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71.
The urgency of the Black Lives Matter movement, and societal inequities emerging amid the COVID-19 pandemic call researchers to better understand the implications of racism in the lives of People of Color. In this paper, we utilize Critical Race Theory (CRT) to extend theorizing on the concept of racial microaffirmations as a response to everyday systemic racism—racial microaggressions. We reframe the psychological concept of risk and protective factors to illustrate the relationship between racial microaggressions and microaffirmations. Our findings identify types of racial microaffirmations experienced by Students of Color at a public four-year institution in California. We explore how these microaffirmations are experienced and the effects they have on the students well-being. 相似文献
72.
Briana Woods‐Jaeger Jason Daniel‐Ulloa Lauren Kleven Rebecca Bucklin Adriana Maldonado Paul A. Gilbert Edith A. Parker Barbara Baquero 《American journal of community psychology》2021,67(1-2):195-204
The Health Equity Advancement Lab (HEAL) at the University of Iowa College of Public Health began in 2012 to support students, researchers, and community members interested in tackling persistent health inequities through a community‐based participatory research (CBPR) approach. Using concepts from critical consciousness theory, we developed an approach to building students’, faculty members’, and community partners’ capacity to engage in CBPR to promote health equity that involved immersion in developing CBPR projects. Our paper describes the evolution of HEAL as a facilitating structure that provides a support network and engages diverse stakeholders in critical reflection as they participate in research to advance health equity, and resulting political efficacy and social action. We describe one HEAL‐affiliated research project that employs a CBPR approach and has a strong focus on providing transformative learning experiences for students, faculty, and community members. We highlight challenges, successes, and lessons learned in the application of critical consciousness as a framework that engages diverse academic and community partners seeking to promote health equity. We argue that critical consciousness is a relevant theoretical framework to promote transformative learning among students, faculty, and community partners to promote health equity research in diverse communities. 相似文献
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By means of car2x communication technologies (car2x) driver warnings can be presented to drivers quite early. However, due to their early timing they could be misunderstood by drivers, distract or even disturb them. These problems arise if, at the moment of the warning, the safety–critical situation is not yet perceivable or critical. In order to examine, when drivers want to receive early warnings as a function of the situation criticality, a driving simulator study was conducted using the two early warning stages of a multi stage collision warning system (first stage: informing the driver; second stage: prewarning the driver). The optimum timing to activate these two early warning stages was derived by examining the drivers’ evaluation of these timings concerning their appropriateness and usefulness. As situational variation, drivers traveling at about 100 km/h were confronted with slow moving traffic either driving at 25 km/h or 50 km/h at the end of a rural road.In total, 24 participants were tested in a within-subjects design (12 female, 12 male; M = 26.6 years, SD = 7.2 years). For both stages, drivers preferred an earlier timing when approaching slow moving traffic traveling at 25 km/h (first stage: 447 m, second stage: 249 m ahead of the lead vehicle) compared to 50 km/h (first stage: 338 m, second stage: 186 m ahead of the lead vehicle). The drivers’ usefulness rating also varied with the timing, spanning a range of 8 s for driver-accepted timing variations and showed correspondence to the drivers’ appropriateness ratings. Based on these results and those of a previous study, a timing function for each of the two early warning stages depending on the speed difference between the safety–critical object and the host vehicle is presented. Indirectly, similar adaptations are already implemented in current collision warning systems, which use the time-to-collision to give drivers acute warnings in a later stage, when an immediate reaction of the driver may still prevent a collision. However, this study showed that drivers also favor this kind of adaptation for earlier warning stages (information and prewarning). Thus, adapting the timing according to the drivers’ preferences will contribute to a better acceptance of these collision warning systems. 相似文献
75.
Susan Gair 《Reflective Practice》2016,17(5):592-604
Racism is an enduring reality in Australian society for Indigenous Australians, reflecting the experiences of Indigenous peoples in colonized countries worldwide. While social work services delivered by Indigenous Australians might be the preferred option, the graduation rate of Aboriginal and Torres Strait Islander students from Australian social work training is low and non-Indigenous social workers provide most service delivery. As a non-Indigenous social work educator at an Australian university, I recognize that teaching culturally relevant curricula, in order to produce antiracist social work graduates who recognize racism and privilege, is crucial but challenging. The purpose of this article is to share my ongoing critical reflections, particularly with regard to student dissatisfaction and possible disengagement with difficult content, and my actions for improved teaching and learning, in order to graduate work-ready social workers. 相似文献
76.
Peter Mayo 《Studies in Philosophy and Education》2007,26(6):525-544
Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts
for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to
glean some important insights for a critical pedagogy. The common theme throughout this comparative analysis is that of education
for social justice based on critical literacy. The paper also deals with such themes as the relationship between education
and politics, the relationship between education and life, the collective dimension of learning and the ability to read as
well as write the word and the world.
相似文献
Peter MayoEmail: |
77.
承认与蔑视——霍耐特的社会批判理论评析 总被引:1,自引:0,他引:1
在诊断和批判当代晚期资本主义社会的现实问题方面,哈贝马斯的交往行为理论曾发挥了重要的作用,但由于其缺乏现实性和社会性,难以适应时代变化和解释西方社会一些新运动的产生及其承认问题的实践需求,因而日趋走向保守和无力。面对这个困境,哈贝马斯的后继者阿克塞尔·霍耐特(AxelHonneth)重新回到黑格尔的主体间性理论,并以此为基础提出“为承认而斗争”的社会道德冲突模式,力图实现批判理论的“承认理论转向”。 相似文献
78.
Michael S. Koppel 《Pastoral Psychology》2007,55(4):431-440
The author develops theory and practices that contribute to psychological health and well-being in pastoral ministry. Drawing
on experiences in congregational ministry and clinical pastoral learning environments, the author argues for the benefit of
a playful pastoral education method informed by the critical pedagogy of Paulo Freire and the theological worldview of Jurgen
Moltmann. Attention is given to explication of core principles and practical application that foster soul-filled creativity
in pastoral ministry. 相似文献
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As a minority ethnic group, Native Hawaiian youth and young adults face an array of issues associated with colonization, such as persistent structural discrimination and the loss of land and indigenous ways of knowing. They are also at risk for a wide range of negative behaviors, including interpersonal violence, suicide, substance use, and juvenile delinquency. This article explores how community youth development, critical pedagogies, and Hawaiian epistemology can help Native Hawaiian young adults cope with such issues. It begins with a brief discussion of critiques on conventional youth violence prevention programs. To address these critiques, three bodies of literature are introduced: 1) community youth development, 2) critical pedagogy, and 3) community epistemology. Data were derived from a single case study of a community-based youth program. The program, located in an impoverished, rural community in Hawai'i, entailed running an organic farm. Seventeen participants were involved in the study. Semi-structured interviews were used to collect data. Utilizing critical indigenous qualitative research, a content analysis of the interviews was conducted to build a working conceptual model. Preliminary findings suggest that a program with key processes of community youth development, critical pedagogies, and Hawaiian epistemology may serve as a vehicle for health and wellness, thus preventing a host of negative behaviors, such as violence. Based on the findings, a critical contextually based approach to violence prevention that focuses on providing opportunities for Native Hawaiian young adults to take an active participatory role in promoting health is proposed. 相似文献