This volume focuses on and exemplifies how ethnography--a research tool devoted to looking at human interaction as a cultural process rather than individual psychology--can shed light on educational processes framed by the complex, internationalized societies in which we live today. Part I offers theoretical chapters about ethnography and examples of innovative ethnography from particular perspectives. In Part II, the emphasis is on the application of ethnographic approaches to educational settings. Each contribution not only takes the reader on a thoughtful and enlightening journey, but raises issues that are important to both educators and ethnographers, including the relationship of researcher to subject, the meaning of "participant" in participant observation, and ways to give voice to disenfranchised players, and on the complex ways in which all parties experience identities such as "race" in the modern world. Innovations in Educational Ethnography: Theory, Methods, and Results is a product of both continuity and change. It presents current writings from mentors in the field of ethnography and education, as well of the work of their students, and of educators engaged in cultural studies of their work. In many ways it provides fresh, new vistas on the old questions that have always guided ethnographic research, and can be used as a survey both of what ethnography has been and what it is becoming. This book is the work of many hands, and provides excellent examples of trends in both basic and applied ethnography of education. These two kinds of work augment and reinforce each other, and also represent important current research directions--in-depth reflection on the process of ethnography itself, and an application of its insights to teaching and learning in schools, universities, and communities. No one philosophy guides the contributions to this volume, nor were they chosen as exemplary of a particular approach, yet foundational understandings and principles of ethnography shine through the work, in both predictable and unexpected ways.
This work is a report on the positive impact of parental involvement on their child's academics and on the school at large. Building Parent Engagement in Schools is an introduction to educators, particularly in lower-income and urban schools, who want to promote increased parental engagement in both the classroom and at home—an effort required by provisions of the No Child Left Behind Act of 2001. It is both an authoritative review of research that confirms the positive impact of parental involvement on student achievement and a guide for implementing proven strategies for increasing that involvement. With Building Parent Engagement in Schools, educators can start to develop a hybrid culture between home and school, so that school can serve as a cultural bridge for the students. Filled with the voices of real educators, students, and parents, the book documents a number of parent-involved efforts to improve low-income communities, gain greater resources for schools, and improve academic achievement. Coverage includes details of real initiatives in action, including programs for home visits, innovative uses of technology, joint enterprises like school/community gardens, and community organization efforts.
That ‘poor law was law’ is a fact that has slipped from the consciousness of historians of welfare in England and Wales, and in North America. Welfare's Forgotten Past remedies this situation by tracing the history of the legal right of the settled poor to relief when destitute. Poor law was not simply local custom, but consisted of legal rights, duties and obligations that went beyond social altruism. This legal ‘truth’ is, however, still ignored or rejected by some historians, and thus ‘lost’ to social welfare policy-makers. This forgetting or minimising of a legal, enforceable right to relief has not only led to a misunderstanding of welfare’s past; it has also contributed to the stigmatisation of poverty, and the emergence and persistence of the idea that its relief is a 'gift' from the state. Documenting the history and the effects of this forgetting, whilst also providing a ‘legal’ history of welfare, Lorie Charlesworth argues that it is timely for social policy-makers and reformists – in Britain, the United States and elsewhere – to reconsider an alternative welfare model, based on the more positive, legal aspects of welfare’s 400-year legal history.
Eight practical steps to help military families through the unique issues they face When service members return, it's up to their families to try to soften their re-entry into civilian life. Healing Stress in Military Families offers practical help for military families coping with the myriad repercussions of their loved ones' duties, from their deployment to their return home. Based on the latest scientific research and best practice guidelines as well as the authors' experience treating veterans and their families Healing Stress in Military Families offers answers for the stress that comes not only from war, but also from other related issues, including deployment and redeployment, relocation, and reunion. Healing Stress in Military Families provides: Evidence-based advice for clinicians helping military families with adjustment problems by facilitating communication, reconnection, and growth "Making It Real" exercises for clinicians to employ with families in sessions "Talking Points" that explore how to guide the family in their healing process Homework handouts and between-session "Taking Action" exercises for families that reinforce and build on skills and information introduced in sessions Compassionately written with the military family at heart, Healing Stress in Military Families provides the information, tools, and skills that will empower these courageous families to more easily heal and become stronger and more resilient as they go through life. "This practical workbook will help others understand the highly complex factors that cause dysfunction within military families. Using a clear format that avoids jargon, providers and families can work through the eight practical steps that focus on reconnecting the family and improving resiliency. This excellent book will surely become core material for anyone interested in working with military families." Bradford Felker, MD, Director, Mental Health Primary Care Service, VA Puget Sound Health Care System and Associate Professor, Department of Psychiatry, University of Washington School of Medicine "Healing Stress in Military Families: Eight Steps to Wellness is a timely, practical publication that recognizes and addresses the impact of traumatic stress on countless 'hidden victims,' our military families. The focus on empowerment and goal-directedness versus illness, disorder and dysfunction is so needed today." Mark D. Lerner, PhD, President, American Academy of Experts in Traumatic Stress
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