51,263 research outputs found

    Living with Nkrumahism: Nation, state, and pan-Africanism in Ghana

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    This dissertation explores the construction of the pan-Africanist and socialist discourse of Kwame Nkrumah‚Äôs government‚ÄĒGhana‚Äôs first independent government‚ÄĒduring the nation-building project of the 1950s and 1960s. In 1957, when Ghana became independent, the country‚Äôs transition to self-rule emerged as a watershed moment in African and world history as this small West African country challenged an international community rooted in the political and institutional framework of the territorial nation-state with a radical program of pan-African liberation and global socialist development. By 1958, the Nkrumah government‚Äôs commitment to this radical program had resulted in supra-territorial federations with Guinea-Conakry and later Mali, while, at home, Nkrumah and his Convention People‚Äôs Party (CPP) presented the nascent nation as a model for a new form of modern, disciplined, and continental citizenship. Based on eighteen months of oral and archival research in Ghana, this dissertation reconstructs the development and performance of Nkrumah‚Äôs program of pan-African liberation and socialist development in the Ghanaian public sphere. In doing so, it interrogates the role of pan-Africanism and global socialism in shaping a vision of a growing modern, disciplined, and socialist citizenry within the Nkrumahist state. Moreover, through an examination of the press, youth, women‚Äôs, and workers‚Äô organizations, this dissertation traces how key groups of both ‚Äúelite‚ÄĚ and ‚Äúordinary‚ÄĚ Ghanaians embedded aspects of Nkrumahist ideology into existing idioms of power, corruption, and progress in their communities as they sought to negotiate the increasingly volatile realities associated with life in postcolonial Africa. As a result, I argue that, through the institutional framework of Nkrumah-era pan-Africanist and socialist politics, an interactive debate developed within Nkrumah‚Äôs Ghana whereby an eclectic array of Ghanaian men and women came together to debate and contest their changing places, roles, and responsibilities in the postcolonial nation. Such an analysis, I contend, provides a framework for understanding decolonization and nation-building in Africa not as the elite program of political re-organization that most scholars have portrayed it as, but as part of a dynamic set of local and transnational imaginings and contestations aimed at addressing the challenges and inequities associated with Africa‚Äôs transition to self-rule.U of I Only2 year U of I Access extension requested by author and approved by Emily Wuchner. Embargo applied by [email protected] 2019-05-16

    Absurdos digitales: una serie de podcast sobre redes sociales y cultura política contemporánea

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    Trabajo Final para optar al grado acad√©mico de Licenciatura en Comunicaci√≥n Social, Universidad Nacional de C√≥rdoba (in√©dita). Calificaci√≥n: 10 (diez) Orientaci√≥n radiof√≥nica‚ÄúAbsurdos Digitales: Un podcast sobre redes sociales y cultura pol√≠tica contempor√°nea‚ÄĚ es un producto sonoro presentado en formato podcast como propuesta de trabajo final para la Licenciatura en Comunicaci√≥n Social. Este trabajo tiene como objetivo generar una reflexi√≥n en torno a los nuevos repertorios de acci√≥n pol√≠tica en redes sociales y a las modalidades que adopta el debate p√ļblico en el espacio digital. Para ello, nos centramos en el an√°lisis de dos fen√≥menos de la cultura digital que canalizan discursos pol√≠ticos en redes sociales: los memes y las fake news. La producci√≥n cuenta con dos piezas sonoras que corresponden a los primeros episodios de la serie y abordan respectivamente el uso pol√≠tico de los memes y el empleo estrat√©gico de las fake news como elementos constitutivos de la comunicaci√≥n pol√≠tica. El an√°lisis toma como referencia los principales discursos y eventos que conciernen a la pol√≠tica nacional e internacional de la √ļltima d√©cada (2010-2020), a los fines de ejemplificar lo expuesto con una realidad actual. Esta propuesta parte de una premisa en torno a la consolidaci√≥n de las redes sociales como espacio p√ļblico de encuentro y debate ciudadano y de la inquietud por abordar los desaf√≠os que transitamos como sujetos pol√≠ticos frente al desarrollo de las tecnolog√≠as de comunicaci√≥n e informaci√≥n. El producto es el resultado de una instancia de relevamiento te√≥rico, un trabajo de recolecci√≥n de informaci√≥n mediante entrevistas y un proceso de producci√≥n y dise√Īo sonoro. Es una iniciativa que propone aportar a la comprensi√≥n de nuestras pr√°cticas digitales cotidianas como actos pol√≠ticos transformadores, a los fines de construir herramientas para mejorar nuestra experiencia como usuarios de redes sociales y enriquecer nuestra participaci√≥n en espacio p√ļblico digital. Por √ļltimo, nos proponemos utilizar la diversidad de recursos sonoros y radiales existentes y atender a la potencialidad expresiva de lo sonoro para generar un producto atractivo y entretenido a la escucha, capaz de interpelar a una audiencia usuaria de redes sociales.Fil: Hern√°ndez Mazzola, Diego Ernesto. Universidad Nacional de C√≥rdoba. Facultad de Ciencias de la Comunicaci√≥n; Argentina.Fil: Stejman, Debora. Universidad Nacional de C√≥rdoba. Facultad de Ciencias de la Comunicaci√≥n; Argentina

