Disproportionate access to literacy skills keeps many students from achieving leadership roles. Using an autoethnographic narrative as evidence, we call for an anti-racist pedagogy in accordance with the social work code of ethics – one that changes how we understand literacy in graduate programmes. We suggest that the implementation of Writing Across the Curriculum via enhanced teacher training in grammar is a necessary outcome of cultural humility at the institutional level. We find that literacy is a social justice issue within our profession and educational context. We hope to inspire more research on how standards and educational policies could meet our proposed goals for educational equality.
International audience ; The expression "social innovation" has entered through the door of technological innovation in order to correct its imperfections. It is an effective solution to social needs neglected by public authorities. This article seeks to shed light on this concept, which can be considered as a lever to promote sustainable economic and social development, through a brief theoretical overview. ; L'expression de « l'innovation sociale » est entrée par la porte la l'innovation technologique à fin de corriger ses imperfections. C'est une solution efficace à des besoins sociaux délaissé par les pouvoirs publics. Cet article cherche à mettre la lumière sur ce concept qui peut être considérer comme un levier pour promouvoir le développement économique et sociale durable, par un bref aperçu théorique.
Roberta (Robbie) Jaffe grew up in New York in the 1950s, and moved to Florida when she was sixteen. She attended the University of Florida and University of South Florida, and graduated with a degree in sociology. During and after college she was deeply involved in the United Farm Workers (UFW) movement as a field organizer and boycott organizer for the state of Florida. Jaffe first came to the Santa Cruz area with her then-husband, Jerry Kay, who was also active in the sustainable agriculture movement. They farmed ten acres near Elkhorn Slough, and in 1976, Jaffe helped start the first farmers' market in Santa Cruz County, at Live Oak School.After that marriage ended, Jaffe studied horticulture at Cabrillo College with Richard Merrill, and took a position with a CETA (Comprehensive Employment and Training Act) program called Project Blossom. As part of that program, she co-founded a school garden at Green Acres School in Live Oak, a semi-rural area near Santa Cruz, California. This was the genesis of the Life Lab Science Program, which grew into a groundbreaking nonprofit organization that works with schools throughout the United States to develop school gardens and curriculum for teaching science and nutrition. Jaffe served as founding executive director of the program for many years.Jaffe earned a second master's degree in education from UC Santa Cruz, with an emphasis in agroecology. She met and married Steve Gliessman (also the subject of an oral history in this series). In 2001, they co-founded the Community Agroecology Network (CAN). CAN defines its goals as, "to help a network of rural, primarily coffee-growing communities in Mexico and Central America develop self-sufficiency and sustainable growing practices, and direct market coffee to consumers in the United States."Jaffe is the co-author of "From Differentiated Coffee Markets Towards Alternative Trade and Knowledge Networks," in Confronting the Coffee Crisis: Sustaining Livelihoods and Ecosystems in Mexico and Central America, and many Life Lab publications, including The Growing Classroom.Ellen Farmer interviewed Robbie Jaffe on May 5, 2007, at Jaffe's house in Santa Cruz, California. Farmer's MA thesis (in public policy) at California State University at Monterey Bay focused on the coffee crisis. As a graduate student, she worked with Jaffe at CAN, and brought her knowledge of the economics and politics of coffee growing in Latin America to the interview.
Mertonian norms of science have long been subject to various criticisms, one of which concerns a 'story book image' of science that those norms portray for science to justify the independence of science from social control. Despite much criticism of Merton's work on the normative structure of science, little research has been undertaken on the degree to which practicing scientists indeed hold onto such norms. This study presents an empirical analysis of Mertonian norms using the survey of 633 Korean scientists. The Korean scientific community offers a strategic research site. With predominantly US-educated researchers, it contains a sizeable membership of academic scientists who have become sensitised to ethical and normative problems due to Dr Hwang's notorious research fraud scandal. Our empirical analysis analyses scientists' endorsement of Mertonian norms based on a framework incorporating demographic factors and the socialisation into science. Among the four Mertonian norms, we find communalism to be strongly influenced by professional conditions such as size of research funding, professional network and involvement of non-academic affairs. This finding confirms the growing concerns with the norm of communal ownership of scientific output in the face of increasing academic commercialisation.
Introduction : Toward a decolonized multicultural counseling and psychology -- The application of critical consciousness and intersectionality as tools for decolonizing racial/ethnic identity development models in the fields of counseling and psychology -- Queering multicultural competence in counseling -- Colonialism and multicultural counseling competence research : a liberatory analysis -- A liberatory approach to trauma counseling : decolonizing our trauma-informed practices -- Decolonizing psychological practice in the context of poverty -- Story sciencing and analyzing the silent narrative between words : counseling research from an indigenous perspective -- Decolonizing alterity models within school counseling practice -- De-colonizing multicultural counseling and psychology : addressing race through intersectionality -- (De)colonizing culture in community psychology : reflections from critical social science -- Decolonizing traditional pedagogies and practices in counseling and psychology education : a move towards social justice and action
En tant que démarche d'approche et d'immersion auprès des populations restées à l'écart des politiques sociales et de santé publique, l'« aller-vers » a irrigué divers pans de l'intervention sociale tout au long du xx e siècle, tant en Amérique du Nord qu'en Europe. Il constitue même, dans divers pays, le cœur d'un champ de pratiques : le travail de rue. Cet article s'interroge sur les effets sociaux de ce champ de pratiques et sur sa capacité à remettre en cause des frontières symboliques qui affectent les relations entre la société et sa marge. Les auteurs prennent pour cela appui sur des recherches qualitatives menées en Belgique flamande, au Canada et aux Pays-Bas.
This opening essay introduces Mobilization's twenty-fifth anniversary issue on intersectionality and social movement research. We reference several works in the field that offer insights into the multiplicity of iterations, practices, and attempts to do intersectionality at the level of social movements, mass mobilization and movement research. We discuss how the new inward focus among many practitioners in the field often reveals the dilemma of intersectionality studies, which was reflected in the breadth of submissions to this special issue. We review how the studies in this issue specifically focus on the co-constructions of relationships and intersections of categories, and reflect on how the editors' crossdisciplinary collaboration shaped this important collection of research.
