Jorge Delva, Paula Allen-Meares, and Sandra L. Momper
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195382501
- eISBN:
- 9780199777419
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195382501.001.0001
- Subject:
- Social Work, Research and Evaluation
The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the ...
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The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the United States, as well as in a global context within the context of three aims: (1) To understand and describe the nature and extent to which a particular problem occurs; (2) To understand the etiology or potential factors associated with the occurrence of a particular problem; (3) To evaluate programs or interventions designed to ameliorate or eliminate a problem. For each of these three aims, applications of different research methods with various population groups are discussed with considerable detail. The work presented falls into different sides of the emic–etic continuum, with some studies taking a more emic perspective (i.e., Chapter 2, a mixed methods study with American Indian populations), others presenting more of an etic approach (i.e., Chapter 3, a multicountry study of drug use in Central America), and yet others presenting an emic–etic distinction that is less salient (i.e., Chapters 4–6, a longitudinal studies of ecological factors and drug use in Santiago, Chile; a longitudinal study of ecological factors and PTSD in the City of Detroit; and a randomized clinical trial and community-based participatory research project both also conducted in Detroit). Two central themes that guided this work are that culture is not static, rather it is fluid and changing, and that cross-cultural researchers should avoid making sweeping generalizations that risk taking on essentialist characteristics. The book concludes with a call for anyone conducting cross-cultural research to include an intersectionality lens, one that encompasses a broader range of multiple identities, into their work.Less
The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the United States, as well as in a global context within the context of three aims: (1) To understand and describe the nature and extent to which a particular problem occurs; (2) To understand the etiology or potential factors associated with the occurrence of a particular problem; (3) To evaluate programs or interventions designed to ameliorate or eliminate a problem. For each of these three aims, applications of different research methods with various population groups are discussed with considerable detail. The work presented falls into different sides of the emic–etic continuum, with some studies taking a more emic perspective (i.e., Chapter 2, a mixed methods study with American Indian populations), others presenting more of an etic approach (i.e., Chapter 3, a multicountry study of drug use in Central America), and yet others presenting an emic–etic distinction that is less salient (i.e., Chapters 4–6, a longitudinal studies of ecological factors and drug use in Santiago, Chile; a longitudinal study of ecological factors and PTSD in the City of Detroit; and a randomized clinical trial and community-based participatory research project both also conducted in Detroit). Two central themes that guided this work are that culture is not static, rather it is fluid and changing, and that cross-cultural researchers should avoid making sweeping generalizations that risk taking on essentialist characteristics. The book concludes with a call for anyone conducting cross-cultural research to include an intersectionality lens, one that encompasses a broader range of multiple identities, into their work.
Kimberly D. Bess, Bernadette Doykos, Joanna D. Geller, Krista L. Craven, and Maury Nation
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823268795
- eISBN:
- 9780823272518
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823268795.003.0007
- Subject:
- Society and Culture, Cultural Studies
University and community partnerships are embedded in institutional contexts that create conflicting demands and require collaborative approaches that balance competing needs and interests and focus ...
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University and community partnerships are embedded in institutional contexts that create conflicting demands and require collaborative approaches that balance competing needs and interests and focus on accomplishing shared goals for community change. This chapter offers a case study of a partnership between a Nashville-based human service organization and a university-based research team that developed for the purpose of conducting a community needs assessment to fulfil the requirements for a Promise Neighborhoods Planning grant from the U.S. Department of Education. It explores how conflicting demands can potentially limit the authenticity of partnership relationships, and in turn, undermine the success of these types of collaboration. The chapter examines resulting challenges that arise in relation to three key tensions: defining expertise, institutional barriers, and expectations of scientific rigor. Approaches to overcoming these challenges are offered, and lessons learned are explored.Less
University and community partnerships are embedded in institutional contexts that create conflicting demands and require collaborative approaches that balance competing needs and interests and focus on accomplishing shared goals for community change. This chapter offers a case study of a partnership between a Nashville-based human service organization and a university-based research team that developed for the purpose of conducting a community needs assessment to fulfil the requirements for a Promise Neighborhoods Planning grant from the U.S. Department of Education. It explores how conflicting demands can potentially limit the authenticity of partnership relationships, and in turn, undermine the success of these types of collaboration. The chapter examines resulting challenges that arise in relation to three key tensions: defining expertise, institutional barriers, and expectations of scientific rigor. Approaches to overcoming these challenges are offered, and lessons learned are explored.
