148 research outputs found

    Using art to illuminate social workers' stress

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    Summary: This article aims to capture the self-defined holistic interaction between stressors, stress reactions and coping for social workers’ stress. We utilised an arts-based intervention in the form of a single drawing with 80 social workers, who were actively guided to explore their own stressors, stress reactions and coping. Findings: Our findings suggest that whilst social workers define their stressors as being related to a lack of social work professional and managerial support (a macro problem), they experience this stress as lack of personal efficacy and self-worth and expect to cope by drawing on their inner strengths rather than by challenging the ‘system’ (micro solutions). Thus, they tend not to utilise available systemic ideas and theories in social work to address their own problems. Application:These findings offer a way of exploring stress and coping as an interactive whole that helps to understand both systemic stressors and the gaps in social workers’ coping methods. It also explores the relationship between stressors, stress reactions and coping through the personal drawings and narratives of participating social workers. The findings are relevant for supervisors, and managers helping social workers to manage stress, and offer an example of how visual methods might be used as a pedagogic tool in social work education and practice

    Talk the talk, walk the walk: Defining Critical Race Theory in research

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    Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on 'race' is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. © 2012 Copyright Taylor and Francis Group, LLC

    Nunalleq, Stories from the Village of Our Ancestors:Co-designing a multivocal educational resource based on an archaeological excavation

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    This work was funded by the UK-based Arts and Humanities Research Council through grants (AH/K006029/1) and (AH/R014523/1), a University of Aberdeen IKEC Award with additional support for travel and subsistence from the University of Dundee, DJCAD Research Committee RS2 project funding. Thank you to the many people who contributed their support, knowledge, feedback, voices and faces throughout the project, this list includes members of the local community, colleagues, specialists, students, and volunteers. If we have missed out any names we apologize but know that your help was appreciated. Jimmy Anaver, John Anderson, Alice Bailey, Kieran Baxter, Pauline Beebe, Ellinor Berggren, Dawn Biddison, Joshua Branstetter, Brendan Body, Lise Bos, Michael Broderick, Sarah Brown, Crystal Carter, Joseph Carter, Lucy Carter, Sally Carter, Ben Charles, Mary Church, Willard Church, Daniele Clementi, Annie Cleveland, Emily Cleveland, Joshua Cleveland, Aron Crowell, Neil Curtis, Angie Demma, Annie Don, Julia Farley, Veronique Forbes, Patti Fredericks, Tricia Gillam, Sean Gleason, Sven Haakanson, Cheryl Heitman, Grace Hill, Diana Hunter, Joel Isaak, Warren Jones, Stephan Jones, Ana Jorge, Solveig Junglas, Melia Knecht, Rick Knecht, Erika Larsen, Paul Ledger, Jonathan Lim Soon, Amber Lincoln, Steve Luke, Francis Lukezic, Eva Malvich, Pauline Matthews, Roy Mark, Edouard Masson-MacLean, Julie Masson-MacLean, Mhairi Maxwell, Chuna Mcintyre, Drew Michael, Amanda Mina, Anna Mossolova, Carl Nicolai Jr, Chris Niskanen, Molly Odell, Tom Paxton, Lauren Phillips, Lucy Qin, Charlie Roberts, Chris Rowe, Rufus Rowe,Chris Rowland, John Rundall, Melissa Shaginoff, Monica Shah, Anna Sloan, Darryl Small Jr, John Smith, Mike Smith, Joey Sparaga, Hannah Strehlau, Dora Strunk, Larissa Strunk, Lonny Strunk, Larry Strunk, Robbie Strunk, Sandra Toloczko, Richard Vanderhoek, the Qanirtuuq Incorporated Board, the Quinhagak Dance Group and the staff at Kuinerrarmiut Elitnaurviat. We also extend our thanks to three anonymous reviewers for their valuable comments on our paper.Peer reviewedPublisher PD

