تعزيز القراءة كأداة لإحداث تغيير مجتمعي : مبادرات مجتمعية في التنور القرائي وتأثيرها على المعلمين والطلاب = Promoting Reading as a Tool for Social Change : Community-Based Initiatives in Literacy and Its Impact on Teachers and Students

جامعة ◽  
2020 ◽  
pp. 128-150
Author(s):  
مجادلة ، هيفاء
Keyword(s):  
Social Change ◽  
Community Based ◽  
Teachers And Students

scholarly journals DEVELOPMENT AS FREEDOM DAN PENCAPAIAN PERUBAHAN SOSIAL

2018 ◽  
Vol 12 (2) ◽  
pp. 367
Author(s):  
Amril Maryolo
Keyword(s):  
Sustainable Development ◽  
Social Change ◽  
Social Studies ◽  
Developmental Theory ◽  
Development Theory ◽  
Single Object ◽  
Community Based ◽  
Community Construction

Social studies have many variations because society is not a single object. Social change is a phenomenon of community construction that has a variety of variations. Development is a word used to describe processes and efforts to enhance economic, political, cultural, social, and so on. With such an understanding "development" is aligned with the word "social change." Along with development theory there are other social change theories such as socialism, dependensia, or other theories. Therefore, many people call developmental theory as developmentism. Thus such theories reject theories, such as the theory of community-based development, or even sustainable development and are alternatives to developmentism, but other variations of the ideology of developmentism.Kajian sosial memiliki macam variasi karena masyarakat bukanlah objek yang tunggal. Perubahan sosial merupakan fenomena konstruksi masyarakat yang memiliki ragam yang bervariasi. Pembangunan merupakan suatu kata yang digunakan untuk menjelaskan proses dan usaha untuk menimgkatkan kehidupan ekonomi, politik, budaya, sosial, dan sebagainya. Dengan pemahaman seperti itu “pembangunan” disejajarkan dengan kata “perubahan sosial”. Bersamaan dengan teori pembangunan terdapat teori-teori perubahan sosial lainnya seperti sosialisme, dependensia, ataupun teori lain. Oleh karena itu banyak orang menamakan teori pembangunan sebagai pembangunanisme (developmentalism). Dengan demikian teori-teori seperti ini menolak teori-teori, seperti teori pembangunan berbasis masyarakat, atau bahkan pembangunan berkelanjutan (sustainable development) dan merupakan alternatif dari pembangunanisme, melainkan variasi-variasi lain dari ideologi pembangunanisme. 

Community-Based Participatory Research: The College as the Focal Community

2009 ◽  
Vol 14 (1) ◽  
pp. 45-61
Author(s):  
Elizabeth Heckel ◽  
Crystal Dea Moore
Keyword(s):  
Social Change ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Alcohol Policy ◽  
Community Based ◽  
Faculty Mentor ◽  
College Community ◽  
Community Stakeholders ◽  
The Social ◽  
Reduction Strategies

This article describes one small BSW program's engagement in community-based participatory research (CBPR) in which the college community was the focus of the social change effort and social work undergraduates were the research partners. Over a 3-year period students engaged college community stakeholders, collected data, and presented findings on student alcohol use and abuse to promote discussion and inclusion of harm reduction strategies in the college response to this issue. The project resulted in an ongoing dialogue among the student researchers and administration regarding revisions to the campus alcohol policy. Written from the perspectives of a student researcher and faculty mentor, an overview of CBPR as a research method is presented, associated challenges discussed, a case study using the method summarized, and suggestions for implementing this pedagogy are presented. CBPR conceptualized this way offers opportunities for students to engage more fully with research concepts while promoting social change on their campuses.

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

Recreation and collaboration within the Expanded Chronic Care Model: working towards social transformation

2020 ◽  
Vol 35 (6) ◽  
pp. 1531-1542
Author(s):  
Susan L Hutchinson ◽  
Heidi Lauckner
Keyword(s):  
Social Change ◽  
Chronic Care Model ◽  
Social Transformation ◽  
Chronic Conditions ◽  
Chronic Condition ◽  
Chronic Care ◽  
Self Management ◽  
Care Model ◽  
Community Based ◽  
Community Recreation

Abstract Assisting people to live well with a chronic physical or mental health condition requires the creation of intersectoral community-based supports for chronic condition self-management. One important but underutilized resource for supporting chronic condition self-management in the community is recreation, which refers to relatively self-determined and enjoyable physical, social or expressive everyday activities. The Expanded Chronic Care Model (ECCM) provides a framework for identifying systems-level strategies to support self-management through increased access to community recreation opportunities. In this article, an occupation-based social transformation approach, which involves examining assumptions, considering contexts of daily activities and partnering to create meaningful social change, is used to examine the ECCM. Recommendations related to strengthening social change with a specific focus on collaborations and networks through recreation are provided. Through such collaborations, self-management of chronic conditions in community recreation contexts is advanced. Health providers and community-based recreation services providers are invited to be part of these intersectoral changes that will promote health amongst those living with chronic conditions.