Holly L. Karakos, Benjamin W. Fisher, Joanna Geller, Laurel Lunn, Neal A. Palmer, Douglas D. Perkins, Nikolay Mihaylov, William L. Partridge, and Sharon Shields
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823268795
- eISBN:
- 9780823272518
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823268795.003.0008
- Subject:
- Society and Culture, Cultural Studies
The HOD field school is an experiential learning program designed to promote the development of university students and community partners as they work together toward integrating research and action ...
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The HOD field school is an experiential learning program designed to promote the development of university students and community partners as they work together toward integrating research and action around social justice issues through community-based participatory methods. In this chapter, we describe the theoretical foundations and history of the HOD field school and the experiences of community partners and student participants, comparing experiences across settings and expanding on themes that have been observed consistently. Throughout our discussion we address the complexities of simultaneously meeting the personal and professional needs of students while working with communities in ways that align with the ideals of empowerment, reciprocity, intercultural respect, learning, participatory research, and sustainability. Finally, based on experience and theory we offer suggestions for educators who are interested in developing similar programs.Less
The HOD field school is an experiential learning program designed to promote the development of university students and community partners as they work together toward integrating research and action around social justice issues through community-based participatory methods. In this chapter, we describe the theoretical foundations and history of the HOD field school and the experiences of community partners and student participants, comparing experiences across settings and expanding on themes that have been observed consistently. Throughout our discussion we address the complexities of simultaneously meeting the personal and professional needs of students while working with communities in ways that align with the ideals of empowerment, reciprocity, intercultural respect, learning, participatory research, and sustainability. Finally, based on experience and theory we offer suggestions for educators who are interested in developing similar programs.
Carol t. Nixon, Bernadette Doykos, Velma Mcbride Murry, Maury Nation, Nina C. Martin, Alley Pickren, and Joseph Gardella
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780823268795
- eISBN:
- 9780823272518
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823268795.003.0005
- Subject:
- Society and Culture, Cultural Studies
In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by ...
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In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by integrating ecological systems theory and collaboratively engaging community members and organizations. We frame this chapter by drawing on our department's mission and three recent research projects conducted by faculty and students in the department. We then discuss how the department’s mission and our action-oriented, ecological systems theoretical orientation permeates multiple aspects of the research process, including the conceptualization of projects, articulation of research questions, intervention design, research methods, project oversight and management, and use of findings. Using concrete examples from the projects, we highlight how research and action can be balanced and pursued simultaneously in community settings to generate knowledge and effect social change. As a result, community-engaged research, informed by ecological systems theory, will enable more relevant action and thus promote meaningful youth, organizational, and community development.Less
In this chapter, we assert that research, scholarship, and teaching in the fields of prevention and youth development can be greatly enhanced by extending the traditional scientific paradigm by integrating ecological systems theory and collaboratively engaging community members and organizations. We frame this chapter by drawing on our department's mission and three recent research projects conducted by faculty and students in the department. We then discuss how the department’s mission and our action-oriented, ecological systems theoretical orientation permeates multiple aspects of the research process, including the conceptualization of projects, articulation of research questions, intervention design, research methods, project oversight and management, and use of findings. Using concrete examples from the projects, we highlight how research and action can be balanced and pursued simultaneously in community settings to generate knowledge and effect social change. As a result, community-engaged research, informed by ecological systems theory, will enable more relevant action and thus promote meaningful youth, organizational, and community development.
Catherine R. Cooper, Elizabeth Domínguez, and Soledad Rosas
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195080209
- eISBN:
- 9780199893225
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195080209.003.0007
- Subject:
- Psychology, Developmental Psychology
How do multicultural communities define success for their youth in cultural terms? Evidence from a long–term research partnership with a pre–college program is used to consider the fifth core ...
