187 research outputs found
What does social justice look like and why is it so elusive for criminalised young adults?
Get PDFThe study by Beth Weaver, Nina Vaswani and Trish McCulloch aimed to listen to, and learn from, young adults’ experiences and their visions of social justice in order to influence more socially just responses from our welfare and justice services
What does social justice look like and why is it so elusive for criminalised young adults?
Get PDFThe study by Beth Weaver, Nina Vaswani and Trish McCulloch aimed to listen to, and learn from, young adults’ experiences and their visions of social justice in order to influence more socially just responses from our welfare and justice services
Book review: Contemporary Scottish plays, edited by Trish Reid
Get PDFBook review: Contemporary Scottish plays, edited by Trish Reid. London:
Bloomsbury, 2014; ISBN: 9781472574435 (£17.99)Publisher PD
I’m not learning a second language, I’m learning my language: Being Kwakwa̱ka̱’wakw and learning Kwak’wala
Get PDF“My journey with Kwak’wala is so different from my failed attempts to learn Spanish. I am not learning a second language; I am learning my language. It is not uncommon to hear Indigenous people say, “I don’t know my language”; yet not being able to understand or speak our languages does not mean that these languages are any less ours.” (author, 2012, p. 181)
Kwak’wala, the language of the Kwakwa̱ka̱’wakw people in British Columbia, Canada, is considered endangered. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This paper draws on the author’s doctoral study that was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwakwa̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwakwa̱ka̱’wakw person learning Kwak’wala through the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with individuals who are engaged in Kwak’wala revitalization. The study identifies the need for Kwak’wala revitalization efforts to employ multifaceted approaches that take into account the impacts of colonization. Learning or recovering one’s mother tongue is not akin to learning a second or foreign language. Working to recover Kwak’wala involves deep personal, interpersonal, and social processes and an untangling of messages carried at a profound level. Encouragement, safe environments and relationships for language work through explicit agreements and commitment, are identified as important supports for Kwak’wala learning and speaking. Further, it is important to sustain the spirit of the language by maintaining the literal and symbolic meanings and constructs of Kwak’wala that are important in the transmission and maintenance of Kwakwa̱ka̱’wakw culture. This research has led to an understanding of the necessity for Indigenous language revitalization efforts to give consideration to what it means for community members to learn and speak their own languages
An Interview with Dr. Trish Hatch: An Advocate for School Counseling Policy
Get PDFDr. Trish Hatch has served as a leader in school counselor policy and advocacy for over 30 years. As a co-author of the ASCA National Model, Dr. Hatch has worked tirelessly to establish school-based policies to promote the profession of school counseling at the district, state, and federal levels. This interview serves to provide readers with insight on the importance of advocacy and understanding how to navigate political systems to affect policies that influence the profession of school counseling
Co-producing desistance:The role of peer support
Get PDFIn this chapter I make the case for a co-productive approach to supporting desistance from crime, with a focus on the role of peer support. My interest in this particular mode of co-production reflects a concern to move beyond professionally-centred, individual-level and sustaining approaches to co-production, towards more inclusive, empowering and disruptive forms. I begin by providing a brief review of how co-production is understood, before describing the centrality of co-production in efforts to support desistance. From here, I examine the role of peer support in co-producing desistance, with a view to developing knowledge of how we advance peer support within this space. I conclude with optimism and caution, culminating in a call to proceed in ways that embody the integrity and potential of the modalities described.<br/
Social work education
No full textThis chapter explores the implications for social work education and the profession it serves. It develops and defends a critical, progressive and value-based approach to social work education and practice, a process and outcome that require a more collective educational practice than is currently in evidence. The chapter provides a historic reading of social work education, taking as its dividing line Scottish devolution in 1998. It provides a short history of social work education in Scotland which evolved, until 2001, within an integrated UK frame. The chapter tells the story of social work education’s present, attending to developments arising from devolution, globalisation and public sector reform. It considers the key questions raised, chiefly: how to educate for a profession positioned perpetually at the crossroads? Mechanisms of review and regulation are a recurring theme in the story of social work education, prompted variously by attempts to improve and/or correct educational practice and/or the broader organisation and practice of social work itself.</p
What the Public Think about Social Services:A Report from Scotland
Get PDFThis article reports on findings of a government-funded research project which set out to understand what the public think about social services in Scotland. The authors were particularly keen to examine issues of legitimacy, trust and licence to operate for social services as they are framed in public perceptions. Drawing on a national online survey of 2,505 nationally representative adults, the findings provide the first and largest empirical data set on public perceptions of social services in Scotland. Data analysis occurred in two stages and employed descriptive statistical measurement and cross-tabulation analysis. The findings indicate that, overall, people in Scotland are positive about social services and the value of their impact on society. Furthermore, they believe that social services perform a valuable public role. These findings are significant for debates surrounding social services and suggest that the Scottish public has a more positive view of social services than social service workers and welfare institutions typically perceive. The findings demonstrate the need to develop a more theoretically rich understanding of the relationships between public perception, legitimacy and social licence in social services, including attention to co-productive models of engagement
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