Covid-19 shed a light on how disparities, influenced by institutional racism and social determinants of health, led to negative healthcare outcomes. This inspired community organizations such as the Black Doctor’s COVID-19 Consortium to take matters into their own hands and play their part in meeting the needs of the community. With evident gaps in healthcare for marginalized communities, I believe that community-based health interventions are an ethical approach to ensure care for marginalized communities. To ensure that a proper intervention is being crafted for these communities, it is important to define what community-based means. This paper explores four models for categorizing community-based: community as setting, target, resource, and agent. While traditional research focuses on the voice of the academic, using Community Based Participatory Research amplifies and recenters the voice of the community, while providing a means to increase their capacity, fostering agency, and promoting solidarity. This paper explores local community-based health interventions in North Philadelphia and emphasizes partnering with the community to determine their needs before creating an intervention. Using community-based interventions to increase access to healthcare for marginalized communities in tandem with existing models of healthcare, follows a utilitarian approach to ensure that the greatest number of individuals can benefit. Community-based health interventions are the most ethical approach to bringing healthcare to marginalized communities. / Urban Bioethics / Accompanied by 1 PDF file: Francois_temple_0225M_171/Step 2 Recall.pdf

Solving complex sustainability problems requires diverse perspectives from different academic disciplines and non-academic actors. However, no generally accepted guidelines exist on how to apply transdisciplinarity or other collaborative approaches in a research process. Therefore, applied research approaches reflect the perspectives and expectations of researchers in terms of collaboration. This thesis aims to analyse how natural scientists view and involve indigenous people and local communities in a collaborative research process. To fulfil this aim, an international natural resource-related project in the Brazilian Amazon was examined as a case study and semi-structured interviews were conducted with natural scientists. The empirical data shows that local communities are directly involved in the project, incorporating their knowledge and opinions. Although the researchers think the collaborative approach is valuable, the majority believe that local community participation and decision-making power should be enhanced. The challenges faced by scientists are the communication of science and the difficulties related to power asymmetries or social, such as cultural differences. Simultaneously, cultural and social exchange can serve as inspiration for new perspectives for scientists if they are open-minded and flexible. The most highlighted benefit is the local knowledge of the communities. Scientists maintain that they cannot conduct research without local communities’ knowledge of the environment and the forest. Therefore, communities should also benefit from the academic knowledge of the scientists and the co-produced knowledge generated through the collaboration. Furthermore, the role and help of community members in research should be acknowledged, enhancing their involvement and authority in decision-making within research.

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Community-based participatory research (CBPR) is an increasingly popular form of public health research. However, little is known about the application of CBPR and the levels of involvement for partners in specific phases of the partnership. This phenomenological study addressed the application of CBPR from the perspectives of 7 academic researchers and 6 community members experienced in CBPR. Arnstein's ladder of citizenship participation and the community coalition action theory provided the framework for the study. Semi-structured interviews addressed participants' levels of involvement in the CBPR process, as well as challenges, concerns, successes, and recommendations for improvement. Interview transcripts were analyzed by identifying recurrent themes relevant to the experience of being a CBPR partner. These themes were then used to develop descriptions of their experience. Results indicated that participants knew the term CBPR and had experienced it, but not all participants understood the depth of CBPR and how much bargaining power they could have for their community. Sustainability of partnerships and programs was a major concern. Ethical problems were also raised regarding the long-term commitment to projects and the need for CBPR partnership evaluation. Results may be used to strengthen awareness of the principles of CBPR to advance culturally tailored public health interventions.

Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.