    Women’s Experiences of Accessing Breastfeeding and Perinatal Health Support in the Context of Intimate Partner Violence: An Interpretive Description Study

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    Background: Women experiencing intimate partner violence are at a heightened risk of negative perinatal and breastfeeding outcomes. This study explored the experiences of accessing breastfeeding support for women who endorse a history of intimate partner violence. A study of five in-depth semi-structured interviews were completed at 12-weeks postpartum with breastfeeding mothers with a history of intimate partner violence. Findings: Women expressed difficulties in accessing a healthcare provider who had specialized skill in breastfeeding support. Trust in their healthcare provider, built through displays of compassion and competence, was important to mitigate obstacles experienced during care access for this population. Trauma-and-violence-informed care principles were beneficial to the development of the therapeutic relationship in perinatal care. Women placed value on breastfeeding support received from both healthcare providers and social supports, which impacted mothers’ perceived breastfeeding support and self-efficacy. Further, mothers described increased levels of breastfeeding self-efficacy after engaging in a trauma-and-violence-informed care program aimed at supporting breastfeeding. Conclusions: Trauma-informed care may aid in the development of trust in the therapeutic relationship, which in turn impacts access to breastfeeding support and breastfeeding self-efficacy. The inclusion of trauma-and-violence informed principles in perinatal care may be effective at mitigating barriers to access for women who endorse a history of intimate partner violence. health care on how to employ trauma-informed breastfeeding care to may lead to better support for this population

    ‚ÄúWe Really are Seeing Racism in the Hospitals‚ÄĚ: Racism and Doula Care

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    Introduction: Poor birth outcomes are more prevalent for Black birthing people and their babies. Strong evidence shows that doula care, during labor and delivery, improves maternal and child health outcomes. Yet little is documented about racial differences, discrimination, and equity in doula care. Methods: Between November 2020 and January 2021, 17 surveys and in-depth interviews were conducted with doulas in Georgia as part of the community-based participatory Georgia Doula Study, co-led by Healthy Mothers, Healthy Babies Coalition of Georgia and academic researchers. The study objective was to describe the challenges and facilitators of providing doula care in Georgia. In the fall of 2021, additional measures on racism and discrimination in doula care were added to the survey and interview guide and previous participants were re-contacted. Results: Doula participants were diverse in age (41% 25-35, 35% 36-45, and 24% 46+) and race/ethnicity (53% white, 41% Black, 6% Latinx). Six of the seven (86%) Black doulas reported that more than 85% of their clientele is Black, while all of the eight white doulas reported that 50% or less of their clientele is Black. Three (18%) of the doulas indicated more than 10% of their clientele is Latinx, while only two (12%) indicated more than 10% of their clientele is Asian-American or Pacific Islander. Discrimination scores were 51.5 for Black doulas (standard deviation 7.55) 46.7 for white doulas (standard deviation 7.48). Doulas noted that the alarming maternal mortality rate for Black women and not always being listened to causes Black clients to be less trusting of medical staff, leaving them in need of advocates. Black doulas were passionate about serving and advocating with Black clients. Doulas also described how language and cultural barriers, particularly for Asian and Latinx birthing people, reduce clients’ ability to advocate for themselves, increasing the need for doulas. Conclusion: Black doulas are an essential tool for improving birth outcomes for Black women. Increasing access to doula care for Asian and Latinx communities could address language and cultural barriers that can negatively impact their maternal and child health outcomes