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How do multicultural communities define success for their youth in cultural terms? Evidence from a long–term research partnership with a pre–college program is used to consider the fifth core question of the book. For the children of Mexican immigrants in this study, success meant attaining their own and their families’ dreams of going to college and college–based work. For the program, success meant sustaining program activities, improving effectiveness, and advancing knowledge. In addition to quantitative evidence about participating students’ demographic background, career identities, math pathways, challenges and resources across worlds, longitudinal case studies illuminated the value of capital, alienation, and challenge models in understanding the multiple pathways of immigrant youth. Finally, the chapter considers under what conditions communities see themselves as culturally homogeneous and thus consider diversity as a deficit or threat to overcome, and when communities see themselves as multicultural and seek ways to build more than one successful pathway for their youth.Less
How do multicultural communities define success for their youth in cultural terms? Evidence from a long–term research partnership with a pre–college program is used to consider the fifth core question of the book. For the children of Mexican immigrants in this study, success meant attaining their own and their families’ dreams of going to college and college–based work. For the program, success meant sustaining program activities, improving effectiveness, and advancing knowledge. In addition to quantitative evidence about participating students’ demographic background, career identities, math pathways, challenges and resources across worlds, longitudinal case studies illuminated the value of capital, alienation, and challenge models in understanding the multiple pathways of immigrant youth. Finally, the chapter considers under what conditions communities see themselves as culturally homogeneous and thus consider diversity as a deficit or threat to overcome, and when communities see themselves as multicultural and seek ways to build more than one successful pathway for their youth.
Desmond Rea and Robin Masefield
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9781781381502
- eISBN:
- 9781781382172
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781781381502.003.0009
- Subject:
- Political Science, Public Policy
This chapter deals with two main topics both of which were key recommendations of the Independent Commission – the establishment of district policing partnerships (DPPs) and the introduction of ...
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This chapter deals with two main topics both of which were key recommendations of the Independent Commission – the establishment of district policing partnerships (DPPs) and the introduction of policing with the community. It sets out the legislation and the appointment of the first DPPs by the Policing Board (in Northern Ireland’s largest ever public appointment exercise), their roll-out, their work and the support provided to them by the Policing Board, challenges to their members in terms of personal security, and their successive reconstitutions. The second half of the chapter deals with policing with the community which the Commission defined as the police participating in the community and the community participating in its own policing and supporting the police. The chapter again brings out the role of the Board in promoting policing with the community in a variety of ways. It looks at the relationship between DPPs and Community Safety Partnerships and makes comparisons with Crime and Disorder Reduction Partnerships in England and Wales.Less
This chapter deals with two main topics both of which were key recommendations of the Independent Commission – the establishment of district policing partnerships (DPPs) and the introduction of policing with the community. It sets out the legislation and the appointment of the first DPPs by the Policing Board (in Northern Ireland’s largest ever public appointment exercise), their roll-out, their work and the support provided to them by the Policing Board, challenges to their members in terms of personal security, and their successive reconstitutions. The second half of the chapter deals with policing with the community which the Commission defined as the police participating in the community and the community participating in its own policing and supporting the police. The chapter again brings out the role of the Board in promoting policing with the community in a variety of ways. It looks at the relationship between DPPs and Community Safety Partnerships and makes comparisons with Crime and Disorder Reduction Partnerships in England and Wales.
Ruth G. McRoy, Jerry P. Flanzer, and Joan Levy Zlotnik
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195399646
- eISBN:
- 9780199932757
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195399646.001.0001
- Subject:
- Social Work, Research and Evaluation
McRoy, Flanzer and Zlotnik (and contributing author Lewis) in Building Research Culture and Infrastructure Tools for Social Workers provide information for social work schools and ...