Introdução - A cadeia de produção de semijoias e bijuterias em Limeira é responsável por um processo produtivo complexo que, chega ao domicílio residencial e, gera trabalho infantil e adolescente. Graves problemas de saúde podem surgir para as famílias que produzem semijoias e bijuterias dentro de casa, além dos riscos ocupacionais e de acidentes. Objetivo - Compreender o aprendizado expansivo coletivo de modo a possibilitar a colaboração e a integração entre os diferentes atores da rede de sistemas de atividades da COMETIL - Comissão Municipal de Erradicação do Trabalho Infantil e Adolescente de Limeira. Método - Coleta de dados utilizando entrevistas, reuniões, oficinas de apresentação, observações da atividade. Posteriormente, utiliza-se o método Laboratório de Mudanças (LM), que se apoia na Teoria da Atividade Histórico Cultural e na Aprendizagem Expansiva, para a compreensão das atividades interinstitucionais da COMETIL, com gravação e filmagem das sessões para análise. Resultados - Divididos em 2 artigos e 1 capítulo de livro. No primeiro artigo, as hipóteses são de que contradições existentes no sistema de atividades da cadeia produtiva não permitem transpor o desafio de sustentabilidade da cadeia, aumentando a precarização do trabalho e os riscos à saúde e segurança das famílias que, por não encontrarem outra alternativa, produzem semijoias e bijuterias em casa. No segundo, apresenta-se uma análise dos resultados do LM que permitiu elevar o nível de agência transformativa entre os participantes da COMETIL, além de fornecer visualização das ações com a elaboração de novos instrumentos de trabalho. No terceiro, evidencia-se que a agência transformativa efetiva-se através da compreensão de que há necessidade de atuação coletiva e integrada, entre instituições públicas e privadas, confirmando o processo de aprendizagem expansiva desencadeado pelo método. Conclusão - O LM permitiu visualizar que a COMETIL pode ser entendida como uma plataforma ou um macro sistema de atividades e que possibilita novos processos organizacionais de ações das instituições públicas de erradicação e controle do trabalho infantojuvenil junto a este setor produtivo de semijoias e bijuterias. / The costume jewelry production chain in Limeira is responsible for a complex production process that gets the residential homes and creates child and adolescent labor. Consequently, severe health problems can emerge for families that produce costume jewelry inside their houses, besides the occupational risks and accidents. Objective - To understand the collective expansive learning towards the collaboration and the integration between the actors of the activity systems of COMETIL - Committee for Eradication of Child Labor and Adolescent Work Protection of Limeira. Methods - Data collection using interviews, meetings, introductory workshops, and observations of activity. Subsequently, the Change Laboratory (CL) method, based on the Cultural-Historical Activity Theory and the Expansive Learning, was carried out to comprehend the interorganizational activities of the COMETIL with video recording for analysis. Results - These are divided into two papers and one book chapter. In the first paper, the hypotheses are that the existing contradictions in the activity systems of the production chain do not allow to meet the sustainability challenge, increasing the precariousness and the health and safety risks for families that are forced to produce costume jewelry at home because of an absence of other choices. The second text presents the analysis of the CL results that promoted the transformative agency among the COMETIL participants and provided the visualization of actions with the elaboration of new work instruments. The third paper supports that the transformative agency becomes effective through the comprehension of the need for a collective and integrated action between public and private institutions, confirming the learning expansive process resulting from the method. Conclusions - The CL allowed visualizing that the COMETIL can be understood as a platform or a macrosystem of activities and it promoted a new organizational process of actions of public institutions of eradication and monitoring the child labor with this costume jewelry production sector.

Historically, research on Aboriginal education issues has ignored the needs of Aboriginal people and disempowered the Aboriginal community. This thesis seeks to offer a corrective to that trend. <p> The intent of the thesis research was to establish a process for conducting educational research with one Aboriginal community - the Dakota People of Wahpeton which would enable this community to have a legitimate voice and control over future research that will be conducted on their behalf. A methodology called community-Based Participatory Research (CBPR) was utilized because it provided the means for community input and direction. Through the use of CBPR, collaborative relationships were established with 20 Dakota People of Wahpeton, who were identified as the research participants. The interview was used as the primary research method. <p> The thesis discusses how the conflict between two cultural world views - the Aboriginal view of the Dakota, Nakota, and Lakota People, generally referred to as "Sioux", and the contemporary Western view - was resolved within the process of implementing the Community-Based Participatory Research methodology. This resolution of differences was accomplished by bridging, then mirroring, the methodologies and ways of gaining knowledge unique to these two respective cultural world views. Additionally, theoretical and practical suggestions are offered so that the thesis might serve as a model for Dakota-Nakota-Lakota Community-Based Participatory Research in the future. <p> In keeping with Community-Based Participatory Research, the voice of the people will be emphasized in this thesis, through extensive use of quotes. Furthermore, the voice of the researcher will be clearly identified so that he may be held accountable for his input.

Historically, research on Aboriginal education issues has ignored the needs of Aboriginal people and disempowered the Aboriginal community. This thesis seeks to offer a corrective to that trend. <p> The intent of the thesis research was to establish a process for conducting educational research with one Aboriginal community - the Dakota People of Wahpeton which would enable this community to have a legitimate voice and control over future research that will be conducted on their behalf. A methodology called community-Based Participatory Research (CBPR) was utilized because it provided the means for community input and direction. Through the use of CBPR, collaborative relationships were established with 20 Dakota People of Wahpeton, who were identified as the research participants. The interview was used as the primary research method. <p> The thesis discusses how the conflict between two cultural world views - the Aboriginal view of the Dakota, Nakota, and Lakota People, generally referred to as "Sioux", and the contemporary Western view - was resolved within the process of implementing the Community-Based Participatory Research methodology. This resolution of differences was accomplished by bridging, then mirroring, the methodologies and ways of gaining knowledge unique to these two respective cultural world views. Additionally, theoretical and practical suggestions are offered so that the thesis might serve as a model for Dakota-Nakota-Lakota Community-Based Participatory Research in the future. <p> In keeping with Community-Based Participatory Research, the voice of the people will be emphasized in this thesis, through extensive use of quotes. Furthermore, the voice of the researcher will be clearly identified so that he may be held accountable for his input.