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Articles 1 - 7 of 7
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Storying Gendered Violence: Indigenous Understandings Of The Interconnectedness Of Violence, Josie Nelson
Storying Gendered Violence: Indigenous Understandings Of The Interconnectedness Of Violence, Josie Nelson
Social Justice and Community Engagement
The research and scholarship of gendered violence on university campuses is growing; however, there is currently limited to no research exploring the experiences of Indigenous peoples, particularly women and two-spirit, non-binary and transgender students. To advance the knowledge of the interconnectedness of violence, I conducted two focus groups with six Indigenous women staff at Wilfrid Laurier University. This research, informed by Indigenous feminism and storytelling methodologies, shares their understandings of how colonial and gendered violence cannot be understood independent from one another. Participants also provide insight into the needed supports on campus for Indigenous students who have experienced gendered violence. …
Constructing The 'Addict': A Discourse Analysis Of National Newspapers Concerning North America's First Supervised Injection Site, Katie Sills
Social Justice and Community Engagement
Safe injection sites provide injection drug users with a safe space to inject drugs with clean supplies under the supervision of medical professionals. This study centres on a discursive analysis of newspaper representations of Insite, North America’s first supervised injection site, located in the Downtown Eastside of Vancouver, British Columbia, Canada. Insite opened in 2003 under an exemption from the Controlled Drugs and Substances Act and has provided benefits to its clients through a reduction in public injections, decreased spread of infectious disease, and by providing clients with referrals to other community and social services. Despite these accomplishments the Canadian …
Trigger Warnings: From Panic To Data, Francesca Laguardia, Venezia Michalsen, Holly Rider-Milkovich
Trigger Warnings: From Panic To Data, Francesca Laguardia, Venezia Michalsen, Holly Rider-Milkovich
Department of Justice Studies Faculty Scholarship and Creative Works
Following a practice that originated online, university faculty and staff have increasingly used “trigger warnings” to alert students to the possibility that they might be affected or even harmed by potentially traumatic material. This practice has led to a passionate debate about whether such warnings stifle or encourage student expression and academic freedom, and whether they are beneficial or detrimental to learning. In this article, we illustrate the history and current state of this debate and examine the scientific support for the arguments for and against the use of such warnings. Specifically, we question the scientific basis for the suggestion …
A Longitudinal And Experimental Study Of The Impact Of Knowledge On The Bases Of Institutional Trust, Lisa M. Pytlikzillig, Christopher D. Kimbrough, Ellie Shockley, Tess M. S. Neal, Mitchel Herian, Joseph A. Hamm, Brian H. Bornstein, Alan Tomkins
A Longitudinal And Experimental Study Of The Impact Of Knowledge On The Bases Of Institutional Trust, Lisa M. Pytlikzillig, Christopher D. Kimbrough, Ellie Shockley, Tess M. S. Neal, Mitchel Herian, Joseph A. Hamm, Brian H. Bornstein, Alan Tomkins
University of Nebraska Public Policy Center: Publications
This study examined a knowledge-centered theory of institutional trust development. In the context of trust in water regulatory institutions, the moderating impact of knowledge was tested to determine if there were longitudinal changes in the bases of institutional trust as a function of increases in knowledge about a target institution. We hypothesized that as people learn about an institution with which they were previously unfamiliar, they begin to form more nuanced perceptions, distinguishing the new institution from other institutions and relying less upon their generalized trust to estimate their trust in that institution. Prior to having specific, differential information about …
From Porto Alegre To New York City: Participatory Budgeting And Democracy, Celina Su
From Porto Alegre To New York City: Participatory Budgeting And Democracy, Celina Su
Publications and Research
Because of its popularity, there is now a large literature examining how participatory budgeting (PB) deepens participation by the poor and redistributes resources. Closer examinations of recent cases of PB can help us to better understand the political configurations in which these new participatory democratic spaces are embedded, and articulate the conditions that might lead to more meaningful outcomes. Who participates? For whose benefit? The articles in this symposium, on participatory budgeting in New York City (PBNYC), highlight both strengths and challenges of the largest American PB process. They focus less on redistribution, more on the dimensions of the process …
Collective Power To Create Political Change: Increasing The Political Efficacy And Engagement Of Social Workers, Jason Ostrander, Shannon R. Lane, Jennifer Mcclendon, Crystal Hayes, Tanya Rhodes Smith
Collective Power To Create Political Change: Increasing The Political Efficacy And Engagement Of Social Workers, Jason Ostrander, Shannon R. Lane, Jennifer Mcclendon, Crystal Hayes, Tanya Rhodes Smith
School of Social Work Faculty Publications
Because social workers are called to challenge social injustices and create systemic change to support the well-being of individuals and communities, it is essential that social workers develop political efficacy: belief that the political system can work and they can influence the system. This study explored the impact of an intensive political social work curriculum on political efficacy and planned political engagement among social work students and practitioners. The findings suggest this model of delivering a political social work curriculum effectively increases internal, external, and overall political efficacy, and that increasing political efficacy has promise for increasing future political engagement.
Thinking And Acting Both Globally And Locally : The Field School In Intercultural Education As A Model For Action-Research Training And Civic Learning., Douglas D. Perkins, Benjamin W. Fisher, Holly L. Karakos, Sharon L. Shields, Elizabeth D. Gilbert, Meaghan M. Patterson
Thinking And Acting Both Globally And Locally : The Field School In Intercultural Education As A Model For Action-Research Training And Civic Learning., Douglas D. Perkins, Benjamin W. Fisher, Holly L. Karakos, Sharon L. Shields, Elizabeth D. Gilbert, Meaghan M. Patterson
Faculty Scholarship
We present the Field School model of intercultural civic education, service-learning, action research training, and collaboration (with local academic and community partners) based on field work in applied anthropology. Theoretical and methodological foundations of the Field School also include experiential learning and immersive pedagogy, multiculturalism and cross-cultural communication, international education and study abroad programs, collaborative international development, participatory research, and in-depth knowledge in one’s own specific discipline. The primary goals of these intensive, short-term action research projects in other, less-developed countries or regions are benefits for community partners that are as sustainable as possible and to foster and assess learning …