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McRoy, Flanzer and Zlotnik (and contributing author Lewis) in Building Research Culture and Infrastructure Tools for Social Workers provide information for social work schools and departments at various levels of research capacity, to not only examine or re-examine their research climate and culture, but to also assess their readiness to further enhance their research environment. A summary of the historical background of the development of social work research in colleges and universities is provided as well as very specific resources and tips for enhancing involvement of BSW, MSW and PhD social work faculty in research. The authors report on the current climate and status of research infrastructures and enterprise in social work education programs, weaving in information provided by faculty, deans and research administrators, obtained through a questionnaire and interview process. Faculty scenarios illustrating barriers to achieving their research funding goals are addressed along with current examples of specific steps to address these barriers at selected universities. Clear differences between PhD and non-PhD granting institutions in the types of opportunities and strategies for engaging in research, and related issues of financing and administrative support are addressed. Practical tips for grant writing, and seeking federal, state and foundation support make this book not only a guide for building research infrastructure for faculty, deans and university administrators, but it is also a good “ how to” resource for seeking research support itself. Less
McRoy, Flanzer and Zlotnik (and contributing author Lewis) in Building Research Culture and Infrastructure Tools for Social Workers provide information for social work schools and departments at various levels of research capacity, to not only examine or re-examine their research climate and culture, but to also assess their readiness to further enhance their research environment. A summary of the historical background of the development of social work research in colleges and universities is provided as well as very specific resources and tips for enhancing involvement of BSW, MSW and PhD social work faculty in research. The authors report on the current climate and status of research infrastructures and enterprise in social work education programs, weaving in information provided by faculty, deans and research administrators, obtained through a questionnaire and interview process. Faculty scenarios illustrating barriers to achieving their research funding goals are addressed along with current examples of specific steps to address these barriers at selected universities. Clear differences between PhD and non-PhD granting institutions in the types of opportunities and strategies for engaging in research, and related issues of financing and administrative support are addressed. Practical tips for grant writing, and seeking federal, state and foundation support make this book not only a guide for building research infrastructure for faculty, deans and university administrators, but it is also a good “ how to” resource for seeking research support itself.
Adam Crawford
- Published in print:
- 1999
- Published Online:
- March 2012
- ISBN:
- 9780198298458
- eISBN:
- 9780191685446
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198298458.003.0003
- Subject:
- Law, Criminal Law and Criminology
This chapter tries to resolve the following questions: Why should this conceptual shift to ‘community’, ‘prevention’, and ‘partnerships’ have taken place? And why at this particular historic ...
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This chapter tries to resolve the following questions: Why should this conceptual shift to ‘community’, ‘prevention’, and ‘partnerships’ have taken place? And why at this particular historic juncture? It begins by reviewing and critically assessing some of the contemporary explanations advanced for the emergence of ‘community partnerships’ in the late twentieth century. This will involve the examination of policy and academic justifications for the current trends in criminal-justice discourse. Then, it explores the advancement of an alternative analysis, focusing on the issues of legitimacy and responsibility. It also argues that appeals to ‘community’ and ‘partnerships’ make up an important element in the recalibration of what constitutes the legitimate responsibilities of individuals, groups, and the state. Moreover, it sketches out and accents a number of broad political trends and shifts which are simultaneously unfolding across a variety of areas of social life.Less
This chapter tries to resolve the following questions: Why should this conceptual shift to ‘community’, ‘prevention’, and ‘partnerships’ have taken place? And why at this particular historic juncture? It begins by reviewing and critically assessing some of the contemporary explanations advanced for the emergence of ‘community partnerships’ in the late twentieth century. This will involve the examination of policy and academic justifications for the current trends in criminal-justice discourse. Then, it explores the advancement of an alternative analysis, focusing on the issues of legitimacy and responsibility. It also argues that appeals to ‘community’ and ‘partnerships’ make up an important element in the recalibration of what constitutes the legitimate responsibilities of individuals, groups, and the state. Moreover, it sketches out and accents a number of broad political trends and shifts which are simultaneously unfolding across a variety of areas of social life.
Adam Edwards and Gordon Hughes
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9781847420282
- eISBN:
- 9781447301493
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847420282.003.0003
- Subject:
- Social Work, Crime and Justice
This chapter summarises findings from research into the work of community safety managers in Wales, entailing responses to anti-social behaviour (ASB) in each of the 22 community safety partnerships ...
