College of Saint Benedict and Saint John's University
College of Saint Benedict and Saint John’s University: DigitalCommons@CSB/SJUNot a member yet
8817 research outputs found
Sort by
Refugee Socio-Cultural Integration and Peaceful Co-Existence in Uganda
Get PDFThe dramatic increase in the number of refugees globally has led to increased attention to conflicts between refugees and communities in the countries where they have sought refuge. Three durable solutions are used for the placement of refugees: voluntary repatriation to their home country if conditions there permit; permanent settlement and local integration in the receiving country; and resettlement in a third country. Permanent settlement and local integration is seen as good option although there still exists gaps in understanding the integration process and if it leads to peaceful co-existence between refugees and members of the host community. This study therefore set out to hepl fill this information gap The study employed descriptive analysis on cross-sectional data collected from 328 refugees respondents in Kiryandongo refugee settlement in Uganda. The legal integration process was generally not strong: many respondents still felt they were not legally integrated though they were optimistic about full legal integration in the future. The socio-cultural integration process was more successful. A large majority of refugee respondents in Kiryandongo interact with members of the host community and some are involved in joint projects and partnerships, such as businesses, with them. A large majority of refugees do not wish to be separate from the host community and want to settle in Uganda and have learned the local language; a majority want to bring their families to Uganda, and want good relations with the local host community, all positive indicators of behavioral and attitudinal socio-cultural integration and the development of social connection. A large majority of refugee respondents also believe that their interactions with members of the host community have not led to tensions but rather have contributed to peaceful co-existence with them. Refugee respondents also made suggestions for promoting peaceful co-existence. The study concludes with the recommendation of increasing opportunities for refugees and host community members to interact positively and develop relationships through educational and cultural events, and to develop partnerships/collaborative projects, especially in the use of resources such as water, and the generation of resources by such means as collaboration on business and economic ventures
Reimagining Decolonial Futures: Puerto Rico, God-Talk and Seeking the Common Good
No full textIn the wake of Hurricanes Irma and Maria, Teresa Delgado will engage the literature of Puerto Rican creative writers Esmeralda Santiago, Pedro Juan Soto and Rosario Ferré to construct a theological vision centered on freedom and the pursuit of the common good. Given the prophetic imagination utilized by Puerto Rican authors as a method of challenging colonizing discourses, Dr. Delgado will demonstrate how a similar methodology can be applied to construct a decolonial theology that draws from Roman Catholic foundations of the common good and Latin American liberation theologies. Such prophetic imagination summon us toward a decolonized future for Puerto Rico.
Biography:
Teresa Delgado is Director of the Peace and Justice Studies Program, and Professor and Chairperson of the Religious Studies Department at Iona College in New Rochelle, NY, where she joined the faculty in 2005. She received her doctorate from Union Theological Seminary. She has published on issues ranging from diversity in higher education, transformational pedagogies, constructive theology and ethics, and justice for racial/ ethnic/sexual minorities. Her most recent work is A Puerto Rican Decolonial Theology: Prophesy Freedom (Palgrave Macmillan, 2017). At Iona College, Dr. Delgado teaches courses at the intersection of theology and ethics; she serves as President of the Board of Directors for WESPAC Foundation (Westchester People\u27s Action Coalition), the leading force in Westchester County for peace and justice work for four decades. Addressing the need for greater diversity, equity and inclusion in theological education, Delgado serves as a mentor and on the board of the Hispanic Theological Initiative; as well as a member of the mentoring consortium of the Forum for Theological Exploration. Dr. Delgado lives in Mount Vernon, NY with her spouse and their four children
Becoming Community Episode 2
No full textIn our second episode of the series, we will hear from Karen Erickson, former Academic Dean and current Professor of French, Jean Keller, Professor of Philosophy and Kyhl Lyndgaard, current Interim Director of the Integrations Curriculum. Each of these individuals were key in moving the Mellon Grant forward
Dear Parents: A Field Guide for College Preparation
No full textWritten for parents and families of college-bound students, Jon McGee’s Dear Parentsis an essential tool you’ll need to navigate the complex and often emotional challenge of getting your daughter or son prepared for—and through—college. Organized chronologically, the book takes readers through the stages of childhood leading up to college, as well as the process of searching for and selecting a college. From the decisions you make during your child’s early years to the process of setting up their dorm room, this book provides parents with insights, wisdom, and guidance about college, college preparation, and choosing a college.
Letters written by college and educational professionals, all with children, frame and illuminate each chapter. Drawing on their personal and professional experience, these experts offer practical and sympathetic advice about preparing for college. The book concludes with insights about sending children off to college and the appropriate roles for parents as your children experience these important years. Undergirded by research but informed by on-the-ground insight, Dear Parents is designed to both engage and inform while demystifying the daunting and ever-changing process of entering college.
If you’ve picked up this book, my guess is you don’t need convincing that there is a lifelong return from a college education. You want to understand the process better and you’d like to help your teen smartly navigate their choices. You picked wisely if that’s the case.... Jon McGee is a wonderful guide, shedding light on the mysterious process of applying to college while bringing much insight to the inevitable trade-offs. —from the foreword by Chris Farrell, Marketplacehttps://digitalcommons.csbsju.edu/admin_books/1002/thumbnail.jp
Today this scripture is fulfilled in your hearing : The Practice of Sustained Lectio Divina
Get PDFNota Bene This paper is modified from a lecture delivered at Saint Paul Monastery, Saint Paul, Minnesota, on October 27, 2017
From Putrefecation to Sanctification: John Wesley\u27s Understanding of Original Sin and Theology of Grace
Get PDFJohn Wesley’s sermons and writings about Original Sin are filled with lengthy and extreme descriptions of the depravity of humanity. This essay will explore examples from Wesley’s writings that use Scripture to describe humanity’s condition, and whose interpretation is supported by the tradition of the church. This exploration will layout Wesley’s unique theology of grace which provides a remedy for Original Sin by arguing humanity’s only path to redemption is through accepting the resistible grace of God
When Culture Is Content: Applications for Content-based Instruction in the World Language Classroom
No full textContent-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level course on CBI in one US institution. The three investigators examined the content–language dichotomy and the academic content-cultural content dichotomy in each lesson and identified patterns. The findings reveal that teachers often chose content that was more cultural than academic in nature, and they were challenged by several aspects of relating the language and content objectives. Implications for researchers, teacher educators, and teachers present a broader discussion of CBI as a viable curricular option in WL classrooms
Por los entrelazados caminos de la poesía, la narrativa y la crítica: Entrevista a Ana Guillot
No full textNacida en Buenos Aires en 1953, Ana Guillot es ciudadana ilustre de San Isidro, localidad argentina en la Provincia de Buenos Aires, por su destacada trayectoria en las letras. Estudió literatura y egresó de la Universidad Católica Argentina. Ha publicado varios libros de poesía, la novela Chacana (2012) y un extenso libro de crítica sobre los cuentos maravillosos titulado Buscando el final feliz (2014). Es docente en Buenos Aires donde da talleres de escritura. Su experiencia como autora, crítica y tallerista le dan una perspectiva integral del arte de escribir entrelazada con la expresión poética como constante. En el siguiente diálogo comparte más detalles sobre su carrera literaria