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

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    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    Paradoxes in the Management of Timebanks in the UK’s Voluntary Sector: Discursive Bricolage and its Limits

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    This paper contributes to our understanding of volunteer management by charting some important challenges associated with the governance of one of the UK‚Äôs largest timebanking networks. While timebanking is often treated as a form of volunteering, many timebank advocates are keen to distinguish it sharply from traditional volunteering. We suggest that this tension generates a fundamental ‚Äėperformance paradox‚Äô in the management of timebanks in the voluntary sector. We draw on political discourse theory to characterise and evaluate associated challenges, suggesting that, when viewed against a host of context-specific organisational and policy pressures, the progressive potential of timebanking cannot be realised as a distinct community economy without adequate support. Instead of taking up a position alongside more traditional forms of volunteering, timebanking is more likely to be subsumed by them

    Tense times for young migrants: temporality, life-course and immigration status

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    This article explores the intersection between immigration status, life-course and the experience of time. It looks at how time and life-course transitions are experienced by young people who are in constant encounter with the immigration regime in the UK. The encounters at this intersection produce a complex landscape for young people to navigate during their transitions to adulthood. What emerges from unpicking the relations of this messy and complex temporal-immigration status matrix, are distinct experiences of time and life-course transitions for young migrants. First, in dealing with the immigration regime young people are confined to a passive role of waiting that results in a sense of feeling stuck. Secondly, pre-18 young people experience a growing up too early and upon turning 18 and gaining legal independence, their situation paradoxically leads to practical dependence. And thirdly, the immigration status renewal system produces long-term uncertainty for young people’s futures

    The Time Devil runs amok: How I improved my creative practice by adopting a multimodal approach for a specific audience.

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    This research illustrates how teacher-writers can improve their craft and pedagogy by writing for a specific audience, namely school children. It also illustrates why they might do so. It interrogates what was learnt from an innovative collaboration between a university teacher-education department, an inner-city secondary school and the United Kingdom‚Äôs National Maritime Museum (NMM). Multimodality (Barnard 2019) inspired the project: local spaces, institutional settings, historical objects, photographs, pictures, time-travelling films and narratives motivated the teacher-writer and participants to read and respond imaginatively to the world. The author found that the project caused him to ‚Äúremediate‚ÄĚ his own practice: to transfer ‚Äúexisting skills in order to tackle new genres‚ÄĚ (Barnard 2019: 121). This process enabled him to become a more effective writer and teacher. The research shows that the problem of multimodal overload ‚Äď having too much choice regarding what to write about and the many forms writing can take ‚Äď can be circumnavigated if participants are given both autonomy and constraints. It illustrates in some depth how the concept of reciprocity is vital to adopt if writers are to improve their craft