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This chapter summarises findings from research into the work of community safety managers in Wales, entailing responses to anti-social behaviour (ASB) in each of the 22 community safety partnerships in the country. The data are used to question prevailing assumptions about the problematisation of this signal issue in popular concerns about crime and disorder. The chapter challenges two diametrically opposed but equally ‘smooth’ narratives: that governing ASB is either a morally righteous, enlightened and commonsensical campaign against a feral minority, or else that it represents a moral panic manufactured to support an increasingly punitive and intolerant state. The chapter considers the complex and hybrid narratives of disorder which underpin the problem-solving work undertaken by community safety practitioners. The resilient Fabianism of community safety managers' accounts of their own work disturbs narratives of social control in critical social science, which are in danger of believing the hype of the very political projects they seek to challenge.Less
This chapter summarises findings from research into the work of community safety managers in Wales, entailing responses to anti-social behaviour (ASB) in each of the 22 community safety partnerships in the country. The data are used to question prevailing assumptions about the problematisation of this signal issue in popular concerns about crime and disorder. The chapter challenges two diametrically opposed but equally ‘smooth’ narratives: that governing ASB is either a morally righteous, enlightened and commonsensical campaign against a feral minority, or else that it represents a moral panic manufactured to support an increasingly punitive and intolerant state. The chapter considers the complex and hybrid narratives of disorder which underpin the problem-solving work undertaken by community safety practitioners. The resilient Fabianism of community safety managers' accounts of their own work disturbs narratives of social control in critical social science, which are in danger of believing the hype of the very political projects they seek to challenge.
Steven S. Coughlin and Carolyn M. Jenkins
- Published in print:
- 2017
- Published Online:
- February 2017
- ISBN:
- 9780190652234
- eISBN:
- 9780190662738
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190652234.003.0016
- Subject:
- Public Health and Epidemiology, Public Health
Speaking broadly, translational research refers to the application of research findings, from basic science to practice-based and community research, to improve public health. Several authors have ...
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Speaking broadly, translational research refers to the application of research findings, from basic science to practice-based and community research, to improve public health. Several authors have proposed more specific definitions to distinguish between the various phases of translation. This chapter provides an overview of the National Institutes of Health (NIH) Clinical and Translational Science Awards (CTSA) program, including CTSA community engagement programs; frameworks and models for community engagement; Community Advisory Boards and their role in CTSA community engagement; academic–community partnership evaluation; CTSA pilot study grant programs; and CTSA training programs in community-based participatory research (CBPR). In addition to increased efficiency and impact of biomedical research, the promise of the CTSA program is paradigm-shifting community-engaged, translational research aimed at improving health and alleviating suffering in diverse communities.Less
Speaking broadly, translational research refers to the application of research findings, from basic science to practice-based and community research, to improve public health. Several authors have proposed more specific definitions to distinguish between the various phases of translation. This chapter provides an overview of the National Institutes of Health (NIH) Clinical and Translational Science Awards (CTSA) program, including CTSA community engagement programs; frameworks and models for community engagement; Community Advisory Boards and their role in CTSA community engagement; academic–community partnership evaluation; CTSA pilot study grant programs; and CTSA training programs in community-based participatory research (CBPR). In addition to increased efficiency and impact of biomedical research, the promise of the CTSA program is paradigm-shifting community-engaged, translational research aimed at improving health and alleviating suffering in diverse communities.
Annette Hastings
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9781861343802
- eISBN:
- 9781447304159
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861343802.003.0004
- Subject:
- Sociology, Urban and Rural Studies
This chapter evaluates the outward-looking, multilevel neighbourhood-regeneration approach in Great Britain. It describes the Local Strategic Partnerships (LSPs) in England and the Community Planning ...
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This chapter evaluates the outward-looking, multilevel neighbourhood-regeneration approach in Great Britain. It describes the Local Strategic Partnerships (LSPs) in England and the Community Planning Partnerships (CPPs) in Scotland, and proposes a hypothesis as to why the area-based initiatives (ABI) model has been unable to fundamentally challenge neighbourhood trajectories. The chapter explains that while the multilevel approach seems to signal a shift away from a simple focus on the internal problems of deprived neighbourhoods, it remains surprisingly disengaged from wider structural issues, such as the management of the regional economy.Less
This chapter evaluates the outward-looking, multilevel neighbourhood-regeneration approach in Great Britain. It describes the Local Strategic Partnerships (LSPs) in England and the Community Planning Partnerships (CPPs) in Scotland, and proposes a hypothesis as to why the area-based initiatives (ABI) model has been unable to fundamentally challenge neighbourhood trajectories. The chapter explains that while the multilevel approach seems to signal a shift away from a simple focus on the internal problems of deprived neighbourhoods, it remains surprisingly disengaged from wider structural issues, such as the management of the regional economy.
