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RESPONSES TO ADVERSITY FACED BY FARMING MEN: A GENDER-TRANSFORMATIVE ANALYSIS
No full textThe values that characterize the traditional and stereotypical image of rural masculinity put pressure on farming men to engage with risky behaviours, both physical and mental, and reduce their willingness to seek help. This paper investigates individual and social responses to adversity, under the lenses of response-based practice and gender-transformative health promotion. Our method is based on qualitative semi-structured interviews with 32 farming men and 2 focus group interviews with 14 experts on men’s health, farming, and rural social work. Results suggest gender is negotiated through individual and social responses to adversity, with fluid transitions between conformity and resistance with regard to traditional masculinity. Individual responses to adversity can include negative or positive coping strategies. Social responses can be supportive, or they can be marginalizing, such as the devaluation of farming. For farmers facing adversity, there is a disparity in social support, with communal solidarity being evident in a material crisis, but not in a personal one. Some community-based responses are highlighted for their ability to support farming men in coping with adversity
MANAGING PAIN IN RESIDENTIAL CARE: A DEVELOPMENTAL ANALYSIS
No full textThis article explores the presence of pain in residential programs for children and youth. The challenges associated with acknowledging and interpreting the behavioural manifestations of this pain — for the young people and for front-line practitioners — are discussed and interpreted through a constructive-developmental lens. The notion of the organization as a holding environment is reviewed, with a key focus on the role of the supervisor in absorbing the pain, providing emotional containment, supporting practitioners “where they are”, encouraging reflection, promoting developmental growth, and maintaining a stable presence. Implications for the organization are reviewed
AN EVIDENCE-BASED PROGRAM MODEL FOR FACILITATING THERAPEUTIC RESPONSES TO PAIN-BASED BEHAVIOR IN RESIDENTIAL CARE
No full textChildren and young people in residential care have often lived lives saturated with loss, neglect, rejection, and traumatic experiences. Children express the pain of trauma in various ways, namely pain-based behaviors manifesting in ways that often leave their care givers confused, frustrated, frightened, angry or exhausted. For residential caregivers to respond to children and young people in a consistent and therapeutic manner, residential environments must provide an ethos of respect, caring, and trust, creating a safe place for children and staff to live and learn together. This paper describes the Children and Residential Experiences (CARE) model, its implementation, and evidence for its effectiveness. CARE is a trauma-informed, principle-based, multi-component program designed to enhance the social dynamics in group care settings and help agencies create a living environment that provides developmentally enriching experiences for children in their care. By incorporating the CARE principles throughout all levels of the organization and into daily practice, the CARE program model has been shown to improve the capacity of staff to establish positive developmental relationships with the children in their care, offer developmentally enriching experiences and a “sense of normality”, and create cohesion and congruence throughout the organization. Through consistent and predictable compassionate and responsive interactions with adults, as well as opportunities to overcome challenges and to experience successful learning opportunities, children can grow, develop and thrive
Introduction
No full textI am thankful for the opportunity to produce this special issue on refugees in Jordan, and grateful to Professor Sibylle Artz, Editor of the International Journal of Child, Youth and Family Studies, who motivated and encouraged me. The issue includes four articles that focus in general on the problems and challenges that are encountered by Syrian youth and children who reside in Jordan either inside or outside the refugee camps there. Focusing on children and youth, both male and female, is important to the literature on Syrian refugees in Jordan because this age group has been neglected and overlooked by scholars since Syrian refugees first fled to Jordan in 2011. Furthermore, the challenges and problems of children are both culturally critical and morally sensitive, and that is why this special issue has extra importance. In Jordan’s conservative social and cultural environment, certain research topics relevant to the refugee camps are regarded as unlawful and prohibited: sexual harassment, underage marriage, child employment and exploitation, youth unemployment and deprivation, and other violations against children and youth
Il était une fois des éducatrices en petite enfance engagées dans une formation continue en ligne : histoires d’apprenantes
No full textAu fil d’une recherche qualitative, six éducatrices en petite enfance ont pu s’exprimer sur leur cheminement personnel et professionnel au sein d’une formation continue en ligne les menant à un diplôme universitaire (certificat de 30 crédits). Une analyse par catégories conceptualisantes a permis à leur histoire de prendre forme à travers différentes dimensions ayant influencé leur développement professionnel. De leurs débuts comme apprenantes jusqu’aux différents enjeux vécus pendant leur formation continue en ligne et leur perception de la pédagogie, l’article met en lumière l’histoire de ces éducatrices en petite enfance inscrites comme apprenantes dans une formation continue en ligne.
Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education
No full textProfessional learning communities (PLC) can build partnerships among diverse stakeholders that support transformative change and uphold social justice. In this dialogic, reflexive piece, the authors explore how a newly formed PLC in Alberta is engaging individuals in relational practices and discussions about cultural diversity in early childhood education. Through sharing their subjectivities, field experiences, and current research, the group members are defining and exploring ways to coplan transcultural curricula in culturally diverse education settings. By recognizing subjectivities and differences and honouring the needs of all learners, the PLC is raising cultural awareness and mobilizing efforts to build capacity and strengthen professional relationships across Alberta
Miser sur l’engagement mutuel pour contribuer au développement professionnel continu : le modèle d’une communauté de pratique au préscolaire (CoPP)
No full textCet article traite d’une démarche de développement professionnel continu fondée sur la théorie des communautés de pratique de Wenger (2005). Elle s’est déroulée sur trois ans auprès de douze enseignantes du préscolaire de la région de Sherbrooke au Québec. Le concept d’engagement est approfondi en tenant compte d’un point de vue individuel et collectif afin de documenter une culture de collaboration. Les dispositifs mis en place sont précisés ainsi que les forces et les limites observées. Les données collectées, par observations, par comptes rendus, par questionnaires et par entretiens individuels permettent de dégager a posteriori certains constats sur les moments porteurs et rassembleurs de la démarche ainsi que sur les moments critiques qui peuvent influencer l’engagement des enseignantes et leur participation au sein d’une communauté de pratique
Sympoetics of Place and the Red Dust of India
No full textExperimenting with forms that lie outside the boundaries of traditional ethnographic research, in this paper I think with Haraway’s (2016) notion of sympoiesis as a platform to reimagine my engagements with place after recently returning home from my pedagogical work as visiting artist-researcher-teacher at a school in Goa, India. I imagine sympoetics as methodological engagement that conceives poetry, not as a purely individual, reflective practice, but rather a co-compositional performance that attends to the polymorphic, often contradictory relations of humans and materials as they are entwined with place. Following the ephemeral movements of India’s red dust, I attend to the intersections of seemingly disparate materials, specifically a child’s pencil and waste materials, and the ways in which they gather meaning together/apart among local/global red dust assemblages. By highlighting and decentering colonial undertones in ethnographic methodology with children and attending closely to anticolonial stories told through my relations with the red dust of India, this paper works to both sit with—and stir up—discomfort, toward more complex, contentious, and responsive accountabilities with place. Using sympoetics to trace the movements and impermanence of red dust, this performance is intentionally partial and aims to situate research in the midst of “not yet” and unknowability