    Metodología de intervención para trabajar ODS. Educación a través de las artes

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    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los pa√≠ses miembros de la ONU emplean para enmarcar sus pol√≠ticas. Entre las metas del ODS 4 ‚Äúeducaci√≥n de calidad‚ÄĚ encontramos: ‚Äúasegurar que todos los alumnos adquieran los conocimientos te√≥ricos y pr√°cticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educaci√≥n para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de g√©nero, la promoci√≥n de una cultura de paz y no violencia, la ciudadan√≠a mundial y la valoraci√≥n de la diversidad cultural y la contribuci√≥n de la cultura al desarrollo sostenible‚ÄĚ. La educaci√≥n, se considera el motor de la Agenda 2030 porque, adem√°s de representar el centro del ODS 4, desempe√Īa tambi√©n un papel notable en la implementaci√≥n de los dem√°s, mejorando su alcance y efectividad. As√≠ pues, entre las disciplinas que sustentan este trabajo se escogi√≥ la Educaci√≥n para el Desarrollo Sostenible y la Ciudadan√≠a Global como marco de acci√≥n y punto de partida en la formaci√≥n de los ciudadanos de un futuro viable, equitativo y habitable. Se continu√≥ investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y c√≥mo la educaci√≥n permitir√≠a su aprovechamiento. Con todo ello, se plante√≥ el marco did√°ctico de interacci√≥n en el cual se implement√≥ la interculturalidad en el ejercicio educativo. Se estudi√≥ as√≠ el poder de las artes como medio de motivaci√≥n e inspiraci√≥n a la hora de transmitir de la manera m√°s eficaz posible los valores considerados m√°s arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadan√≠a y sostenibilidad. Para ello, se ha realizado una investigaci√≥n aplicada que deriva en una propuesta concreta de intervenci√≥n con un programa educativo destinado a la ense√Īanza de lenguas, tanto primera como extranjera, en distintos niveles de la educaci√≥n formal en Mali y en Espa√Īa, aplicando un m√©todo hol√≠stico basado en el paradigma interpretativo. A trav√©s de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento cr√≠tico, la empat√≠a, la resiliencia, la comunicaci√≥n, la cooperaci√≥n y la educaci√≥n intercultural, como competencias esenciales para la consecuci√≥n de los 17 ODS, la construcci√≥n de un mundo transcultural sostenible y el desarrollo de una ciudadan√≠a global preparada para los retos del siglo XXI. En la metodolog√≠a de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un an√°lisis del proceso de investigaci√≥n para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observaci√≥n, r√ļbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un an√°lisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles m√°s bajos de la misma y en todos los niveles de la educaci√≥n formal) de en qu√© consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecuci√≥n para garantizar un futuro sostenible para toda la ciudadan√≠a global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 ‚Äúquality education,‚ÄĚ we find the one that seeks: ‚Äúto ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development‚ÄĚ. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens

    Responding to research evidence in Parliament: a case study on selective education policy

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    This research focusses on how members of the UK Parliament engaged with evidence in relation to the policy decision leading to the Selective Schools Expansion Fund, a policy designed to enable the existing 163 English Grammar Schools to apply for additional funds to expand their intake. Although a small case study, the narrow focus provides a fertile setting for analysis of the relationship between research evidence, Parliamentary debates, and policy decisions. The article provides contextual background in relation to the dominant political parties‚Äô (Conservative and Labour) education policy manifesto statements and a discussion on the nature and understanding of evidence. Particular attention is given to how evidence can be used to support claims and the importance of justified warrants. Using NVivo software, we identified the thematic content of 11 Parliamentary debates and analysed the findings using descriptive statistics, which we tested with a playful, carnivalesque extrapolation of the data. Argumentative analysis shows that within the debates a number of rhetorical tools are used to avoid empirical evidence, including the deployment of a ‚Äėmoral sidestep‚Äô which discourse analysis reveals in this case to be the repeated communication that grammar schools are ‚Äėgood‚Äô. In this way, Ofsted ratings are conflated with moral goodness, leading to a disproportionate diversion of school funding in their favour. This case study exposes strengths and weaknesses of Parliamentary debate, which might be relevant to educational researchers who focus on evidence-based policy and to the policy makers and other stakeholders who engage with the evidence such researchers offer
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