Bryn Caless and Jane Owens
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447320692
- eISBN:
- 9781447320715
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447320692.003.0005
- Subject:
- Society and Culture, Gender Studies
There is a close focus on the role of the Home Office and the Inspectorate of Constabulary in determining national outcomes for police and crime commissioners. How the commissioners perceive these ...
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There is a close focus on the role of the Home Office and the Inspectorate of Constabulary in determining national outcomes for police and crime commissioners. How the commissioners perceive these wider relationships is explored in the first part of the chapter. The context for local accountability of the police and the role of influencing partners and colleagues is also considered, illuminated by the confidential comments of the commissioners and their police teams. The possible demise of Community Safety Partnerships is examined, together with the expanding police and crime commissioner role in local criminal justice outcomes.Less
There is a close focus on the role of the Home Office and the Inspectorate of Constabulary in determining national outcomes for police and crime commissioners. How the commissioners perceive these wider relationships is explored in the first part of the chapter. The context for local accountability of the police and the role of influencing partners and colleagues is also considered, illuminated by the confidential comments of the commissioners and their police teams. The possible demise of Community Safety Partnerships is examined, together with the expanding police and crime commissioner role in local criminal justice outcomes.
Leslie Hollingsworth and Larry M. Gant
- Published in print:
- 2017
- Published Online:
- July 2017
- ISBN:
- 9780190463311
- eISBN:
- 9780190463342
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190463311.003.0005
- Subject:
- Social Work, Communities and Organizations
Abstract: This chapter describes how the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC) developed its theory of change as a partner in the Skillman ...
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Abstract: This chapter describes how the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC) developed its theory of change as a partner in the Skillman Foundation-funded Detroit Good Neighborhoods initiative. The definition of a theory of change accepted was of “a specification of what must be done to achieve the desired goals, what other important impacts may also be anticipated, and how these goals and impacts would be generated.” The chapter discusses the processes in the creation of iterations of Foundation and UMSSW/TAC theories of change. The chapter concludes with the benefits, limitations, issues, and challenges of aligning logic models with the varied expectations and goals of residents, funding foundations, and university partners.Less
Abstract: This chapter describes how the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC) developed its theory of change as a partner in the Skillman Foundation-funded Detroit Good Neighborhoods initiative. The definition of a theory of change accepted was of “a specification of what must be done to achieve the desired goals, what other important impacts may also be anticipated, and how these goals and impacts would be generated.” The chapter discusses the processes in the creation of iterations of Foundation and UMSSW/TAC theories of change. The chapter concludes with the benefits, limitations, issues, and challenges of aligning logic models with the varied expectations and goals of residents, funding foundations, and university partners.
Paula Allen-Meares, Tina R. Shanks, Larry M. Gant, Leslie Hollingsworth, and Patricia L. Miller
- Published in print:
- 2017
- Published Online:
- July 2017
- ISBN:
- 9780190463311
- eISBN:
- 9780190463342
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190463311.001.0001
- Subject:
- Social Work, Communities and Organizations
Urban renewal has been the dominant approach to revitalizing industrialized communities that fall into decline. Detroit, with its vast majority Black population and struggling auto industry, ...
