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Historic and Contemporary Influences on Reading the Bible with the Poor: Liberation Theology and Poor People\u27s Movements
No full textReading the Bible with the Poor is a methodology of biblical study rooted in liberation theology and hermeneutics. Leaders within the Poor People’s Campaign: A National Call for Moral Revival are utilizing this methodology as a tool for organizing the movement to end poverty. This paper will explore the literature of the Reading the Bible with the Poor methodology with emphasis on the influences from contextual biblical study and liberation theology, especially in South Africa and Latin America, as well as social movements of the poor and dispossessed in the United States. Additionally, the paper will include reflections from one author, who is a practitioner of this methodology of biblical reading, on its use as an emancipatory adult education program within the Poor People’s Campaign: A National Call for Moral Revival. The analysis and reflections can inform other adult education movements rooted in struggles for liberation and revolutionary critical pedagogy
Traumatic Stress Responses in North Carolina K-12 Educators During the COVID-19 Pandemic
No full textAs K-12 educators were called to transition schools online amidst the onset of the COVID-19 global pandemic, they were expected not only to support students in significantly different contexts, but also to manage their own personal reactions in an environment of fear and potential threat to health and safety. While emerging research has sought to understand the impact of COVID-19 on the K-12 landscape, most studies focus on issues impacting academic performance and well-being of students. In this paper, the author sought to explore the extent to which educators in North Carolina self-reported trauma exposure responses as well as the impact their roles had on the degree to which they experienced these responses. Results indicated concerning levels of trauma responses among educators, as well as a significantly higher rate of trauma response for teachers and staff as compared to administrators. Implications for further research, policy, and practice are discussed
Community and the Built Environment: The Physical and Social Consequences of Gentrification in Charlotte’s Lockwood
No full textThis project examined the interactions between community relationships and physical space in Charlotte’s Lockwood neighborhood. Property values in Lockwood are growing at one of the fastest rates in the country and show no signs of stopping. This growth made Lockwood a fitting place to investigate gentrification, an increasingly important issue in Charlotte and beyond. Previous researchers recorded oral histories from Lockwood’s residents during this period of property value increase. Qualitatively coding these oral histories revealed a significant theme: residents consistently mentioned a decline in the neighborhood’s sense of community. Additional interviews and archival research indicated dramatic changes to Lockwood’s built environment. Many of Lockwood’s historic homes have been replaced by new, larger houses with far less emphasis on community building spaces like front porches and backyards. In response, local non-profit Community Dream Builders creatively used Lockwood’s physical space to bring residents together and encourage sustainable growth. The residents’ comments about community interactions were examined through the context of these documented physical changes. Research showed that Lockwood residents rely on informal community building spaces like front porches and backyards to form connections with one another. The loss or obstruction of these crucial spaces was at least an indicator and perhaps an accelerator of social change in the neighborhood. As property values continue to rise, the remaining community spaces in Lockwood should be preserved and expanded.
Keywords: Lockwood, gentrification, community, built environment, oral histor
Analysis of the Clinical Assessment of Attention Deficit-Adult in Comparison to the Minnesota Multiphasic Personality Inventory 2 Restructured Form in an Adult Psychoeducational Clinic
No full textPast research has found that the Clinical Assessment of Attention Deficit-Adult may be useful for aiding in correctly identifying ADHD (Marshal et al. 2010). However, these studies did not utilize other well-known self-report tests as a comparative measure to examine the suitability of the CAT-A validity scales in detecting malingering. The present study examines the utility of the CAT-A validity scales in comparison to the RBS, F-r, and Fp-r validity scales of the MMPI-2-RF. An ar-chival study design with 105 patients was utilized. Results showed that the rate of agreement be-tween the CAT-A and the MMPI-2-RF validity scales were only moderate and not significantly related. However, the CAT-A is a useful tool for assessing cognitive symptom reporting. Findings from this study also supplement those of other studies in that there is a present need for more re-search examining the validity scales of the CAT-A as well as other self-report measures
Head Start Teachers’ Views on the Family-Teacher Relationship: A Research-to-Practice Summary
No full textThis study looked at Head Start teachers’ relationships with families. The purpose of the research was to document home-school relationships from the perspective of teachers and to understand the teacher characteristics that may predict how teachers perceive their relationships with families. The study used a national sample of Head Start teachers and a questionnaire called the Family Provider/Teacher Relationship Quality measure. Results suggest that teachers’ job satisfaction, caregiving beliefs, and depressive symptoms all predicted how they viewed relationships with families. These results point to the importance of continuing to support teachers’ psychological wellbeing and their developmentally appropriate beliefs, as these may promote positive relationships with families
Spiritus Est qui Vivificat: Mass Incarceration, Social Justice and the Spiritan Mission
No full textThis article explores the connection between the Congregation of the Holy Spirit (Spiritans) and the Elsinore Bennu Think Tank for Restorative Justice (EBTT). The Spiritan’s historic involvement in the liberation, healing and restoration of enslaved men, women, and children in French colonies, as well as the establishment of local churches in Africa, inspires the human spirit to equitable relationships between peoples. Shifting from that global perspective, we consider their local efforts in founding Duquesne University as an institution of higher education for the children of immigrant steelworkers. Moving to the present, we note the genesis of The Inside-Out Prison Exchange Program at Duquesne, the formation of the EBTT at the State Correctional Institution in Pittsburgh. EBTT members are committed to collaborative community efforts as a way for people damaged by circumstance and systems of oppression to remake themselves, recognizing that remade people are needed to restore a broken society
Measuring Height and Weight in Head Start Preschoolers: Suggestions for Best Practices
No full textMeasuring height and weight in preschool children is an important way to track their growth patterns and identify potential nutrition and health risks. Converting these measurements to a BMI-for-age percentile and tracking this over time, allows Head Start (HS) programs to help with preventing obesity in the early childhood years. These measurements also allow HS to evaluate obesity prevention programs implemented in HS programs. However, looking at height and weight measurements and the process used to measure children is important to assure accurate measurements. The purpose of this study was to examine the height and weight data at two time points in one program and explore the perceptions of health staff around the data collection process. Best practices for measuring height and weight of HS preschoolers are discussed
Facilitating Student Engagement and Cross-generational Interdependence : Lessons learned from community-engaged teaching during the COVID-19 Pandemic
No full textChallenges of Co-Teaching: Reflections on Social Justice Pedagogy in Prison
No full textCo-teaching and critical pedagogy appear to be complementary approaches because of their emphases on collaboration and addressing issues of power inequality. However, my experience co-teaching a 10-week public speaking and creative writing workshop for prisoners while trying to advance social justice was fraught with challenges that were exacerbated by the carceral context in which co-teaching and critical pedagogy were incorporated. This essay provides an autoethnographic account of several tensions related to the promotion of transparency about teaching practices, student agency to shape the learning experience, and critiques of power. The paper concludes by offering practical recommendations that other prison pedagogues working in prisons can consider before incorporating co-teaching into their praxis