On Transformation: From a Conversation with Mel King

1989 ◽  
Vol 59 (4) ◽  
pp. 504-520 ◽  
Keyword(s):  
Public Schools ◽  
Social Change ◽  
Community Development ◽  
Democratic Party ◽  
Community Education ◽  
Educational Process ◽  
Massachusetts Institute Of Technology ◽  
Development Education ◽  
Community Based ◽  
Community Based Education

Mel King is an activist, politician, educator, and lifelong resident of the South End in Boston,Massachusetts. His passion is transformation: finding ways to support human development,learning for life, and social change for justice. For thirty years King has been a strong and active force in the development of the Black community in Boston. His role in community education and development is expansive. He has, among many other activities, worked for his community as an elected official; served as a state representative to the Massachusetts legislature for twelve years; and run as a candidate for mayor of Boston. King has always worked with young people in and out of schools, on the streets and in community centers; he was active in organizing youths and parents to desegregate Boston's public schools. King is a member of the Rainbow Coalition,a progressive organization that is politically active at the local and national levels and has, with the presidential candidacy of Jesse Jackson, become a strong voice within the Democratic Party. His books, A Chain of Change and Liberating Theory (written with Albert, Cagan Chomsky, Hahnel, Sargent, and Sklar), document his thinking and practice on community development,education, and social change. Mel King is currently Adjunct Professor and Director of the Community Fellows Program in the Department of Urban Studies and Planning at the Massachusetts Institute of Technology. The Editorial Board of the Review thought it would be exciting and informative to talk with Mel King about his rich experience and work in community-based education. We wanted to include in our Special Issue someone local, someone right near us; someone from our own community in the Boston area, because we felt that talking with a neighbor and finding out what's going on in our own area is an essential part of community-based education. We decided to interview Mel King instead of asking him to write an article, because we wanted the give-and-take of a conversation and because we could talk with him right down the street. Over the span of several months three members of the Review — Alexander Goniprow, Victoria Borden Muñoz,and Jacquelyn Ramos — interviewed Mel King at his MIT office. The interviews were audiotaped and transcribed, providing over one-hundred pages of text from about five hours of conversation. Transforming the conversation from audiotapes to a written piece was an educational process in itself. We quickly realized that how we talked and what we said, although clear during our conversations, needed much editing and additional explanations to read clearly. The task of editing such a rich narrative was not easy but we believe that what follows is true to the content and the form of our collaboration. The conversation begins with our asking questions and Mel King responding to them. At the end of our first meeting where King discussed his views on transformation, education, and community development he also asked us what we thought our role was in community-based education and in transformation. We agreed that each of us would think this over and return to the next meeting with a "moment of transformation" story; that is, a time when we were transformed by something we learned, when we learned something new about ourselves, our community, our work. We did this in keeping with the spirit of King's firm belief in the "valuing of all people and the value of all people." These stories compose the last part of the conversation. This represents what we mean by community-based education — namely, the valuing of everyone as equals and the personal as well as political importance of change. We thought a good place to start would be by talking about some of the principles of community-based education and what these are for you.

Business models impacting social change in violent and poverty-stricken neighbourhoods: A case study in Colombia

2016 ◽  
Vol 35 (4) ◽  
pp. 427-448 ◽  
Author(s):  
Martine Hlady Rispal ◽  
Vinciane Servantie
Keyword(s):  
Social Change ◽  
Social Entrepreneurship ◽  
Business Models ◽  
Social Value ◽  
Longitudinal Case Study ◽  
Community Based ◽  
The Social ◽  
Innovative Solutions ◽  
Value Propositions

The business model (BM) – a representation of a venture’s core logic for creating value – is an emergent construct of interest in social entrepreneurship research. While the BM concept is normally associated with financial objectives, socio-entrepreneurial BMs are uniquely identifiable by their social value propositions, by their intended target markets and by the projected social change. Drawing from a longitudinal case study of a Colombian foundation, we outline the characteristics of socio-entrepreneurial BMs. We analyse the entrepreneurial process behind the implementation of a BM that draws on communitarian innovative solutions that benefit the excluded and, ultimately, society at large. Focusing on the question of how socio-entrepreneurial BMs progressively evolve to produce social change, we examine the BM of a successful socio-entrepreneurial venture that exhibits the conditions of social change. Our findings show that the social value proposition, the entrepreneur’s passion for social change and a community-based network are decisive factors.

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