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Urban renewal has been the dominant approach to revitalizing industrialized communities that fall into decline. Detroit, with its vast majority Black population and struggling auto industry, encountered such decline. The Skillman Foundation sought to engage in a joint effort to bring Detroit back to its position of strength. With its mission of enhancing the development and well-being of children, Skillman entered partnerships with six Detroit neighborhoods with the largest concentrations of children whose well-being and development was at risk. The Foundation solicited the technical assistance of the University of Michigan School of Social Work. This book introduces readers to the environment within which the work of technical assistance began. The work is placed within a theoretical and practice context. This includes conducting needs assessments at multiple levels, engaging community members in identifying strategies for problem-solving, assistance in developing community goals for immediate and long-term success, and implementing social work field instruction opportunities. Lessons learned and challenges are described as they played out in the process of creating partnerships for the Foundation with community leaders, engaging and maintaining youth involvement, managing roles and relationships with multiple partners recruited by the Foundation for their specialized expertise, and conducting the work of technical assistance within a context of increasing influence of the city’s surrounding systems (political, economic, educational, and social). Readers will note the role of technical assistance in an evolving theory of change. Case vignettes, case-based discussion questions, and additional resources in each chapter provide an excellent opportunity for classroom use.Less
Urban renewal has been the dominant approach to revitalizing industrialized communities that fall into decline. Detroit, with its vast majority Black population and struggling auto industry, encountered such decline. The Skillman Foundation sought to engage in a joint effort to bring Detroit back to its position of strength. With its mission of enhancing the development and well-being of children, Skillman entered partnerships with six Detroit neighborhoods with the largest concentrations of children whose well-being and development was at risk. The Foundation solicited the technical assistance of the University of Michigan School of Social Work. This book introduces readers to the environment within which the work of technical assistance began. The work is placed within a theoretical and practice context. This includes conducting needs assessments at multiple levels, engaging community members in identifying strategies for problem-solving, assistance in developing community goals for immediate and long-term success, and implementing social work field instruction opportunities. Lessons learned and challenges are described as they played out in the process of creating partnerships for the Foundation with community leaders, engaging and maintaining youth involvement, managing roles and relationships with multiple partners recruited by the Foundation for their specialized expertise, and conducting the work of technical assistance within a context of increasing influence of the city’s surrounding systems (political, economic, educational, and social). Readers will note the role of technical assistance in an evolving theory of change. Case vignettes, case-based discussion questions, and additional resources in each chapter provide an excellent opportunity for classroom use.
Larry M. Gant
- Published in print:
- 2017
- Published Online:
- July 2017
- ISBN:
- 9780190463311
- eISBN:
- 9780190463342
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190463311.003.0003
- Subject:
- Social Work, Communities and Organizations
Abstract: This chapter describes the model of community development used by the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC). The chapter presents a ...
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Abstract: This chapter describes the model of community development used by the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC). The chapter presents a definition and description of community development as a distinct model of community practice. The chapter discusses the goals of community development, core values and principles of community development. The chapter summarizes the role of place based initiatives in community development. The limits and challenges of discerning the evidence base of the effectiveness of community development are reviewed, and an emerging perspective of possibilities of evidence based community development is outlined. The chapter ends with thoughtful considerations about the tactical use of community development within municipal communities during Detroit’s more recent times of turbulent economic, financial and political change.Less
Abstract: This chapter describes the model of community development used by the University of Michigan School of Social Work’s Technical Assistance Center (UMSSW/TAC). The chapter presents a definition and description of community development as a distinct model of community practice. The chapter discusses the goals of community development, core values and principles of community development. The chapter summarizes the role of place based initiatives in community development. The limits and challenges of discerning the evidence base of the effectiveness of community development are reviewed, and an emerging perspective of possibilities of evidence based community development is outlined. The chapter ends with thoughtful considerations about the tactical use of community development within municipal communities during Detroit’s more recent times of turbulent economic, financial and political change.
Edward F. Zigler, Jim Hinson, and Jennifer Walker
- Published in print:
- 2014
- Published Online:
- June 2014
- ISBN:
- 9780199897841
- eISBN:
- 9780190217686
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199897841.003.0005
- Subject:
- Psychology, Developmental Psychology
Chapter 5 notes that, by 1999, the Independence School District had become a model for other school districts for implementing “whole school” reform and family service initiatives thanks to ...
