiracist professional practice and advocacy work by school counselors. It serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in school settings. Covering topics such as professional identity, racial trauma, and social justice, this book serves as a dynamic resource for school counselor educators, school counselors-in-training, school counselors, directors, supervisors, district leaders and administration, researchers, and academicians as they implement antiracist, social justice, and culturally affirming practices in school settings and academia.
The nation’s demographic of public schools are more ethnically, racially, and linguistically diverse than ever before (Strauss, 2014). However, there are still educational policies and practices that call to question whether traditionally marginalized students receive an equitable education. This is demonstrated in national achievement trends, which highlight disproportionality ratings among minoritized student groups. Also when examining school discipline policies, expulsion ratings, special education services, and school choice movements, all seem to handicap educational opportunity for low-income Black and Brown students. As American schools become more and more diverse, it is imperative that the literacy practices used to teach young students of color reflect the nation’s changing demographic. This book provides practical insights guided by conceptual and contextual knowledge in understanding how to teach urban African American and Hispanic/Latino(a) students by discussing issues associated with critical pedagogies, literacy, and culturally appropriate instructional strategies that have demonstrated success for traditionally marginalized student populations. This book examines culturally affirming literacy practices from three main components: (1) scholarship, (2) the field of practice, and (3) teacher education models. Each of these three are significant in understanding how to teach minoritized populations. As such, chapters have been organized into three main sections that address scholarship and research, trends in the field, and implications for teacher education models – all in order to advance the literacy achievement of African American and Hispanic/Latino(a) students.
Creating Together explores an emerging approach to research that combines arts practices and scholarship in participatory, community-based, and collaborative contexts in Canada across multiple disciplines. Looking at a variety of art forms, from photography and mural painting to performance art and poetry, the contributors explore how the process of creating together generates and disseminates collective knowledge. The artistic processes and works in an arts-based approach to scholarship make use of aesthetic, experiential, embodied, and emotional ways of knowing and creating knowledge in addition to traditional intellectual ways. The anthology also addresses the growing trend in arts-based research that takes a participatory, community-based, or collaborative focus, and encourages scholars to work together, with other professionals, and with community groups to explore questions, create knowledge, and express shared understandings. The collection highlights three forms of research: participatory arts-based research that engages participants in all stages of the inquiry and aims to produce practical knowing to benefit the community; community-based arts research that has community/public space at the heart of practice; and collaborative arts approaches involving multi-levelled, multi-layered, and interdisciplinary collaboration from diverse perspectives. To illustrate how such innovative work is being accomplished in Canada, the collection includes examples from British Columbia to Newfoundland and across disciplines, including the fine arts, education, the health sciences, and social work.
With all the different components of literacy, planning and delivering effective literacy instruction can be overwhelming. Explore the work of collaborative literacy teams from their formation to the employment of successful student-focused strategies. Find professional growth units in each chapter that provide educators with the opportunity to discuss key concepts, self-reflect, and remain focused on student achievement.
Although Roland Barthes and Michel Foucault announced the death of the author several decades ago, critics have been slow to abandon the idea of the solitary writer. Bette London maintains that this notion has blinded us to the reality that writing is seldom an individual activity and that it has led us to overlook both the frequency with which women authors have worked together and the significance of their collaborative undertakings as a form of professional activity. In Writing Double, the first full-length treatment of women's literary partnerships, she goes to the heart of issues surrounding authorial identity. What is an author? Which forms of authorship are sanctioned and which forms marginalized? Which of these forms have particularly attracted women? Such questions are central to London's analysis of the challenge that women's literary collaboration presents to accepted notions of authorship. Focusing on British texts from the nineteenth and twentieth centuries, she considers a fascinating variety of works by largely noncanonical, and in some instances highly unconventional, authors—from the enormously popular novels composed by writing teams at the turn of the century, to the Brontë juvenilia and the occult scripts of Georgie Yeats and W. B. Yeats, to automatic writings produced by mediums purporting to be in communication with the spirit world.
What drives certain collaborative projects to success, while others with similar goals fail? Learn the key elements of successful collaborations that can serve as guideposts when beginning the collaborative process. This book describes a range of models, including advantages and disadvantages of each, that are available to those contemplating school-university collaboration. The perspectives of educators from the United States, Canada, and Australia are included. Essays will guide university administrators, education students, principals, superintendents, and classroom teachers new to the collaborative planning role.