    We must become gatekeepers : editing indigenous writing

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    With the proliferation of Indigenous texts currently published by specialist and mainstream publishers, non-Indigenous editors increasingly find themselves negotiating the uncomfortable territories of race, politics and power for which current training (in an Australian context) leaves them poorly prepared. Indigenous writer Anita Heiss advocates the employment of Indigenous editors as an \u27ideal\u27 solution, though few are currently working in the Australian industry. Margaret McDonell, an experienced non-Indigenous editor of Indigenous texts, suggests non-Indigenous editors need to \u27undertake a journey of learning\u27 during which \u27assumptions, biases, tastes and preconceptions\u27 are examined. Yet this presents a difficult task within a postcolonial society, when, as identified by Clare Bradford, even the classification of texts into genres such as fiction and the short story represents an entirely Eurocentric construct, \u27not readily correspond[ing] with Aboriginal schemata\u27. The Australian Society of Authors\u27 discussion paper \u27Writing about Indigenous Australia: Some Issues to Consider and Protocols to Follow\u27 provides practical guidelines that may be adapted for editorial use. This article canvasses these and other ideas with a focus on establishing an ethical and appropriately sensitive cross-cultural approach to editing Indigenous writing.<br /

    How artists working in academia view artistic practice as research: Implications for tertiary music education

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    Artistic research output struggles for recognition as ‘legitimate’ research within the highly competitive and often traditional university sector. Often recognition requires the underpinning processes and thinking to be documented in a traditional written format. This article discusses the views of eight arts practitioners working in academia by asking whether or not they view their arts practice as research; and if they do, how it is so. The findings illuminate ways in which artistic practice is understood as research and reveal how the process of analytical and reflective writing impacts artist academics, their artistic and academic identities and their environment. The findings suggest a frame within which to advocate the equivalence of artistic research with traditional scholarly research. They also suggest a rationale for arguing against this, focusing instead (or perhaps as well) on a wider understanding of what constitutes knowledge. This has implications for academics, for students and for universities in recognising the research inherent within arts practice itself, and in recognising the value of practice-led writing in understanding and communicating new knowledge, new methods, and new definitions of research

    Intercultural ethics: questions of methods in language and intercultural communication

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    This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These approaches, the paper argues, have created a considerable consciousness raising industry, with methods, trainings and ‘critical incidents’, which ultimately focus intellectual energy in areas which may be productive in terms of courses and publications but which have a problematic basis in their ethical terrain. Dieser Artikel untersucht wie ethische und methodische Fragen nicht nur ineinander greifen, sondern in keiner ernstzunehmenden Studie ueber Sprache und interkulturelle Kommunikation ausgelassen werden duerfen. Es wird hier argumentiert, dass der Schwerpunkt auf Verschiedenheit und Problemorientierung im interkulturellen Konflikt einen wesentlichen Einfluss auf theoretische Entwicklungen, Datenerhebung und Methoden in diesem Bereich hatte. Dieser Artikel legt auch dar, wie diese Ansaetze eine betraechtliche ‘Bewusstseinsbildungs – Branche' erzeugt haben, mit Methoden, Trainings, und ‘kritischen Interaktionssituationen’, welche letztendlich allen intellektuellen Arbeitseifer auf Bereiche konzentriert hat, die zwar ertragreich sind in Bezug auf Kurse und Publikationen, jedoch eine problematische Grundlage im ethischen Bereich aufweisen

    Sensory ways to indigenous multimodal literacies : Hands and feet tell the story

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    This chapter reports original research that asks the question: What are the ways of knowing, being, and communicating that are valued and practiced in Indigenous communities? Literacy curricula, internationally and nationally, typically do not take into account the multi-sensorial dimensions of non-Western forms of representation that go beyond narrow conceptions of print. For example, literacies are often conceived as drawing on print, visual, spatial, gestural, and audio modes, but the role of haptics and locomotion has typically received little attention. This chapter highlights examples of the multi-sensoriality of Indigenous literacies observed in participatory community research with an Indigenous school. It extends recent theories of sensory studies in the history and cultural anthropology of the senses, applying these principles to literacy education. Sensory literacies is a theoretical perspective that gives priority to the sensorial dimensions of the body and its role in communication in literacy practice, because without a sensing body, we cannot know about or communicate with the world. The data demonstrates how the forgotten role of the hands and feet in dominant theories of communication is central to Indigenous identity and literacies. Written by a white academic with an Indigenous researcher, the chapter problematises the privileging of narrow, logocentric, and Western forms of literacy and its implications for rethinking the role of the whole body in literacy and the literacy curriculum for Indigenous students
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