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Chapter 5 notes that, by 1999, the Independence School District had become a model for other school districts for implementing “whole school” reform and family service initiatives thanks to forward-thinking commitments by its leadership and board of education. Administrators and educators had successfully dealt with communications challenges, addressed District finance issues, made infrastructure improvements, implemented programs to advance students' academic achievement and established new community partnerships since introducing School of the 21st Century concepts in 1988. As year 2000 approaches, however, a new superintendent, Dr. David Rock, realizes the District needs to implement more change for the better “to see ours become one of the top school districts in the nation.” A new tax levy that he proposes passes; the District uses its funds to increase teacher salaries. Dr. Rock begins recruiting new administrators to advance School of the 21st Century-related programming, including Dr. Jim Hinson and Jennifer Walker.Less
Chapter 5 notes that, by 1999, the Independence School District had become a model for other school districts for implementing “whole school” reform and family service initiatives thanks to forward-thinking commitments by its leadership and board of education. Administrators and educators had successfully dealt with communications challenges, addressed District finance issues, made infrastructure improvements, implemented programs to advance students' academic achievement and established new community partnerships since introducing School of the 21st Century concepts in 1988. As year 2000 approaches, however, a new superintendent, Dr. David Rock, realizes the District needs to implement more change for the better “to see ours become one of the top school districts in the nation.” A new tax levy that he proposes passes; the District uses its funds to increase teacher salaries. Dr. Rock begins recruiting new administrators to advance School of the 21st Century-related programming, including Dr. Jim Hinson and Jennifer Walker.
Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226469317
- eISBN:
- 9780226469591
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226469591.003.0013
- Subject:
- Education, Educational Policy and Politics
Drawing on experiences with the JustPublics@365 participatory open online course, or POOC, this chapter discusses the politics and possibilities of open access pedagogy and the broader engagement ...
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Drawing on experiences with the JustPublics@365 participatory open online course, or POOC, this chapter discusses the politics and possibilities of open access pedagogy and the broader engagement with communities that academics might achieve. We situated the POOC in New York City’s East Harlem neighborhood and used the course to form an academic-community partnership. Rather than replicate the broadcast model employed by many MOOCs, in which an instructor delivers education to a broad audience of otherwise disconnected students, the POOC sought to engage participants through open site-based and online experiences, including lectures and class readings posted openly for any member of the public to reach.Less
Drawing on experiences with the JustPublics@365 participatory open online course, or POOC, this chapter discusses the politics and possibilities of open access pedagogy and the broader engagement with communities that academics might achieve. We situated the POOC in New York City’s East Harlem neighborhood and used the course to form an academic-community partnership. Rather than replicate the broadcast model employed by many MOOCs, in which an instructor delivers education to a broad audience of otherwise disconnected students, the POOC sought to engage participants through open site-based and online experiences, including lectures and class readings posted openly for any member of the public to reach.
Tina Pippin
- Published in print:
- 2016
- Published Online:
- January 2016
- ISBN:
- 9780190250508
- eISBN:
- 9780190250522
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190250508.003.0014
- Subject:
- Religion, Religion and Society
One branch of civic engagement studies has taken a turn in recent years toward movement building and grassroots activism. Based on the work of Paulo Freire and others in critical and liberatory ...
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One branch of civic engagement studies has taken a turn in recent years toward movement building and grassroots activism. Based on the work of Paulo Freire and others in critical and liberatory pedagogy, along with historical movements of social change and the more recent civic engagement organizations, I investigate the articles in this volume with these theory-practice frameworks. The chapter asks: Is a main role of the university to uphold the status quo? Or is the university an institution of higher questioning toward “the beloved community,” that challenges the status quo? Critical pedagogy opens new opportunities for dialogue with the possibilities of civic engagement in religious and theological studies. It also serves as the grounding for social justice and change.Less
One branch of civic engagement studies has taken a turn in recent years toward movement building and grassroots activism. Based on the work of Paulo Freire and others in critical and liberatory pedagogy, along with historical movements of social change and the more recent civic engagement organizations, I investigate the articles in this volume with these theory-practice frameworks. The chapter asks: Is a main role of the university to uphold the status quo? Or is the university an institution of higher questioning toward “the beloved community,” that challenges the status quo? Critical pedagogy opens new opportunities for dialogue with the possibilities of civic engagement in religious and theological studies. It also serves as the grounding for social justice and change.
