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71.
72.
“This is My Community”: Reproducing and Resisting Boundaries of Exclusion in Contested Public Spaces
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The way that public space is structured has significant implications for identity, social interaction, and participation in society. For those experiencing homelessness, with no or limited private space, survival hinges on the accessibility and livability of public space. However, the increasing privatization of public space in the United States has contributed to the implementation of anti‐homeless ordinances in cities, restricting sitting, standing, panhandling, and sleeping in public. This study analyzes data from interviews with housed and unhoused community members, text from a local policy document, and ethnographic observations to explore how boundaries between “insiders” and “outsiders” are drawn in public space and mediated through individual discourse. Our findings suggest that boundaries of exclusion are constructed through dominant narratives that portray the unhoused as a threat to safety and economic vitality, thus justifying the need for regulation and punishment through the criminalization of homelessness. Yet, informants also demonstrate resistance to this narrative by discussing how criminalization of homelessness perpetuates dehumanization, violence, and economic inequality. Policy implications for the regulation of public space are discussed. 相似文献
73.
Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate
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Meghan P. McCormick Elise Cappella Erin E. O’Connor Sandee G. McClowry 《American journal of community psychology》2015,56(1-2):101-119
This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social‐emotional, behavioral, and academic outcomes. Twenty‐two urban schools and N = 435 low‐income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social‐Emotional Learning program implementation, replication, and scale‐up are discussed. 相似文献
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Erin Beeghly 《希帕蒂亚:女权主义哲学杂志》2015,30(4):675-691
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Erin L. Bailey Rick van der Zwan Thomas W. Phelan Anna Brooks 《Child & family behavior therapy》2015,37(4):303-320
This study builds upon a pilot evaluation of the 1-2-3 Magic Program (Bailey, van der Zwan, Phelan, &; Brooks, 2012), by investigating its long-term efficacy as a brief parenting intervention for families with a school-aged child. Twelve Australian families participated in a randomized controlled trial, assigned either to a wait-listed control group or to one that received immediate training. Consistent with the pilot evaluation, only families who had received training reported significant improvement in child and parenting behavior at an 8-week follow-up assessment. These improvements were maintained for 12-month posttraining, supporting the long-term efficacy of the 1-2-3 Magic Program for Australian families. 相似文献
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There is increased recognition of the importance of well-designed scholarship on how immigration status and policies impact migrants in the United States, including those who are unauthorized. Some researchers have looked to community-based and participatory methods to develop trust, place migrants’ voices at the forefront, and engage collaboratively in using research as a tool for social change. This article reviews three ethical ambiguities that emerged in the process of a series of participatory action research (PAR) projects with migrants in the United States, many of whom were unauthorized. Specifically, three themes are discussed: (a) the tension between the human desire to respond to injustices, and the challenges of doing so in ways that recognize one’s privilege and power as an outsider and supports the migrants’ agency and autonomy; (b) the complex definition, explanation, and dimensions of “risk”; and (c) the complexity of using a methodology (PAR) that prioritizes participants’ collective identity and community in the context of regulations that are designed primarily to protect individuals. 相似文献
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Although religion often comprises a central component of the social and cultural make-up of communities in developing countries affected by disasters, there is often limited understanding of how religious faith, religious leaders, and religious institutions contribute to vulnerability and resilience in the post-disaster period. Using a case study related to the earthquake in Yogyakarta, Indonesia, in 2006, our research examined the role of faith and religion from the perspective of affected populations, including individuals, religious leaders, and academics. The research suggests complexity in fatalistic thinking and the role of religious activities, where both vulnerability and resilience co-existed. The nature of religious leadership was found to be highly dependent on the individual, although leaders primarily saw their roles as supporting the psychological recovery of the affected population. Examining religious institutions suggests that physical structures, collective engagement in activities, networks, and theological perspectives provided opportunities for initiatives aiming at disaster risk reduction, although not all of these aspects remain functional in the aftermath of disasters. The article concludes by discussing the importance of incorporating religious faith and institutions in disaster risk reduction programming and unifying messages between faith and non-faith organizations. 相似文献